Download - AYP Grant Session 1 8.3.11
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Thinking Critically in MathematicsExploring Strategies and Materials
Grades 35Professional Development
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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
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Outcomes
Agenda
Ground Rules
Capture Sheet
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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.
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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
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Math-Talk LearningCommunity
Actions for Teachers andStudents
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Questioning
Explaining Mathematical Ideas
Source of Mathematical Ideas
Responsibility for Learning
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Math-Talk Learning Community
Self-Reflection
Currently, where do
you see yourself as afacilitator of theteaching and learning
of mathematics?
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Math-Talk Learning CommunitySelf-Reflection
As you begin theschool year, consider a
studentin your classroom.Where does this
student fall within thecomponents?
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Why
Mathematical
Discourse?1010
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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
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Student Discourse
Access = to be involvedSuccess = to make progress
Many students receivingspecial education services
have difficulty expressingideasfor example, howand why a specificstrategy was used.
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Math Talk
Moves/Strategies
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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.
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Engage in a
Focus
Problem1515
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Ground RulesforCooperative Groups
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Focus Talk
on the
Mathematics
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Every student is
listening to whatothers say.
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Every student canhear what others say.
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Every student willparticipate by speaking at
some point.
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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?
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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 youwonder?
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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.
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Frequently a wondering will be a question very similarto the question in the actual problem.
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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. How manyrode in the van?Extra: There were an even number ofchildren on the trip. What is the
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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.
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Debriefing the Work:
Sharing and discussing multiple
representations.
Clarifying the big mathematics ideas
Connecting multiple representations
Reflecting on the process
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Key ideas from todays session.
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New thought I have aftersharing my 3-2-1 with apartner.
+1Ways I can apply these ideas .
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Lingering question I still have.
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Summarizer
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Next
Steps
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EvaluationEvaluation
Have a Great Year!
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