Coherence

• It is about “making math make sense”

Day 2 Secondary Mathematics August 1, 2012

Reflections on Day 1

Reflections from Day 1

• • • • • • Greater understanding of the instructional shifts Learning helped improve classroom rigor More opportunities to get up and move around Different ways of presenting information Norms Please feel free to talk to me/ask any clarifying questions off-line.

Math Snacks

Math Snacks

• • “Smart and yummy educational animations, mini-games, and interactive tools that help mid-school learners better understand math concepts.” www.mathsnacks.com

Math Snacks

• • • • • Scale Ella 7.G.1 – Solve problems involving scale drawings of geometric figures, including computing actual lengths and areas from a scale drawing and reproducing a scale drawing at a different scale.

Watch Video Complete Handout Discuss

Standards for Mathematical Practice

Essential

Question

• How do the Standards for Mathematical Practice positively enhance my students’ mathematical experiences ultimately increasing their mathematical proficiency?

Objectives

• • • • Study and analyze the eight Standards for Mathematical Practice; Describe desired student behaviors which model the Standards for Mathematical Practice; Identify desired teacher behaviors to help support student learning via the Standards for Mathematical Practice; Construct a plan to incorporate the Standards for Mathematical Practice more effectively in their classrooms.

Standards for Mathematical Practice

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

• • • Each person is assigned to review one Standard for Mathematical Practice Underline the verbs in that Standard for Mathematical Practice What do you notice about the kinds of verbs contained the Standards for Mathematical Practice?

Standards for Mathematical Practice

• • Using your capture sheet, quietly reflect and write down the desired student and teacher behaviors that exemplify that Standard for Mathematical Practice.

Find another person who has the same Standard for Mathematical Practice as you do. Compare notes and capture new/additional information on your capture sheet.

Standards for Mathematical Practice

• BREAK

Standards for Mathematical Practice

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

1. Make sense of problems and persevere in solving them 4. Model with 2. Reason abstractly and quantitatively 3. Construct viable arguments and critique the reasoning of others 5. Use appropriate tools strategically 6. Attend to precision Group 3 7. Look for and make use of structure 8. Look for and express regularity in repeated reasoning Group 4

Standards for Mathematical Practice

• • • • • • Your pair will join another pair to form a quad. (1&6, 2&3, 4&5, 7&8) Share information and discuss Chart your observations on chart paper Conduct a Gallery Walk We will regroup to debrief the learning.

Focus on the desired student behaviors and desired teacher behaviors for each Standard for Mathematical Practice.

Action Planning

• • • • How will you address the Standards for Mathematical Practice at your school/in your classroom?

Which standards will be easier to implement than others?

Which standards will be more difficult to implement and why? How will you address those concerns?

How will you build teacher capacity and share this information at your school with colleagues?

Lesson Plan / Task Practice

Lesson Plan / Task Practice

• Individuals or Groups will get chance to practice a part of a lesson/task in front of the group.

Lesson Plan / Task Practice

• • • • •

Protocol (20 minutes)

Presenter(s) will have up to 10 minutes to share a portion of their lesson and/or task. Audience is quiet. Presenter(s) provide a focusing question to help shape feedback.

Presenter will have up to 2 minutes to share with the audience one thing they would do the same and one thing they would do differently.

Audience will have up to 6 minutes to write down and share feedback Presenter(s) will have 2 minutes to reflect and specifically address the feedback.

Task Practice Debrief

• • • • •

Protocol (20 minutes)

Presenter(s) will have up to 10 minutes to share a portion of their lesson and/or task. Audience is quiet. Presenter(s) provide a focusing question to help shape feedback.

Presenter will have up to 2 minutes to share with the audience one thing they would do the same and one thing they would do differently.

Audience will have up to 6 minutes to write down and share feedback Presenter(s) will have 2 minutes to reflect and specifically address the feedback.