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ALGEBRA SESSION ALGEBRA SESSION Session 4: Range of Learners

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Page 1: ALGEBRA SESSION Session 4: Range of Learners. 12 x 3 Array Using the same picture, show 6 x 6 and prove that array also has the same value How did

ALGEBRA SESSIONALGEBRA SESSION

Session 4: Range of Learners

Page 2: ALGEBRA SESSION Session 4: Range of Learners. 12 x 3 Array Using the same picture, show 6 x 6 and prove that array also has the same value How did

12 x 3 Array

Using the same picture, show 6 x 6 and prove that array also has the same value

How did your representation change? What mathematical "rule" or property

did you apply? How would this help students

struggling with computational fluency?

Page 3: ALGEBRA SESSION Session 4: Range of Learners. 12 x 3 Array Using the same picture, show 6 x 6 and prove that array also has the same value How did

Students in action

Video 1 and Video 2

Page 4: ALGEBRA SESSION Session 4: Range of Learners. 12 x 3 Array Using the same picture, show 6 x 6 and prove that array also has the same value How did

Computational Fluency Major focus in elementary grades Obstacle to success and confidence in

math Students see each problem as a separate

endeavor (trying to remember the "right steps" to follow rather than building on what they already know)

Page 5: ALGEBRA SESSION Session 4: Range of Learners. 12 x 3 Array Using the same picture, show 6 x 6 and prove that array also has the same value How did

CCSS Connections

Our goal: students learn computation strategies deriving from the operations' properties and the structure of the base ten system.

Where do you see evidence of this goal across grade level standards?

Where is it that we expect kids to master these ideas within the CCSS specifically?

Stay in OA even though NBT would also be relevant

Page 6: ALGEBRA SESSION Session 4: Range of Learners. 12 x 3 Array Using the same picture, show 6 x 6 and prove that array also has the same value How did

Karly (p. 69-70)

What does she understand?

What does she need to work on?

Page 7: ALGEBRA SESSION Session 4: Range of Learners. 12 x 3 Array Using the same picture, show 6 x 6 and prove that array also has the same value How did

Karly (pg. 71)

What has changed? What property is she using when she

talks about dispersing the 9 into 3 bags of 3?

4 x 9 = 4 x (3 x 3) What does this tell us about her

progress? What are the teacher's next steps?

Page 8: ALGEBRA SESSION Session 4: Range of Learners. 12 x 3 Array Using the same picture, show 6 x 6 and prove that array also has the same value How did

Quick vs. Efficient

What is the difference? Work as a table to come up with an explanation.

Many times with struggling learners teachers what to give them quick strategies for success

Quick: non transferrable, procedural Efficient - you can reuse you work, long range

planning, investment, working smarter, not harder

Analogy - math center vs. copies of recording sheets

Fad diet vs. changing of eating habits. Long term effects!

Page 9: ALGEBRA SESSION Session 4: Range of Learners. 12 x 3 Array Using the same picture, show 6 x 6 and prove that array also has the same value How did

Reflecting on Work

The equivalent of "Night Writes" - when I was doing this work, I was thinking about...

Show Me - exciting for kids Is it different than "checking your work?" Brainstorm some sentence starters

students can use when expressing their ideas about strategies

Page 10: ALGEBRA SESSION Session 4: Range of Learners. 12 x 3 Array Using the same picture, show 6 x 6 and prove that array also has the same value How did

Sharing Homework

Sharing Protocol - 1 minute explanation, questions, rebuttal

Talking chips - get rid of chips At the end of your discussion, please

highlight the work of your team

Page 11: ALGEBRA SESSION Session 4: Range of Learners. 12 x 3 Array Using the same picture, show 6 x 6 and prove that array also has the same value How did

HW Share Out

Recognizing each other's work Comparing what we saw at different

schools How will we share our work? Everyone?

Small groups? Jigsaw?


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