Discuss with students what a grapple is-struggling, persevering, asking questions, and helping each other without being spoon fed the answer (finding the answer on their own with guidance). Note their ideas on an anchor chart. (I'm big on anchor charts because it shows what we have been discussing in student language.)
Students might have some idea of how to solve it but it will be a little more challenging than students are used to. They should know enough to start the problem but they have to figure out the rest of it without being taught the concept, first. If it is too challenging for a particular student, then you as a teacher should give a clue or a hint for their continuation of the problem. The teacher is able to go around and observe what students all ready know and what you need to teach in the focus part (main part) of the lesson. Teacher analyzes strengths and gaps in student knowledge. This is the best part!! Similar to a Science Talk!!
Now that your math norm anchor chart is complete (see previous post) you are ready to choose a math grapple. Math grapple problems are usually open ended. I usually like to use a grapple about the math topic I am currently teaching or one that I will soon be teaching to my class. When I first began grappling I found many great ones on TPT (teacherspayteachers.com).
To begin with, I type the grapple onto address labels for students to easily stick inside of a math journal. When students begin math class they have a label on their table. They get their math journal out and stick it in. Students immediately start grappling with the problem, independently, for 2 minutes. (Great time to refer to math norms 1, 2, 4, and 5, if you use my math norms) After the 2 minutes are up, students then grapple with their table group, for another 2 minutes. (Another great time to refer to math norms 3 (if you use my math norms) After students have been given time to complete their grapples it is now time to discuss what they found and what they struggled with. This is a time where teacher is writing up student ideas on the board and helping mop up misconceptions from the problem.
Example 3rd grade grapple-
Jenny puts stickers in an album. She puts 4 rows of stickers on each page. There are ____ stickers in each row. How many stickers are on each page? Think of at least 2 solutions to this problem.
As you can see it really becomes fun and the students enjoy it as a way to discuss their findings and their struggles with their group. Of course it will not be perfect. There will be students that sit there with this "can't do" attitude. I will discuss this in a later post. "How do I motivate the unmotivated student?" "How do I build stamina in my unmotivated student?"
