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Making Algebraic Connections Math Science Partnership Grant Funded by the United States Department of Education through the Kentucky Department of Education Meeting Norms oPlease Put Your Cell Phone on Vibrate… oUse The Rule of Two Feet… oSide-bar talking Please limit talking with other participants unless group work is under way. oParticipate Actively Respect and solicit opinions 3 Getting to Know You… Human Glyphs 1. Grade level of students Grade 6– left hand up Grade 7– left hand on hip Grade 8– left hand shading eyes Even Mix – left hand on heart 2. Experience in Teaching More than 20 years – Right toes pointing forward 10-20 years – right toes pointed right 5-10 years – right toes pointed left Less than 5 – right toes touching back 4 3. Knowledge of NCTM Standards Like the back of your hand – show back of right hand Know the main ideas – right hand pointing to brain Heard of them – right hand pointing to ears Not sure I do – right hand on lips 4. Problem Solving Favorite part of math– Stand up! I like it okay– Stay seated I don’t like it – Crawl under table (just kidding!) Data Collection Content Assessment Community Building Math Meetings Fraction Rummy Making Algebraic Connections in Middle School 1. What would you like to see happen in your math program by the end of this two year experience? 2. What do you hope to gain personally from your participation? Making Algebraic Connections in Middle School Goal 1: Enhance 6-8 teachers’ conceptual understanding and pedagogical content knowledge under the big idea of Number Properties and Operations and Algebraic Thinking Making Algebraic Connections in Middle School Goal 2: Enhance 6-8 teachers’ ability to implement effective mathematics instruction using research-based strategies Making Algebraic Connections in Middle School Goal 3: Develop administrators’ knowledge and skills to provide effective instructional leadership and support of high quality number properties and operations teaching and learning in middle schools. Making Algebraic Connections in Middle School Goal 4: Improve student understanding and achievement in mathematics Vocabulary Assessment ??? Ratio Equation ??? Distributive property NCTM Principles and Standards Process Standards NCTM Process Standards Problem Solving Reasoning and Proof Communication Connections Representation Process Standards Card Sort Problem Solving Standard Instructional programs from prekindergarten through grade 12 should enable all students to— Build new mathematical knowledge through problem solving Solve problems that arise in mathematics and in other contexts Apply and adapt a variety of appropriate strategies to solve problems Monitor and reflect on the process of mathematical problem solving Reasoning and Proof Standard Instructional programs from prekindergarten through grade 12 should enable all students to— Recognize reasoning and proof as fundamental aspects of mathematics Make and investigate mathematical conjectures Develop and evaluate mathematical arguments and proofs Select and use various types of reasoning and methods of proof Communication Standard Instructional programs from prekindergarten through grade 12 should enable all students to— Organize and consolidate their mathematical thinking through communication Communicate their mathematical thinking coherently and clearly to peers, teachers, and others Analyze and evaluate the mathematical thinking and strategies of others Use the language of mathematics to express mathematical ideas precisely Connections Standard Instructional programs from prekindergarten through grade 12 should enable all students to— Recognize and use connections among mathematical ideas Understand how mathematical ideas interconnect and build on one another to produce a coherent whole Recognize and apply mathematics in contexts outside of mathematics Representation Standard Instructional programs from prekindergarten through grade 12 should enable all students to— Create and use representations to organize, record, and communicate mathematical ideas Select, apply, and translate among mathematical representations to solve problems Use representations to model and interpret physical, social, and mathematical phenomena Let’s Do Some Math! Read the task aloud to the group. Discuss what the problem is about. Solve the task. Consider alternative ways to solve the task. Select one of the strategies and explain or illustrate on your newsprint. TASK #1 Task #2 TASK #3 TASK #4 Reflecting on Processes Process Problem Solving Reasoning and Proof Connections Communication Representation Evidence or Potential in ________[your task]. Gallery Walk As a group, travel to each poster related to the same task you had. Analyze and discuss the strategies you see – What new ideas do you see? Are the strategies correct? Efficient? What do the strategies have in common? What is different about the strategies? Learning Target: When given a problem and its solution, I can recognize which process standards have been applied. What did we do? What did we learn? Homework Reading is a great form of professional development. We have selected 3 tasks to build on our work today and prepare for our next meeting. Enjoy! Chapter 2: “ExploringWhat It Means to Know and Do Mathematics” by Van de Walle, Karp, Bay-Williams, 2010. Four Teacher-Friendly Postulates for Thriving in a Sea of Change by Steven Leinwand Condominium Problem Wrap Up Sounding Boards Place name tags in meeting box