“LET'S SHIFT GEARS” - The Math Projects Journal

“LET’S SHIFT GEARS”The Road from the Traditional tothe Common CoreThinking & Communicating ThroughQuestioningMath Coach Team – TVUSD – September 20, 2013

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TARGETS T1: Teachers will create a lesson that teaches students how tothink and communicate their thinking.• CCSS Mathematical Practices• Questioning T2: Teachers will be able to identify techniques and structuresin a lesson that meet the needs of ALL students, includingthose at-risk.• Model Lessons & Activities• Essential Components of Instruction - ECI

WHAT ARE WE EXPECTED,AND….PAID TO DO?

Teacher Action is the Difference“The greatest influence in the quality of theeducation that a student receives is thedecisions that a teacher makes on a daily basis.”-- Dr. William Schmidt, University of Michigan

SO, WE MUST CHANGE OUR THINKINGAND TEACHING METHODS FROM…to

REFLECT ON YOURTEACHING In your teams, choose an upcoming topic forwhich you will be designing a lesson today. Describe your old school lesson on that topic.

Mathematical PracticesTHE 8 PRACTICES1. Make sense of problems and persevere in solving them.2. Reason abstractly and quantitatively.3. Construct viable arguments and critique the reasoning ofothers.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.The Common Core is all about the Practices.The Practices are Instructional Targets.

REFLECT ON YOURTEACHING Within your teams, revisit your topic anddescribe how the Mathematical Practices will bean integral part of your new school lesson.

QUESTIONING

CURRICULUMTRANSFORMATIONThe road from the traditional to thecommon core.

Target: Create questionsthat can be used to developa deeper understanding andassess how well a concept isunderstood.

1.0323.1 X 6.09 =140679

CAN YOU EXPLAIN HOWPLACE VALUE AFFECTSWHERE THE DECIMALPOINT IS PLACED IN THEPRODUCT?Andrea Cadman, MMS6 th and 7 th grade

x2Is f(x) = x ÷2 the same as f(x) = ?How can you prove it?x12 xIs f(x) = 2 the same as f(x) = ?Ed Carbajal, TMS8th grade

21 ÷ 0 =0 or undefined?55321021150621Sherrie Ferns, GMS7th grade

Graph y = 2x + 7Represent relations andfunctions in equations, tables,graphs, and verbal descriptionsboth mathematical and incontext.

Family of Functions

What questions can we askstudents as they are workingon the “Family of Functions”activity that could be answeredusing a(n) equation? table?graph? verbal description?

20y-axis18y = 3x161412What is the area of thetriangle with a base of 3.5?10864200 1 2 3 4 5 6 7x-axis

Why do you invertand multiply whendividing fractions?

REFLECT ON YOURTEACHING Within your teams again, revisit your topic andcreate at least 2 questions that you feel coulddevelop and assess student thinking. Anticipate student responses and how you mightaddress them.

DISTRICT WIDE GOALWe are a Program Improvement DistrictSAFE HARBOR3% CAHSEE / 5% CSTReach ALL Students!

NOVICE TO THE PROS

BOOT CAMPREFRESH, REFINE, AND ACCELERATE!(Pre-requisite Skills)

4 DIGIT PROBLEMObjective: Students will use order of operations to generate agiven value.MP1: Make sense of problems and persevere in solving them.MP3: Construct a viable argument and critique others’.MP6: Attend to precision.

4 DIGIT PROBLEM8 + 8 + 8 + 8 = 321) Arrange four 8’s to produce 19.388 8 + 8 8 + 8 + 8 + 8 02) Arrange four 8’s to produce each integer 1 through 5.

REFLECT ON YOURTEACHINGHow can this activity Refresh, Refine andAcceleRate pre-requisite skills as well asenhance problem solving skills (Dual Intensity).What Boot Camp Skills are necessary for thelesson that you will be creating?

NUMBER TRICKSObjective: Students will be able to refine, refresh, and acceleratetheir arithmetic skills involving fractions and negativeintegers, as well as writing and simplifying algebraicexpressions.-8x+7MP1: Make sense of problems and persevere in solving them.231MP7: Look for and make use of structure.MP8: Look for and express regularity and repeated reasoning.

BREAK15 minutes

SHIFT GEARS!

SHIFT GEARS!Think & Communicate(Questioning)All Students(Access)PracticesECI

SHIFT GEARS!Modeled MathLessons forHigh School&Middle School

REFLECT ON THEMODELED LESSONThink & Communicate(Questioning)All Students(Access)PracticesECI

LUNCHBe Back at 1

IT’S YOUR TURN You will create a lesson using the information that you havelearned today with regard to the 8 mathematical practices, and“Thinking and Communicating Thru Questioning” Use the topic / concept that you picked earlier in the day. Makesure that your lesson has the following components:• Standard• Objective / Target• The components of the 4 quadrants of your observation reflectionsheet. (Questions throughout lesson, scaffolds for at risk students,evidence of the mathematical practices, and examples of ECIcomponents.

REFLECT ON YOUR NEWLESSONThink & Communicate(Questioning)All Students(Access)PracticesECI

BREAK OUT SESSIONYour Choice:SBG: Standards-Based Grading (Brian May)orSBAC: Smarter Balance Assessment Consortium(online)OrTeacher Created Lesson: Continue Working

ADJOURNTime to Rock theCommon Core