## Start, Result, Change: Start Change Result page.pdf

Start Change Result page.pdf
Student Handout

We use the triangle shaped processing template (on paper) to consider what we know and want to know about problems. This strategy provides context in a new way. We consider the start (vertice labeled on bottom left of triangle). We then consider what information the problem has presented and is not always the same (was there anything that changed at the peak vertice of the triangle), and the outcome or result is the last vertice on the right.
Student Handout

We use the triangle shaped processing template (on paper) to consider what we know and want to know about problems. This strategy provides context in a new way. We consider the start (vertice labeled on bottom left of triangle). We then consider what information the problem has presented and is not always the same (was there anything that changed at the peak vertice of the triangle), and the outcome or result is the last vertice on the right.

Collaborative Student Groups

# Start, Result, Change

Start, Result, Change is a strategy students use during math investigations to help them process what is hapenning in word problems. Using the parts or information students identify as being present, this strategy is a scaffold which enables students to process and consider what our next steps to solving a problem will be. Do we need to find the start, change, or the result?

Strategy Resources (3)
Students In Action

Student Handout

We use the triangle shaped processing template (on paper) to consider what we know and want to know about problems. This strategy provides context in a new way. We consider the start (vertice labeled on bottom left of triangle). We then consider what information the problem has presented and is not always the same (was there anything that changed at the peak vertice of the triangle), and the outcome or result is the last vertice on the right.
Students In Action

This picture is demonstrates how students walk through the parts of the Start, Change, Result template during an investigation using materials that they have selected. Once they have gone through the parts of the problem, they can determine what piece of information is missing (Start, change or result).
Students In Action

Student Handout

We use the triangle shaped processing template (on paper) to consider what we know and want to know about problems. This strategy provides context in a new way. We consider the start (vertice labeled on bottom left of triangle). We then consider what information the problem has presented and is not always the same (was there anything that changed at the peak vertice of the triangle), and the outcome or result is the last vertice on the right.
Students In Action

This picture is demonstrates how students walk through the parts of the Start, Change, Result template during an investigation using materials that they have selected. Once they have gone through the parts of the problem, they can determine what piece of information is missing (Start, change or result).
Freddy Esparza
Los Angeles, CA

Prep Time:
Moderate
Subject:
Math
##### Similar Strategies
Routines and Procedures

This strategy is called Blended Learning Timekeeper. The BL Timekeeper circulates and focuses on looking for students who are moving with urgency and purpose. This strategy emphasizes focus and motivation. Since we implemented this strategy in our class, the students are logging on faster, as they want to be an 'urgency all-star'.

Assessment & Data

Assessment and data play a crucial role in a blended teacher’s classroom. Blended learning gives teachers an opportunity to assess consistently throughout a class period, in a way that drives instruction, impacts grouping, and assignments. Blended educators have to develop capacity to sift through multiple sources of data and synthesizes quickly into action. Check out how Mark utilizes Assessment and Data here.

Feedback Systems

Each week the boat on our ‘Treasure BL Wall’ is moved across three islands until the boat reaches the final island where a treasure awaits the class with a hidden treasure. Once we have reached the treasure the hidden prize usually is something like a popcorn party, movie. pizza party, game time party, or class-selected incentive. This is the last part of the reflection. This part involves students deciding if we should or should not move our blended learning tracking tool towards our end goal. Our tracking tool in my class is the treasure blended learning wall, where students can see their progress and can view blended learning in a game-like way. The game involves students versus fictional characters on our map who are trying to get to the goal before we can.