final revised math module 1 mp3 1 14 2013.ppt

7/29/2019 FINAL REVISED Math Module 1 MP3 1 14 2013.ppt

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Office of Curriculum, Instruction and

School Support

2013

Mathematical Practice 3:Construct Viable Arguments and Critique the

Reasoning of Others

Mathematics Implementation

Module 1



Module Objectives

After today’s module on

Mathematics Practice 3, teachers

will have an understanding of howstudents should CONSTRUCTVIABLE ARGUMENTS ANDCRITIQUE THE REASONING OFOTHERS in the mathematics

classroom (TLF 3b: Using2



CCSS District-Wide Goals

By May 2013, at a minimum, teachers will beexpected to:

engage all students in using Mathematical

Practice 3: CONSTRUCT VIABLE ARGUMENTSAND CRITIQUE THE REASONING OF OTHERS(MODULE 1)

3



The Intersection ofMathematical Standards

The Standards for MathematicalPractice describe varieties of expertise

that mathematics educators at all levels

should seek to develop in their students.

The Standards for Mathematical

Content are a balanced combination of procedure and understanding. They

define what students should understand

and be able to do in their study of

mathematics4



5

5



Example

Claim: The answer is 25

Evidence: 5x5=25

Warrant: “I was able to group 5 groups of 5. I then

multiplied the groups to find the solution.”

6



7

C

E / C

C

C / E

C

E / C

E / W

E

E

E

W

W

W

7



8

There are 5 ways to arrange the lizards.

Since there has to be two lizards in ahabitat, and no more than 8 lizards in the2 habitats, each ordered pair has to add

up to 8. No number can be less than 2. The graph shows the 5 possible waysEmily can arrange the lizards.

Making an organized list helps toensure finding all the possibilities.

Using a graph shows the relationshipbetween the numbers of lizards in each

habitat.8



9

FRUIT PROBLEMS

How much does each fruit weigh?

9



10

FRUIT PROBLEMS

Just to be clear…

tens digit ones digit

10



11

FRUIT PROBLEMS

You will be given three

minutes to individually and

privately solve the problem

on your card. Pay attention

to the steps you use.

11

http://www.online-stopwatch.com/full-screen-stopwatch/



12

FRUIT PROBLEMS

Structuring math discourse for argument:

1.Person A: Give a claim + evidence

2.Group decision: Does this evidence

support the claim? How do you know?

3.Person B: Give a claim + evidence

4.Group decision: Does this evidence

support the claim?How do you know?

(continue until all group

members share – 5 minutes)12





Standards for MathematicalPractice

Standard 1: Make sense of problems and persevere in

solving them

Standard 2: Reason abstractly and quantitatively

Standard 3: Construct viable arguments and critique thereasoning of others

Standard 4: Model with mathematics

Standard 5: Use appropriate tools strategically

Standard 6: Attend to precision

Standard 7: Look for and make use of structure

Standard 8: Look for and express regularity in repeated

reasoning13

Priority for 2012-13



Mathematical Practice 3

Constructviable

arguments and

critique

thereasoningof others

Activity:

Do a close read of Handout 2

As a table group, discuss—

What parts of MP3 do you believe you and your group used in your discussion of the

fruit problems?

What made for stronger arguments? Weaker

arguments? 14




Connections

Standards for

Mathematical Practice

Anchor Standards forELA and Content

Literacy

MP3: Constructviable argumentsand critique the

reasoning ofothers

Speaking and Listening 1:

Prepare for and participateeffectively in a range of

conversations andcollaborations with diversepartners, building on others’

ideas and expressing their

own clearly and persuasively.

Writing 1: Write arguments tosupport claims in an analysisof substantive topics or textsusing valid reasoning and

relevant and sufficient15



Ties to the Teaching andLearning Framework

16



1717



18

Read-Share-Inquire Partner A begins by making a statement that might be a summarystatement, key point, or application to their own work about their portion of the text. Partner B paraphrases Partner A and inquires: And what makes thatimportant to you? Partner A responds briefly. Partner B makes a statement that might be a summary statement,key point, or application to their own work about their portion of thetext. Partner C paraphrases Partner B and inquires: And what makes thatimportant to you?

Partner B

responds briefly. Partner C makes a statement that might be a summary statement,key point, or application to their own work about their portion of thetext. Partner A paraphrases Partner C and inquires: And what makes thatimportant to you?

Partner C responds briefly.© Groups At Work, 2011

18





20

With an elbow

partner… Post-its




2121



22

“Correct answers are

essential…but they’re part of the process, they’re not the product.

The product is the mathematics the

kids walk away with in their

heads…” -Phil Daro, co-author of CCSSM, 2012

D i i t d did



During our session today, didyou…

…engage in a mathematical problemintersecting content and practice

standards

…discuss the meaning of Mathematical

Practice 3: CONSTRUCT VIABLEARGUMENTS AND CRITIQUE THE

REASONING OF OTHERS and how toengage students in using this practice

…make links to the Teaching and

Learnin Framework throu h uestionin23

N t



NextSteps

Engage all students inusing Mathematical

Practice #3: CONSTRUCTVIABLE ARGUMENTS AND

CRITIQUE THEREASONING OF OTHERS utilizing strategies from

24

N t



NextSteps

-Engage with your PLC in a3 week cycle surrounding

the Math Practice Standard3.

-You pick a lesson inEnvision Math

Dates: March 5, 12, 1925



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final revised math module 1 mp3 1 14 2013.ppt

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