Anchor Problem & Extension Problems Observation/Conference Chart
Date  	

Questions:
•	What tool from your toolbox could you use?
•	How could these 	represent what we know?
•	How does this representation show the relationship?
•	How is the unknown value represented?
•	How could you represent your strategy using an equation?
•	How could you use a strategy you know for mental math?
•	How does this model help you clearly communicate your strategy and thinking?
•	How does this model help you efficiently solve the problem?
•	

OBSERVATION/CONFERENCE CHART

Name	SC #3: I can use mathematical models to represent addition/ subtraction relationships.
C: Manipulatives
R: Diagram, Bar Model, Number line
A: Number chart, Table, Equation	SC #1: I can combine, separate, find the difference in many contexts.
SC #2: I can explain the meaning and value of the unknown number in a context and representation. SC #3: I can describe addition and subtraction situations using mathematical language and notation (addend, sum, difference, +, -).	Derived Fact Strategies
(sums of ten, doubles,
near-doubles, make ten)	

				

				

				

Retrieved from the companion website for Teaching Mathematics in the Visible Learning Classroom, Grades K–2 by John Almarode, Douglas Fisher, Kateri Thunder, John Hattie, and Nancy Frey. Thousand Oaks, CA: Corwin, www.corwin.com. Copyright © 2019 by Corwin. All rights reserved. Reproduction authorized for educational use by educators, local school sites, and/or noncommercial or nonprofit entities that have purchased the book.