I mixed up the groupings so they were very mixed and students were grouped with people they aren't normally with. While the first group solved the problem, the first group worked independently on skills-based basic facts drills/practising, and then they swapped. Not following the DMIC protocol, I didn't get the first group to share back before inviting the second group down. So the first group solved it (didn't share back), then the second group solved the problem, then ALL the children sat together and we took turns to present together.
I was really pleased with how this maths went this week, as it got more complex each day and most of the class was able to grasp the big ideas that were being presented to them.
My personal goal was to facilitate more discussion/practise with the small group before they got up to present, so that their presentation went better and I didn't have to intervene while they presented.
On Tuesday, only one group presented and then I facilitated the second headphones price with the whole class (this was due to time constraints).
On Wednesday, a different group shared each of the four 'shops' price solutions then I lead a discussion about how percentages/fractions are the same (half is 50%, quarter 25%, etc) and students could understand what I was talking about.
Overall I was really pleased with how changing the groups, and only sharing back once at the end (when both halves of the class solved the same problem). I found the discussion was a lot easier because we weren't limited by the number of kids, kids confidence levels, spoken English ability (or lack of), etc. It ran much smoother.
This was Tuesday's question -
"Miss Ashley is buying a fathers day present for her dad. She looks at two headphones at different shops. The first headphones are $19.99 with 15% off, and the second are $24.99 with 25% off. Which will be cheaper?"
Our solving/sharing together..