1 breakout 3 patterning and algebra responding to student mathematical thinking
TRANSCRIPT
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Breakout 3Patterning and Algebra
Responding to Student
Mathematical Thinking
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Partners Around the Clock
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No time to talkNor share a thoughtJust write your namesTo play this game
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Partners Around the Clock
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New friend’s name and your name
New friend’s name on your clock AND your name on her clock
You need the names of 4 different people on your clock
You need the names of 4 different people on your clock
You need the names of 4 different people on your clock
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Session Goals• understand the difference
between additive thinking and multiplicative thinking
• use a Frayer model to define multiplicative thinking
• examine student work and match it to the stages of multiplicative thinking chart
• write descriptive feedback on the content
• discuss the processes and how they engage students in mathematical thinking
• become familiar with the DI process cards and re-write prompts appropriate for students in K-4
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Read with your Elbow Partner
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A Frayer Model
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concept /
word
Definition Characteristics
Non-ExamplesExamples
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A Frayer Model
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Fraction
Any part of a whole, a set, or a measure.
• has two numbers written one over another
• top number numerator tells how many parts are being considered
• bottom number denominator tells how many parts in the whole
45366.5
- 12
3 4
17 3
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A Frayer Model
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Have a date with your 6:00 partner!
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The Right Number of Elephants
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Jeff Sheppard and Felicia Bond
Sharm counted 10 trunks. How many legs would there be on the elephants belonging to those 10 trunks?
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Examining Student Work
• Sit at a table with another pair of 12:00 partners so there are 4 of you
• Peruse the samples of student work• Pick 1 sample that the 4 of you want to
talk about
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Find your 12:00 partner!
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Stages in Development of Multiplicative Thinking
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Responding (in the moment) to Mathematical Content• Consider the stages of development of
multiplicative thinking• Identify (as a table of 4) where your
work sample “fits” the continuum• For your 1 student sample write
descriptive feedback on a BLUE post-it note focusing on the content of the mathematical thinking you are seeing
• Post your descriptive feedback on the wall on the sample of student work
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Before Break
• Please clean up your table space.• Leave any student samples not used, in
the middle of the table.
• During break – please wander through the Descriptive Feedback Gallery and be ready to comment on what you read…
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BREAK
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And Gallery Walk
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When you return from break
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Sit down with your 3:00 partner…
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Descriptive Feedback… over time
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Communicating Connecting
Problem solvingReflecting
Reasoning and proving
Selecting tools and strategies
Representing
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DI process cards
• The set has one card to describe each process• Read the sample questions and sample
prompts for REPRESENTING• Pick another few processes and read these
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The Right Number of Elephants
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Jeff Sheppard and Felicia Bond
Sharm counted 10 trunks. How many legs would there be on the elephants belonging to those 10 trunks?
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Writing Descriptive Feedback
• Use YELLOW post-it notes to write descriptive feedback to the student about the process of representing and ???
• Post your notes on the posted student sample.
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Find your 9
:00 partner!
DI cards and Tongue depressors
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DI process cards
• Turn and talk at your table about how effective the prompts and questions would they be with your students?
• Pick another few processes and read these• Re-write prompts appropriate for K-4• Sticks are for yourself.
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Journal
• Write descriptive feedback about what you learned today.
• Be sure to comment on content and process.
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