There are six phases within each Poster Problem.

Poster Problems are usually taught during two class sessions. Even though the 6 Sixth Grade and 6 Seventh Grade Poster Problems address different topics listed in the Common Core State Standards, the lesson plans are all structured the same way so teachers can use Diagnostic Teaching techniques with different content throughout the year.

DAY ONE

DAY TWO

1. Launch

Teachers set the stage by leading an introductory discussion that orients students to the context of the problem.

2. Pose a Problem

Teachers introduce a mathematical way of thinking about the context and engage students in a preliminary approach that opens the door to the workshop phase.

3. Workshop

The workshop starts with a more challenging and more open-ended extension of the problem. In teams, students plan and produce mathematical posters to communicate their work.

4. Post, Share, Comment

Teams display their posters in the classroom, get to know other teams’ posters, and attach questions/comments by way of small adhesive notes (or similar).

5. Strategic Teacher-Led Discussion

Teachers then compare, contrast and connect several posters. In the process they highlight a progression from a more basic approach to a more generalizable one. By doing this, teachers emphasize standards-aligned mathematics using student-generated examples.

6. Focus Problem: Same Concept in a New Context

Serving as a check for understanding, this more focused problem gives teachers evidence of student understanding.

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Strategic Education Research Partnership

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1. Launch

Teachers set the stage by leading an introductory discussion that orients students to the context of the problem.

2. Pose a Problem

Teachers introduce a mathematical way of thinking about the context and engage students in a preliminary approach that opens the door to the workshop phase.

3. Workshop

The workshop starts with a more challenging and more open-ended extension of the problem. In teams, students plan and produce mathematical posters to communicate their work.

4. Post, Share, Comment

Teams display their posters in the classroom, get to know other teams’ posters, and attach questions/comments by way of small adhesive notes (or similar).

5. Strategic Teacher-Led Discussion

Teachers then compare, contrast and connect several posters. In the process they highlight a progression from a more basic approach to a more generalizable one. By doing this, teachers emphasize standards-aligned mathematics using student-generated examples.

6. Focus Problem: Same Concept in a New Context

Serving as a check for understanding, this more focused problem gives teachers evidence of student understanding.

1. Launch

Teachers set the stage by leading an introductory discussion that orients students to the context of the problem.

2. Pose a Problem

Teachers introduce a mathematical way of thinking about the context and engage students in a preliminary approach that opens the door to the workshop phase.

3. Workshop

The workshop starts with a more challenging and more open-ended extension of the problem. In teams, students plan and produce mathematical posters to communicate their work.

4. Post, Share, Comment

Teams display their posters in the classroom, get to know other teams’ posters, and attach questions/comments by way of small adhesive notes (or similar).

5. Strategic Teacher-Led Discussion

Teachers then compare, contrast and connect several posters. In the process they highlight a progression from a more basic approach to a more generalizable one. By doing this, teachers emphasize standards-aligned mathematics using student-generated examples.

6. Focus Problem: Same Concept in a New Context

Serving as a check for understanding, this more focused problem gives teachers evidence of student understanding.