Rou outin tines Big a g and Sm Small l moving b bey eyond - - PowerPoint PPT Presentation

Rou

• utin

tines Big a g and Sm Small l –

moving b bey eyond Turn & & Talk

Tamara Smith, Math Coordinator Kim Weaver, STEM Coordinator

Routines L Lar arge an and Sm Smal all: Mechanical t to M Methodical to P Pedago gogi gical

Tamara Smith, Mathematics Coordinator Kim Weaver, STEM Coordinator

Who’s in t the R e Room

• Introductions – at table

Mathematically Productive Instructional Routines

Mathematically Productive Instructional Routines

• Routines – these are activities that students

and teachers engage in often enough that the routine itself is learned and can be engaged in quickly and meaningfully

Mathematically Productive Instructional Routines

• Instructional – these routines are focused
• n learning content, not on management of

students, supplies, or behavior

Mathematically Productive Instructional Routines

• Mathematically Productive – these

instructional routines engage students in making sense of mathematics and having mathematical discussions. They focus on Content Standards and on the Standards for Mathematical Practice

Why r rout utines?

Shifting the culture of what it means to know and do mathematics. Shifting from

• Initiation – Response – Evaluation (IRE)
• I do – We do – You do – routines for

demonstrating and practicing procedures

Core P e Practices es TE TEDD.org

• eliciting and responding

to students’ ideas,

• orienting students to
• ne another and the

content

• positioning all students

as competent learners, and

• setting and maintaining

high expectations for all students.

Number Ta Talks

• Strategy share

63 3 - 28

Number Ta Talks

• Strategy share
• Reflect on Core Practices

Whi hich O One Do Doesn’t B Belong ng

Othe her S r SMAL ALL r rout utines

• Which One D

Doesn’t B Belong

• Number T

Talks

• Notice a

and W Wonde nder

• Debat

ate M Mat ath

• Splat

at

• Choral c

counti ting

• Es

Estimation cl clipboard

• Es

Estimation 180 180

An And n d now f for r … the RE e REST of

• f t

the L LESSON

CONNECTING REPRESENTATIONS

An Instructional Routine Prompting Structural Thinking (MP7)

CONNECTING REPRESENTATIONS

WHAT:

Connect area models using algebra tiles to quadratic equations

WHY:

To “think like mathematicians,” to use mathematical structure to connect two things that look different.

A A word a d about a algebr bra t tiles

• RED pieces indicate

negative values

• All other colors

indicate positive values

• Area Sizes:
• X2
• X
• One

Think Make Connections Share and Study Connections Create a Representation Reflect on Learning

CONNECTING REPRESENTATIONS

THINK

Ask yourself…

“How are the _______ similar/different?” “What are the CHUNKS of these _______”

CONNECT

“I saw … so I connected....” “... matches … because...”

SHARE CONNECTIONS

“They paid attention to....” “Their match works because...” “We saw … so we connected....” “... matches … because...”

THINK

Create a Representation

Ask yourself… “What are the chunks of this _____(representation)____”

PAIR

Share your representation. Together agree how best to explain your thinking.

Create a Representation

SHARE

They paid attention to … Their representation matches because...

Create a Representation

Paying attention to … in algebra tiles is helpful because... When interpreting a quadratic equation, I learned to pay attention to…

Reflect on Learning

Iden entify core p e practices es

Othe her B r BIG r rout utines

• Connec

ecting R Repres esent entations (MP7)

• Capturi

uring Q Qua uantit ities es ( (MP MP2) 2)

• Recognizing repetition (

(MP8)

• 3-Act T

t Task asks

• Implementing r

rich tasks u using 5 5 practices f for orchestrating mathematical d discourse

• MARS formati

tive asse assess ssment c t car ard so sort t tasks s

Reso sources

https://tinyurl.co com/ m/NW NWMC-Routines Tamara S Smith, tsmi mith@oesd114. 114.org Kim W Wea eaver, kweaver er@oes esd114.org