c2s2 mathematics
TRANSCRIPT
![Page 1: C2S2 Mathematics](https://reader036.vdocuments.mx/reader036/viewer/2022081415/629ddce335ad011c582a649f/html5/thumbnails/1.jpg)
Welcome Back!
C2S2 – Mathematics
Grade 8 Session 2
![Page 2: C2S2 Mathematics](https://reader036.vdocuments.mx/reader036/viewer/2022081415/629ddce335ad011c582a649f/html5/thumbnails/2.jpg)
I. Welcome
II. Warm-Up
III. Evidence of SMPs 1, 4, and 6
IV. Analyzing Student Work
Break
V. Trying on the Math
VI. Instructional Shifts
Lunch
VII. Instructional Shifts continued
VIII. Lesson Planning
IX. Evaluation/Reflection
Agenda
![Page 3: C2S2 Mathematics](https://reader036.vdocuments.mx/reader036/viewer/2022081415/629ddce335ad011c582a649f/html5/thumbnails/3.jpg)
Design Methodology Standards
Interpretation
Expected Evidence of Student
Learning
Text-based Discussion (Research)
Model Construction (Trying on the Work)
Task & Instructional Plan
Student Work Examination
Revision of Task & Instructional Plan
![Page 4: C2S2 Mathematics](https://reader036.vdocuments.mx/reader036/viewer/2022081415/629ddce335ad011c582a649f/html5/thumbnails/4.jpg)
Review: SMPs
#1: Making Sense of Problems and Persevere in Solving Them
#6: Attending to Precision
Think of an exemplary student response that provides evidence for Math Practice 1.
How many tiles will be in the picture at Size 8?
Evidence of SMPs
![Page 5: C2S2 Mathematics](https://reader036.vdocuments.mx/reader036/viewer/2022081415/629ddce335ad011c582a649f/html5/thumbnails/5.jpg)
Analyzing Student Work
Reviewing evidence of
Standards of Mathematical
Practices 1, 4 and 6
![Page 6: C2S2 Mathematics](https://reader036.vdocuments.mx/reader036/viewer/2022081415/629ddce335ad011c582a649f/html5/thumbnails/6.jpg)
Analyzing Work
• Work in partners or triads
• Look at the student work samples we provide for
you
Complete the “evidence recording” template
• Create two piles:
1) Samples that have evidence of SMP 1, 4, or 6
2) Samples that don’t have evidence of SMP 1, 4
or 6
![Page 7: C2S2 Mathematics](https://reader036.vdocuments.mx/reader036/viewer/2022081415/629ddce335ad011c582a649f/html5/thumbnails/7.jpg)
Analyzing Student Work
• Examining your student work
• Work in partners or triads
Complete the “evidence
recording” template
![Page 8: C2S2 Mathematics](https://reader036.vdocuments.mx/reader036/viewer/2022081415/629ddce335ad011c582a649f/html5/thumbnails/8.jpg)
Analyzing Student Work As a table group… • Choose 1 or 2 pieces of student work that
exemplifies evidence of progress towards
Practice 1, 4 or 6
• Place a post-it on the student work that
identifies where in the work students were
making sense, persevering, and/or
attending to precision
![Page 9: C2S2 Mathematics](https://reader036.vdocuments.mx/reader036/viewer/2022081415/629ddce335ad011c582a649f/html5/thumbnails/9.jpg)
Analyzing Student Work
• Gallery Walk Place your 1-2 pieces of student work (with
the post-its) on the wall
• As you are walking, take post-its… Write questions and comments
![Page 10: C2S2 Mathematics](https://reader036.vdocuments.mx/reader036/viewer/2022081415/629ddce335ad011c582a649f/html5/thumbnails/10.jpg)
10 minutes
Break Time
![Page 11: C2S2 Mathematics](https://reader036.vdocuments.mx/reader036/viewer/2022081415/629ddce335ad011c582a649f/html5/thumbnails/11.jpg)
Linear Functions
Trying on the math
![Page 12: C2S2 Mathematics](https://reader036.vdocuments.mx/reader036/viewer/2022081415/629ddce335ad011c582a649f/html5/thumbnails/12.jpg)
• Focus: What is the enduring mathematical understanding from this lesson? (share as a table/whole group)
Instructional Shifts in Action
![Page 13: C2S2 Mathematics](https://reader036.vdocuments.mx/reader036/viewer/2022081415/629ddce335ad011c582a649f/html5/thumbnails/13.jpg)
• Coherence: If students can understand linear functions, how does that help them when they get to other types of functions (like quadratics)? (Share as a table/whole group)
Instructional Shifts in Action
![Page 14: C2S2 Mathematics](https://reader036.vdocuments.mx/reader036/viewer/2022081415/629ddce335ad011c582a649f/html5/thumbnails/14.jpg)
• Rigor (fluency, deep understanding, application, dual intensity): What did the teacher do to allow students to gain an understanding of linear functions? (share as a table/whole group)
Instructional Shifts in Action
![Page 15: C2S2 Mathematics](https://reader036.vdocuments.mx/reader036/viewer/2022081415/629ddce335ad011c582a649f/html5/thumbnails/15.jpg)
• Use the enhanced lesson planning guide
• Complete section A
– What is the focus of your lesson?
– What should students have learned beforehand? (prior knowledge)
– How will their new understanding enrich future learning?
Lesson Planning Part A
![Page 16: C2S2 Mathematics](https://reader036.vdocuments.mx/reader036/viewer/2022081415/629ddce335ad011c582a649f/html5/thumbnails/16.jpg)
1 hour
Lunch
![Page 17: C2S2 Mathematics](https://reader036.vdocuments.mx/reader036/viewer/2022081415/629ddce335ad011c582a649f/html5/thumbnails/17.jpg)
Read Shift: Focus
• Write 2-3 key ideas
• Write down what a teacher’s shift in focus looks like in the classroom
• WHOLE-GROUP SHARE OUT:
In relation to the prompt for “Focus” on your “Shifts in Action” worksheet, what new understanding do you have?
Shifts
![Page 18: C2S2 Mathematics](https://reader036.vdocuments.mx/reader036/viewer/2022081415/629ddce335ad011c582a649f/html5/thumbnails/18.jpg)
Read Shift: Coherence
• Write 2-3 key ideas
• Write down what a teacher’s shift in coherence looks like in the classroom
• WHOLE-GROUP SHARE OUT:
In relation to the prompt for “Coherence” on your “Shifts in Action” worksheet, what new understanding do you have?
Shifts
![Page 19: C2S2 Mathematics](https://reader036.vdocuments.mx/reader036/viewer/2022081415/629ddce335ad011c582a649f/html5/thumbnails/19.jpg)
Read Shift: Rigor (fluency, deep
understanding, application, dual intensity)
• Write 2-3 key ideas
• Write down what a teacher’s shift in rigor looks like in the classroom
• WHOLE-GROUP SHARE OUT:
In relation to the prompt for “Rigor” on your “Shifts in Action” worksheet, what new understanding do you have?
Shifts
![Page 20: C2S2 Mathematics](https://reader036.vdocuments.mx/reader036/viewer/2022081415/629ddce335ad011c582a649f/html5/thumbnails/20.jpg)
Answer getting vs. learning mathematics
USA: • How can I teach my kids to get the answer
to this problem?
High Performing Countries: • How can I use this problem to teach the
mathematics of this unit?
[Phil Daro]
![Page 21: C2S2 Mathematics](https://reader036.vdocuments.mx/reader036/viewer/2022081415/629ddce335ad011c582a649f/html5/thumbnails/21.jpg)
Teach at the speed of learning
• More time per concept
• More time per problem
• More time per student talking
= less math problems per lesson
[Phil Daro]
![Page 22: C2S2 Mathematics](https://reader036.vdocuments.mx/reader036/viewer/2022081415/629ddce335ad011c582a649f/html5/thumbnails/22.jpg)
• Complete section B of the lesson planning guide
• Be prepared to share out
• Share your expected evidence on a half-sheet of paper
– Turn it in
Lesson Planning Part B
![Page 23: C2S2 Mathematics](https://reader036.vdocuments.mx/reader036/viewer/2022081415/629ddce335ad011c582a649f/html5/thumbnails/23.jpg)
• Complete section C of the lesson planning guide
• Be prepared to share out
Lesson Planning Part C
![Page 24: C2S2 Mathematics](https://reader036.vdocuments.mx/reader036/viewer/2022081415/629ddce335ad011c582a649f/html5/thumbnails/24.jpg)
• Please complete your evaluation
Reflection