Welcome Math Liaisons!

Please sign in and wear a name badgeTurn cell phones to vibrateTake an evaluation to complete at the end of the day

May

2011

Agenda

*Welcome and Updates*Mixer: Feed back from schools*Standards Implementation Plan*Eight Standards for Mathematical Practice*Cherry Creek Curriculum Framework

*Article: Tying it all together*Bringing the math conversation home

Everyday Mathematics-*EDM- District training*EDM-District Order, Common Core Version

State Standards-*Comparison of Math Topic

Updates:

Midday Mixer

*Have discussion at your table about the state of mathematics in your building; What’s going well? What do you need to make it better?

*What feedback did you receive from colleagues after sharing from the last liaison meeting?

*In general, how has your year gone?

Math Standards & GVC Revision Flow Map

Constructing meaning from the standards*Five Components of Mathematical Proficiency*8 Standards for Mathematical PracticeCherry Creek

School District

Standards

Work

Good Math-Videohttp://www.youtube.com/watch?v=TxYGAbIMXqI&safety_mode=true&persist_safety_mode=1

1. Make sense of problems and persevere in solving them.

2. Reason abstractly and quantitatively.3. Construct viable arguments and critique the

reasoning of others.4. Model with mathematics.5. Use appropriate tools strategically.6. Attend to precision.7. Look for and make use of structure.8. Look for and express regularity in repeated

reasoning.

Standards for Mathematical Practice

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Standards for Mathematical PracticeCount off at your tables . . .

What are the verbs that illustrate the student actions for your assigned

mathematical practice?

Circle, highlight, or underline them for your assigned practice.

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Construct viable arguments and critique the reasoning of others.Students . . . Teachers . . .1. Students make conjectures.2. Students justify their conclusions and communicate them to others.3. Students compare the effectiveness of two plausible arguments.4. Students listen and respond to the arguments of others for sense making and clarity.

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Construct viable arguments and critique the reasoning of others.

Students . . . Teachers . . .1. Student make conjectures. 1. Teachers pose worthwhile tasks

and ask meaningful questions.2. Students justify their conclusions and communicate them to others.

2. Teachers ask students to explain their thinking and then make decisions about when to clarify an issue and when to let students struggle.

3. Students compare the effectiveness of two plausible arguments.

3. Teachers make decisions about when to add mathematical language and notation to student ideas.

4. Students listen and respond to the arguments of others for sense making and clarity.

4. Teachers monitor student discussions and make decisions about how to encourage participation. 10

What Are Mathematical Tasks?

Mathematical tasks are a set ofproblems or a single complexproblem the purpose of which is tofocus students’ attention on aparticular mathematical idea.

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Lower-Level Tasks

Memorization– What are the decimal equivalents for the fractions ½ and ¼?

Procedures without connections– Convert the fraction 3/8 to a decimal

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Procedures with connections– Using a 10 x 10 grid, identify the decimal and percent equivalents of 3/5

Doing mathematics– Shade 6 small squares in a 4 x 10 rectangle. Using the rectangle, explain how to determine:

a) The decimal part of area that is shadedb) The fractional part of area that is shaded

Higher-Level Tasks

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Why Do Tasks Matter?Students develop their understanding of the nature of mathematics from the tasks they experience.

The level and kind of thinking required by mathematical instructional tasks influences what students learn; and Differences in the level and kind of thinking of tasks used by different teachers, schools, and districts, is a major source of inequity in students’ opportunities to learn mathematics.

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Consider a Task

Laura needs to figure out where to place a stereo on an 8-foot long shelf so that the length of wire to the speakers is minimized.

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Individually spend a few minutes working through the task as described in your handout.Pay special attention to the thinking required during the solution process.

On cue, continue working with a partner.

Discuss your solution, your method, and the thinking required with your table group.

Solving the Problem

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Stand up--Pair up Find a partner with a different color task sheet.

Discuss: How are the problems similar? How are they different? What does each version require students to think about?

To do? What does each version enable or allow for in terms of

engaging in the Standards for Mathematical Practice?

Two Versions of the Same Task

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Task 1Assume that GeorgeWashington had a face thatwas 9 inches long and a nose that was 2.75 inches long.

If the face of GeorgeWashington on MountRushmore is 60 feet long,how long is its nose?

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Task Enhancers: Removing Information

If the face of GeorgeWashington on MountRushmore is 60 feet long,how long is its nose?

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How does this change impact the demand on student thinking? How does this enhancer support students’ engagement in the Standards for Mathematical Practice?

Name that number: The number is odd The number has an odd number of factors The number is composite The number is less than 10

Task 2

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Name that number: The number is odd The number has an odd number of factors The number is composite

How does this change impact the demand on student thinking? How does this change support students’ engagement in the Standards for Mathematical Practice?

Task 2 Enhancer:Multiple Solutions

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Having the Math Conversation at “home”

Talk in grade level teams: *Choose a problem to solve from your grade level math materials. *How can you be thinking of one or more of the standards to enrich

the thinking and support the mathematicians in your classroom?

Taking it back to your

school…

Standards of Mathematical Practice

Dan Meyer –Math Class needs a MakeoverVideo- Ted Talkshttp://www.ted.com/talks/lang/eng/dan_meyer_math_curriculum_makeover.html

Ted Talks

Having the Math Conversation at “home”- Dan Meyer-Ted Talks.com

Talk in grade level teams:How can we think about these 5 symptoms outlined in the Dan Meyer Video and grow in the way we provide

experiences with solving problems?

Taking it back to your

school…

“…5 symptoms you may be teaching math Wrong”1. Lack of Initiative2. Lack of Perserverence3. Lack of Retention4. Aversion to Word Problems5. Eagerness for Formulas

5th grade Curriculum-SampleOperations and Algebraic ThinkingNumber and Operations-Fraction

Cherry Creek Curriculum Framework

Tying It All Together

Jigsaw discussion

15 min. Read

5 min. -Each participant

discusses key points for

assigned reading

10min.- Open Discussion and

connections to Standards of

Math Practice

*Everyone Reads: Pg. 163-164 to “Classroom Practices that Promote the Five Strands”1= “Modeling Math Meaningfully”2=“Math Curse”3=“Math Happenings”4=“Convince Me” and “Poster Proofs”*Everyone Reads:Pg. 168 “Students Transformed into Mathematics”

To the end

4th and 5th grade teachers/specialists wanted

If you would like to work on the Curriculum Framework for 5th grade to be piloted in the

2011/12 sy, please sign up at the back table.

Standards

Work

Starting…

Wrap Up

*Please fill out an evaluation and leave it in the middle of you table. *Please place materials back in table totes and bus your tables. Thank you for your time and commitment to our goalS of *growing with Math Instruction in Cherry Creek and *making

math accessible for all of our students! Have a great Afternoon! JOVERLEY2@CHERRYCREEKSCHOOLS.ORG720-554-5020