ayp grant session 1 8.3.11

8/3/2019 AYP Grant Session 1 8.3.11

1/29

Thinking Critically in MathematicsExploring Strategies and Materials

Grades 35Professional Development

11


2/29

22

Digi-Block Activator

Work with a partner to:

Take a block of 100 for each principal in your school. Take a block-of-10 for each vowel in your schools

name.

Take a single block for each month that has 31 days.

Write the number these blocks show.

Adapted from Build It and See!Grade 3


3/29

Outcomes

Agenda

Ground Rules

Capture Sheet

33


4/29

By the end of the session, participantswill have:

heard the rationale for incorporatingdiscourse into the teaching and learning ofmathematics.

heard key principles for implementing rigor,equity, and discourse in the classroom.

44


5/29

reflected on instructional practices thatfacilitate student learning of rigorous

mathematics.

explored the use of Digi-Block materials to

support the conceptual understanding ofnumber and operations in base ten.This is the essence for understanding place value

~the foundation of our number system

55


6/29

Math-Talk LearningCommunity

Actions for Teachers andStudents

66


7/29

Questioning

Explaining Mathematical Ideas

Source of Mathematical Ideas

Responsibility for Learning

77


8/29

Math-Talk Learning Community

Self-Reflection

Currently, where do

you see yourself as afacilitator of theteaching and learning

of mathematics?

88


9/29

Math-Talk Learning CommunitySelf-Reflection

As you begin theschool year, consider a

studentin your classroom.Where does this

student fall within thecomponents?

99


10/29

Why

Mathematical

Discourse?1010


11/29

Key Principles for Providing Rigor, Equity, andDiscourse in the Classroom:

The Structure for Cooperative Groups

Opportunities to engage in rigorous tasks

Time for teachers to debrief problem solvingexperiences with students

1111


12/29

Student Discourse

Access = to be involvedSuccess = to make progress

Many students receivingspecial education services

have difficulty expressingideasfor example, howand why a specificstrategy was used.

1212


13/29

Math Talk

Moves/Strategies

1313


14/29

Jigsaw Strategy

Count off 15. Regroup by number alike. Expert group will read assigned talk move. Discuss the information with expert group. Agree and record on a response to each

question on the capture sheet.

Move to a 15 group and share key points.

1414


15/29

Engage in a

Focus

Problem1515


16/29

Ground RulesforCooperative Groups

1616


17/29

Focus Talk

on the

Mathematics

1717


18/29

Every student is

listening to whatothers say.

1818


19/29

Every student canhear what others say.

1919


20/29

Every student willparticipate by speaking at

some point.

2020


21/29

Math Club Field Trip[Problem #3979]

Miss Noether took her fourth grade Math

Club on a field trip to the Science Museum.A total of 27 students and adults went onthe trip. On the way to the museum Miss

Noether drove the school van with 11students in it. The rest traveled by car with3 people in each car. On the way homeeach car carried 4 people.

What do younotice?

2121


22/29




Noether drove the school van with 11students in it. The rest traveled by car with3 people in each car. On the way homeeach car carried 4 people.

What do youwonder?

2222


23/29

Notice and Wonder Strategy

Key Point Focuses on reading andinterpretation rather thancoming up with theanswer.

Process

Participants sharenotices with minimal

discussion. Participants share

wonderings with minimaldiscussion.

2323

Frequently a wondering will be a question very similarto the question in the actual problem.


24/29




Noether drove the school van with 11students in it. The rest traveled by car with3 people in each car. On the way homeeach car carried 4 people. How manyrode in the van?Extra: There were an even number ofchildren on the trip. What is the

smallest number of adults that could2424


25/29

1) Think individually (1 to 2 minutes) how you mightapproach the task.

2) Share strategies with group (each shares) focusis not on a solution.

3) Begin the problem solving process.

4) Come to consensus for a representation to modelon large paper.

2525


26/29

Debriefing the Work:

Sharing and discussing multiple

representations.

Clarifying the big mathematics ideas

Connecting multiple representations

Reflecting on the process

2626


27/29

Key ideas from todays session.

3

New thought I have aftersharing my 3-2-1 with apartner.

+1Ways I can apply these ideas .

2

Lingering question I still have.

1

Summarizer

2727


28/29

Next

Steps

2828


29/29

EvaluationEvaluation

Have a Great Year!

2929

ayp grant session 1 8.3.11

Documents