Transcript INTRODUCTION - University of California, Santa Barbara

A fourth-grade class needs 5 leaves each day
to feed its 2 caterpillars. How many leaves
would the students need each day for 12
caterpillars?
 Use drawings, words, or numbers to show how
you got your answer.
 Please try to do this problem in as many ways
as you can, both correct and incorrect. What
might a 4th grader do?
Margaret S. Smith
Mary Kay Stein
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NOT ENOUGH PROBLEM SOLVING
◦ Textbook problems are not really “problems”

NOT ENOUGH SOCIAL INTERACTION
◦ “Research tells us that complex knowledge and
skills are learned through social interactions.”
1.
Find problems that are conducive to problem
solving (cognitively demanding tasks)
2.
Orchestrate the discussions by guiding and
supporting the students
a. Launch the problem
b. Explore the problem
c. Discuss and summarize the problem
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Read pages 3-4 of Introduction
After reading, at your table group, please discuss
and record two things:
◦ What did Mr. Crane do well?
◦ What could he have done differently?
Whole group sharing
Introducing the Five Practices
1.
2.
3.
4.
5.
Anticipating
Monitoring
Selecting
Sequencing
Connecting
Chris
Maria
Fawn
1.
2.
3.
4.
How students might interpret the problem
The different strategies they might use
How these strategies relate to the math they are to
learn
How is the “doing math” support one or more of
the 8 CCSS math practices
1.
2.
3.
Circulating while students work
Recording interpretations, strategies, other ideas
(Resisting urge to help!)
1.
2.
Choosing particular students because of strategies
used and/or the mathematics in their responses
Gaining some control over the discussion content
1.
2.
Ordering presentations to facilitate the building of
mathematical content
Scaffolding
1.
2.
Encouraging students to make connections
between presenters
Making the key mathematical ideas of the task
prominent
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Six Discussion Questions
Quiet time to read through all 6, then choose 2
to answer.
(5 minutes)
Then, we’ll do a dyad and
share like this…
(4 minutes total)