hstw mmgw/tctw southern regional education board numeracy across the curriculum friday, july 17,...

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Southern RegionalEducation Board

Numeracy Across the Curriculum

Friday, July 17, 2015

Jason AdairAmanda Merritt

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GoalsParticipants will:

• Explore the Thinking Through a Lesson Protocol (Part 1),

• Deepen understanding of the cognitive demand of a task,

• Learn strategies for increasing the cognitive complexity of a task; and

• Recognize the importance of good facilitation

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The Thinking Through a Lesson Protocol (TTLP)

Before Reading Selecting and Setting up a Mathematical Task

Think about:

What is a mathematical task?

What makes a good task?

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The Solve It TaskUse the quadratic formula to solve the following equations.

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The Softball TaskKara hits a softball straight up at a speed of 70ft/s. Her bat contacts the ball at a height of 3 ft above the ground.

Write an equation relating height in meters, y, and time in seconds, x, is

How long will it take until the ball hits the ground?

Explain your reasoning in words.

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Comparing Two Mathematical Tasks

How are they similar?

How are they different?

What mathematical practices will be utilized on each?

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Mathematical Tasks Framework

Low-Level Tasks Memorization Procedures without connections

High-Level Tasks Procedures with connections Doing Mathematics

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Mathematical Tasks Framework

Not all tasks are created equal, and different tasks will provoke different levels and kinds of student thinking.

Let’s Practice!

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Making Good Tasks Better

Martha was recarpeting her bedroom, which was 15 feet long and 10 feet wide.How many square feet of carpeting will she need to purchase?

What could make this problem more complex?

What could make this problem less complex?

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What makes a problem complex?

A problem that needs planning to solve A problem that can be solved in numerous ways,

often yielding the same answer A problem that requires the combination of many

skills and ideas in order to solve A new type of problem that calls on alterations of

previous knowledge to solve A problem that requires students to synthesize

numerous sources of information (tables, graphs, equations, etc)

A problem that cannot be solved by simply from following along with a textbook example

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The Fencing Task

Ms. Brown’s class will raise rabbits for their spring science fair. They have 24 feet of fencing with which to build a rectangular rabbit pen to keep the rabbits.

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a) If Ms. Brown’s students want their rabbits to have as much room as possible, how long would each of the sides of the pen be?

b) What if Ms. Brown only had 16 feet of fencing?

c) How would you describe the method for obtaining the greatest area for any amount of fencing?

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Importance of Good Facilitation

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Online Resources IllustrativeMathematics.org InsideMathematics.com ThreeActs.MrMeyer.com achievethecore.org/ GeorgiaStandards.org MathematicsVisionProject.org reneeyates2math.com/ EngageNY.org PARCConline.org SmarterBalanced.org

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Thank you

[email protected]

[email protected]

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hstw mmgw/tctw southern regional education board numeracy across the curriculum friday, july 17,...

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