Task 4 Mathematics

Boot CampFall, 2015

Components of Task 4 Identify a learning segment and a central focus in math. (You

Cooperating teacher can teach the unit and you will cite his/her lessons on the form Learning Segment Overview).

Learning Segment Overview- briefly describe the lesson on the template. Each lesson will need an assessment to evaluate. The assessment should allow the students the opportunity to show conceptual understanding, procedural fluency, and mathematical reasoning or problem solving. The assessments MUST show student work.

Identify a central focus along with the content standards and objectives taught in the segment and assessed in the task. The central focus should support students to develop conceptual understanding, procedural fluency and mathematical reasoning/problem solving.

Develop or adapt a formative assessment to deliver to the whole class that allows students to demonstrate conceptual understanding, computational/procedural fluency and mathematical reasoning/problem-solving skills. You will upload a blank copy of this assessment with your files.

Define the criteria you used to evaluate the assessment.

Conceptual understanding -comprehension of mathematical concepts, operations, and relations, allows a student to apply and possibly adapt some acquired mathematical ideas to new situations. Example: the use of zeros with place value problems is simple, but critical for understanding. "What is 20 + 70?" A student who can effectively explain the mathematics might say, "20 is 2 tens and 70 is 7 tens. So, 2 tens and 7 tens is 9 tens. 9 tens is the same as 90.“

Procedural fluency-refers to knowledge of procedures, knowledge of when and how to use them appropriately, and skill in performing them flexibly, accurately, and efficiently. Students must know when, as opposed to just how, to use a procedure. And they must not only be able to perform procedures accurately, but also flexibly and efficiently. Example: performing basic computations with whole numbers (6+7, 17–9, 8×4, and so on) without always having to refer to tables or other aids.

Mathematical reasoning/problem solving- Mathematical reasoning provides opportunities for students to develop and express insights about the mathematical competencies that they are developing. Problem solving allows students to draw on the competencies that they are developing to engage in a task for which the solution is not known.