Microcourse 3 Interactive Activity:
Selecting and Sequencing Student Strategies
Start
Step 1: The Selection Process (Analyze & Decide)
Review the student work samples you gathered during your lesson. Choose 3 to 4 specific strategies that you want to examine. As you select them, make the following tactical decisions:
1. The Starting Point
2. The Progression
3. The "Anchor" Strategy
Tip: This is often a strategy that is most accessible or used by the majority of the class, providing a common entry point for everyone.
Tip: Choose a strategy that builds upon the first one, perhaps moving from a concrete drawing to a more abstract representation.
Tip: This is the strategy that most clearly illustrates the concept you want students to walk away with.
Use this side of the card to provide more information about a topic. Focus on one concept. Make learning and communication more efficient.
Use this side of the card to provide more information about a topic. Focus on one concept. Make learning and communication more efficient.
Use this side of the card to provide more information about a topic. Focus on one concept. Make learning and communication more efficient.
Which strategy best connects to your primary mathematical goal?
Which strategy will you highlight first?
Which strategy will you highlight next?
Title
Title
Title
Write a brief description here
Write a brief description here
Write a brief description here
Step 2: The Instructional Narrative (Explain & Connect)
Once you have determined your sequence, provide a justification for your "Storyline":
Rationale for the Sequence
Facilitating Exploration
How does this sequence help students explore mathematical ideas? Ask yourself: Does this order help students notice a specific pattern? Does it create a "productive struggle" that leads them to discover a more efficient method?
Why did you choose this specific order? Ask yourself: How does this order help students transition from simple ideas to more complex mathematical reasoning?
- END OF ACTIVITY -
Start OVER
M3 Activity: Selecting and Sequencing Student Strategies
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Created on April 21, 2026
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Transcript
Microcourse 3 Interactive Activity:
Selecting and Sequencing Student Strategies
Start
Step 1: The Selection Process (Analyze & Decide)
Review the student work samples you gathered during your lesson. Choose 3 to 4 specific strategies that you want to examine. As you select them, make the following tactical decisions:
1. The Starting Point
2. The Progression
3. The "Anchor" Strategy
Tip: This is often a strategy that is most accessible or used by the majority of the class, providing a common entry point for everyone.
Tip: Choose a strategy that builds upon the first one, perhaps moving from a concrete drawing to a more abstract representation.
Tip: This is the strategy that most clearly illustrates the concept you want students to walk away with.
Use this side of the card to provide more information about a topic. Focus on one concept. Make learning and communication more efficient.
Use this side of the card to provide more information about a topic. Focus on one concept. Make learning and communication more efficient.
Use this side of the card to provide more information about a topic. Focus on one concept. Make learning and communication more efficient.
Which strategy best connects to your primary mathematical goal?
Which strategy will you highlight first?
Which strategy will you highlight next?
Title
Title
Title
Write a brief description here
Write a brief description here
Write a brief description here
Step 2: The Instructional Narrative (Explain & Connect)
Once you have determined your sequence, provide a justification for your "Storyline":
Rationale for the Sequence
Facilitating Exploration
How does this sequence help students explore mathematical ideas? Ask yourself: Does this order help students notice a specific pattern? Does it create a "productive struggle" that leads them to discover a more efficient method?
Why did you choose this specific order? Ask yourself: How does this order help students transition from simple ideas to more complex mathematical reasoning?
- END OF ACTIVITY -
Start OVER