CSRA-RESA October 1 st , 2014 by: graham fletcher email: - - PowerPoint PPT Presentation

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CSRA-RESA October 1 st , 2014 by: graham fletcher email: - - PowerPoint PPT Presentation

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CSRA-RESA October 1 st , 2014 by: graham fletcher email: gfletchy@gmail.com tweets: @gfletchy blogs: www.gfletchy.com slides and handouts: http://gfletchy.com/csra-resa/ please silence all cell phones Housekeeping be mindful

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CSRA-RESA


October 1st, 2014

by: graham fletcher email: gfletchy@gmail.com tweets: @gfletchy blogs: www.gfletchy.com slides and handouts: http://gfletchy.com/csra-resa/

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Housekeeping

  • Restrooms
  • Breaks
  • Lunch
  • please silence all cell phones
  • be mindful when others were speaking
  • don't be selfish...if a great conversation is

taking place at your table please be willing to share

  • using #CSRA-RESA
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Broken Squares

  • Designate a shape keeper
  • 6 congruent squares
  • No shapes left over
  • Everyone is encouraged to OFFER.

No one may TAKE. They may ACCEPT a puzzle piece to use if OFFERED.

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  • What do you

notice?

  • What do you

wonder?

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Penny Cubed taken from Mike Wiernicki at http://mikewiernicki.com/2014/09/19/the-penny-cube/

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What do you notice? 
 What do you wonder?

  • Main question(s)
  • Estimation?
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6 inches 6 inches 6 inches

Denomination Penny Nickel Dime Quarter Dollar Weight About 0.09 oz About 0.18 oz About 0.08 oz About 0.2 oz Diameter 0.750 in 0.835 in 0.705 in. 0.955 in. Thickness About 0.06 in. About 0.08 in. About 0.05 in About 0.07 in.

Act 2

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Act 3: The Reveal

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Act 4: The Sequel

Penny Cubed 1.5: The Weight of it All?

  • How much does it weigh?
  • Penny Cube 2: Invasion of the Quarters!
  • Quarters would fit nicely in this cube as
  • well. Which would you rather have, a

cube of pennies or a cube of quarters?

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Through the eyes of 5th graders… last week!

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Through the eyes of 5th graders… last week!

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Act 4: The Sequel

“Algebrafy” the Mathematics

  • How much money could we fit

in this room?

  • Can you find a rule that would

tell us how much money could fit in any room?

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Standards for Mathematical Practice

Look at your SMP and create an anchor chart describing what it should/could look like in a 3rd-5th grade classroom.

  • Explain the standard using numbers, pictures and/or words to

describe what it could look like.

  • what might the teacher be doing
  • examples of student thinking
  • types of tasks used (can you connect your SMP to Penny Cubed?)
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What is mathematical modeling?

  • Put simply, mathematical modeling is the

process of using mathematical tools and methods to ask and answer questions about real-world situations (Abrams 2012).

  • Is it a noun or is it a verb?
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decontextualize contextualized

The sole use of manipulatives does not ensure that students are modeling mathematics.

  • The model must be serving a context for students to be engaged in mathematical modeling.
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The Condominium Problem

  • In a particular condominium

community 2/3 of all of the men are married to 3/5 of all of the women.

  • What fraction of the entire

condominium community are married?

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Three approaches to math instruction:

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Level 1: "three step procedure" (the calculator)

  • provide no explanations
  • be very clear how to solve the problem
  • suggest that there will be more condo problems to practice for

homework and you'll see this exact same type of problem on the Georgia Milestone Assessment

  • “Today we’re working on common numerator…here’s a

problem”

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Level 2: "this is how you" (the repeater)

  • teacher directed approach very conceptual
  • it is the teacher doing the thinking
  • students are only engaged in low level responses and their

participation is dependent on their willingness to attend to your “wonderful” lecture.

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Level 3: the questioner (the problem solver)

  • relentless questioning
  • know when to walk away AND be less helpful
  • student led discussions and strategies are shared
  • teacher leaves a trail of understanding
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What happens if we do this?

  • What happens to the problem?
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I have no idea what I’m doing making sense of the math and being able to apply it.

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A Look Back

We need to change

  • 1995

TIMMS

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TIMMS video take-aways:

  • 0:38- Seventy degrees. Go from there. Now you have supplementary

angles, don't you?

  • 1:43- Somebody just gave me the answer.
  • 11:10- Okay, I know you don't like these protractors but- you use these

because I want everybody to use the same one.

  • 11:28- You know I am gonna give you plus or minus five degrees on a quiz,

so don't worry about it.

  • 17:00- All the rest are done the same way. Any questions? I’m curious to

see, when you get down to number 37 and 38, you’re gonna have to think a little bit.

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Looking Back

We need to change

  • 1995

TIMMs We need to change

  • GPS (2003-2010)

Process Standards

  • CCGPS 2014

Georgia Milestones

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How can we continue to promote and support best practice in our districts and schools? Hyper-focusing our attention on the Standards for Mathematical Practice (SMPs)

  • Teacher

Student Task

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Reflect:

  • Using the SMP rubric, grade

yourself on the last math lesson you taught.

  • Focus on at least SMPs

numbered 1, 2, 3, & 4

  • Share and discuss any ah-ha’s

with your group or table

Pitfalls

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Has anything changed?

  • real-world link
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  • real-world link
  • how you model… (I show you)
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  • real-world link
  • how you model… (I’ll show

you)

  • now you do it… (I’ll watch)
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  • real-world link
  • how you model… (I’ll show

you)

  • now you do it… (I’ll watch)
  • guided practice
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  • real-world link
  • how you model… (I’ll show

you)

  • now you do it… (I’ll watch)
  • practice some more
  • Independent practice
  • Wait for it…
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  • real-world link
  • how you model… (I’ll show

you)

  • now you do it… (I’ll watch)
  • practice some more
  • by yourself now with the

STEM and CCGPS connections

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  • real-world link
  • how you model… (I’ll show

you)

  • now you do it… (I’ll watch)
  • guided practice
  • independent practice
  • H.O.T problems
  • test practice
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  • real-world link
  • how you model… (I’ll show

you)

  • now you do it… (I’ll watch)
  • guided practice
  • independent practice
  • H.O.T problems
  • test practice
  • more extra practice
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  • real-world link
  • how you model… (I’ll show you)
  • now you do it… (I’ll watch)
  • guided practice
  • independent practice
  • H.O.T problems
  • test practice
  • more practice
  • more test practice
  • Common Core Review
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4 pages = 35 problems

…but only 2 of them are “Common Core” because the label said so

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  • real-world link
  • how you model… (I’ll show you)
  • now you do it… (I’ll watch)
  • guided practice
  • independent practice
  • H.O.T problems
  • test practice
  • more practice
  • more test practice
  • Common Core Review
  • NEED MORE PRACTICE?

I’m not sure that students get excited about this!

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I’m not suggesting….

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How my fairy works…

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How do we foster growth in

  • ur students perplexity fairy?
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What do you need to know?

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Food for thought

  • who usually asks all the math questions in class?
  • who normally has all the information?
  • who normally validates student answers?
  • How does this task align with the

Standards for Mathematical Practice?

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Division: one of the most difficult math concepts we teach in elementary school?

  • MCC4.NBT

.6 Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.

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“Guzinta” is not a word

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the Paper Cut taken from http://gfletchy.com/paper-cut/

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Lunch

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the Paper Cut taken from http://gfletchy.com/paper-cut/

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Question: is the more white paper, colored paper, or is there an equal amount?

12 x 14 12 x 7

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WHAT’S UP DOG?

  • A big dog weighs five times as much

as a little dog.

  • The little dog weighs 2/3 as much as

a medium-sized dog.

  • The medium-sized dog weighs 9

pounds more than the little dog.

  • How much does the big dog weigh?

Solve without using any numbers

  • r letters!
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How far apart are the exits on this freeway?

  • Junction 90
  • Jefferson Blvd?
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Unit Fraction:

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How students can model fractions:

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Fake Real Real Fake

World Work

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CSRA-RESA


October 1st, 2014

by: graham fletcher email: gfletchy@gmail.com tweets: @gfletchy blogs: www.gfletchy.com slides and handouts: http://gfletchy.com/csra-resa/