# Evidence!

The best way to gather student evidence is through a rich problem. Students provide such rich thinking and evidence when solving problems. Together we use the evidence to move understanding forwards. Nice work grade 2!

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# Nico’s way!

After a small group number talk on a multiplication word problem, Nico multiplied using the area model. He shared his thinking and then the rest of the students practiced Nico's method! Very empowering and great to see students having opportunity to arrive at the strategies on their own. Awesome grade 3!

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# Gathering student evidence!

Teachers in grade 1 are setting up structured learning centers in order to gather accurate evidence of student learning. We use evidence to inform instruction and the design of the learning centers in order to move student understanding forward.

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# Fractions, Fractions, Fractions!

Grade 5 students are creating visual models to communicate their reasoning about fractions. Class time is given to allow students the opportunity to share their thinking and be challenged about their knowledge of fractions. Some students then ran their own adding fractions workshop!

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# Multiplicative thinking!

Students are constructing rectangular arrays, solving word problems and checking their thinking another way! Students are deciding their next steps in multiplicative thinking.

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A new math rich task has been shared on Curiosedy. Do you have any good rich problem solving tasks? Share them with us at Curiosedy. Love to build a global database of rich math problems.

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# Wonderful Student and Parent morning

The ELC students invited their parents to come and play math games with them. Wonderful.

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# Great use of student work

Using chart paper to document student learning! This allows teachers to use one piece of student learning to inform their instruction. It also allows teachers to document student progress over time and make instructional changes to support student growth.

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A good rich math problem allows wonderful opportunity to gather evidence of student thinking. Teachers use the student work to inform their instruction.

Good math problem = rich student data