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UP prior to starting, play video of Stanford Summer Camp NEED SPEAKERS1PRINICPLES TO ACTIONDeveloping Worthwhile Mathematical TasksUCTM Leadership Conference 2015Sue Womack, Ph.D. UCTM Post Secondary Board Member

Introduce self2Group NormsStart and End on TimePresume Positive IntentionsPut Ideas on the TablePause, Paraphrase, and ProbePay Attention to Self and OthersBalance Advocacy and InquiryDwell in possibility

manyxMany people believe mathematicians relish giving unsolvable problems. That is a great opportunity to see students fail, but they could not be farther from the truth. 4LEARNING GOALS:Discuss the degree of implementation of tasks Discuss quality of tasks in your districtExamine 5 ways to improve tasks. Choose one to use with teachers at next professional development. What Makes a Worthwhile Math Task?With a partner or trio, talk about characteristics of worthwhile math tasks

Go to Answer Garden and post your words.[URL was here. It was set to expire in 1 day]45 second timerThe problem has important, useful mathematics embedded in it.The problem requires higher-level thinking and problem solving.The problem contributes to the conceptual development of students.The problem creates an opportunity for the teacher to assess what his/her students are learning and where they are experiencing difficulty.The problem can be approached by students in multiple ways using different solution strategies.The problem has various solutions or allows different decisions or positions to be taken and defended.The problem encourages student engagement and discourse.The problem connects to other important mathematical ideas.The problem promotes the skillful use of mathematics.The problem provides an opportunity to practice important skills.NCTM Task CriteriaNational Council of Teachers of Mathematics. (2010). Research Brief on Problem Solving.

What IS YOUR SCHOOLS/DISTRICTS LEVEL OF USAGE OF RICH mathematical tasks?Degree of implementationQuality of tasks overallWhat are the successes?What are the concerns?

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VISUAL REPRESENTATION Mark where your school is on the spectrum of implementation of rich math tasks.High successful implementationNeed adding machine tape & sticky flags9TEACHERS HEAR WRONG MESSAGE:So you dont want me to teach the book? What is wrong with the book?

So it doesnt have to align to Utah Core Standards?

So I can just do this everyday instead of teaching?

So they dont have to know basic facts or the steps to solving the problem?

So I have them struggle with stuff they dont know how to do?

FIVE EASYDevelopment Toolsfor transforming textbook activities into worthwhile tasksShifting thinking day by dayrelativelyLow prepCan be used with ANY textbook or pacing map.

11#1 Reduce the number of problems

Big Ideas 7th Grade12Which uses the least amount of packaging?Each package has 24 cubes.

http://blog.mrmeyer.com/category/3acts/page/2/

MAKE CLEAR CONNECTIONS TO PRACTICE STANDARDS

#2 OPEN up questions

Test questions provide a RICH source of easily opened questions.

Routine: Find the difference between 23 and 7.

This is a great place to give the answer. Have the students figure out the question.Deeper and More RigorousOPEN: The difference between two numbers is 16. What might the numbers be? Explain your thinking.Routine: Find 3 + 4 and 5 + 4 and 3 + 7 and 1 + 6 etc. etc.(1st grade)

Find ways to make 7 with two numbers. Then write them in a pattern!OPEN: Deeper and More RigorousRoutine: Calculate 25 42.

Deeper and More RigorousOPEN IT UP WITH A PARTNER!Possible WAY to Open TaskOPEN: Calculate 25 42 in two different ways. Compare your ways with those of your friend. 19CLOSED:

OPEN IT UP WITH A PARTNER!

OPEN: Remove the letters identifying sides that are the same. Describe the triangles and sort by characteristicsPossible WAY to Open TaskThis skill is built through EXPERIENCE!

This is a great collaboration discussion.

#3 Make Connections among representationsRoutine: Shade 2/3 of the figure.

Worthwhile: Use a number line and an area model to show 2/3. Explain how the number line and the area model both show 2/3.

Select and describe one task that uses connections among representations

#4 Increase accessibility by adding a story context

https://www.illustrativemathematics.org/content-standards/tasks/50

https://grade5aglcommoncoremath.wikispaces.hcpss.org/Assessing+6.NS.1

#5 CREATE ARGUMENT!

PROVE OR DISPROVESam says that multiplying is like adding a number over and over. Jonas isnt sure. Explain to Jonas what Sam means using an example.

4 + 8 = 8 + 4

Keiko subtracted 17 from 23 and got 14 (23-17 = 14). Soraya got 6. How did they get their answers? Who got it right? Show how you decided.

What are some other examples of changing a routine task into a worthwhile task by using argument?

RECAPWhat are the 5 actions for transforming routine math tasks? Turn and tell a partner.

5 ACTIONSReduce the number of problems.Open up questionsMake connections among representationsAdd a story context. Create chances for argument.

IMPLEMENTATION STEPSWhich of the 5 actions are the right NEXT step for your school/district?

Anyone can do well in math!Start video at 27 seconds38