mathematical practices nicole janz february 17, 2014

MATHEMATICAL PRACTICES

Nicole Janz

February 17, 2014

After Lunch Brain Warm Up

Heads Up

Professional Learning Norms

1. Be Respectful of others in your words and actions

2. Stay on Topic3. Minimize sidebar conversations4. Begin and end on time 5. Monitor “air time”6. Put cell phone on “vibe”7. Pull your own “happiness wagon”

Desired Outcome:

Deepen understanding of the Common Core State Standards for mathematical content and mathematical practices

Agenda:

Content vs. Practices Overview of Practices Kindergarten Classroom Third Grade Classroom First Grade Classroom Math Performance Task Structure and Routine of a Lesson Why use Mathematical Task? Closing Circle

Content Standards and Mathematical Practice Standards

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Math

Wow…Connections…Questions

Kindergarten Mathematics

Common Core Content Standards

K.OA.3 - Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects

or drawings, and record each decomposition by a drawing or

equation (e.g., 5 = 2 + 3 and 5 = 4 + 1).

K.MD.3 - Classify objects into given categories; count the numbers of

objects in each category and sort the categories by count.

ELA standard K.RL.10.

Common Core Mathematical

Practices

Math Practice 1Math Practice 7 Math Practice 8

Stand Up...Hand Up…Pair Up…

Students stand up, put their hands up, and quickly find a partner with whom to share or

discuss 1. Teacher says, when I say go, you will “stand up, hand up, and pair up” Teacher pauses, them says, “Go!”

2. Students stand up and keep one hand high in the air until they find the closest partner who’s not a teammate. Students do a “high five” and put their hands down.

3. Teacher may ask a question or give an assignment, and provides think time.

4. Partners interact using: Rally Robin or Timed Pair ShareKagan, Spencer, and Miguel Kagan. Kagan Cooperative Learning. Moorabbin, Vic.: Hawker Brownlow Education, 2009. Print.

Third Grade Mathematics


3.OA.2 - Interpret whole-number quotients of whole numbers, e.g., interpret 56 ÷ 8 as the number of

objects in each share when 56 objects are partitioned equally

into 8 shares, or as a number of shares when 56 objects are

partitioned into equal shares of 8 objects each. For example,

describe a context in which a number of shares or a number of groups can be expressed as 56 ÷

8.

Common Core

Mathematical Practices


Inside-Outside Circle Students rotate in concentric circles to face new

partners for sharing, quizzing, or problem solving.

1. Students form pairs. One student from each pair moves to form one large circle in the class facing outward.

2. Remaining students find and face their partners.

3. Inside circle ask a question. Outside circle students answer. Inside circle students praise or coach.

4. Partners switch roles

5. Inside circle students rotate clockwise to a new partner. Kagan, Spencer, and Miguel Kagan. Kagan Cooperative Learning. Moorabbin, Vic.: Hawker Brownlow Education, 2009. Print.

Brain Break

Heads Up

First Grade Mathematics


1.OA.2 - Solve word problems that call for addition of three

whole numbers whose sum is less than or equal to 20

1.OA.4 - Understand subtraction as an unknown-addend problem

1.OA.5 - Relate counting to addition and subtraction (e.g., by

counting on 2 to add 2).

Common Core Mathematical

Practices


One Stray One teammate “strays” from her team to a new

team to share or gather information.

1. A number is randomly called and that student from each team stands up. The remaining three teammates remain seated but raise their hands.

2. Teacher calls, “Stray.”

3. Standing students stray to a team that has their hands up

4. Team lower their hands when a new member joins them.

Kagan, Spencer, and Miguel Kagan. Kagan Cooperative Learning. Moorabbin, Vic.: Hawker Brownlow Education, 2009. Print.

What is conceptual understanding?

Students demonstrate conceptual understanding in mathematics when they provide evidence that

they can recognize, label, and generate examples of concepts; use and interrelate

models, diagrams, manipulatives, and varied representations of concepts; identify and apply principles; know and apply facts and definitions;

compare, contrast, and integrate related concepts and principles; recognize, interpret, and

apply the signs, symbols, and terms used to represent concepts.

Conceptual understanding reflects a student's ability to reason in settings involving the careful application of concept definitions, relations, or

representations of either.

© Balka, Hull, and Harbin Miles

Small Group Problem Solving

1. Reader/Task Focuser- Reread the Problem and help group maintain focus

2. Reporter – Report Solution Path to the Class

3. Recorder – Write on Poster

4. Time Keeper – Monitor Time

09000 5 87654321541 04 98765432103 9876543210987654321021 987654321098765432100Hours Minutes Seconds

Small Group Problem Solving

http://www.parcconline.org/parcc-assessment

Gradual Release of Responsibility

What Mathematical Practices did you use in completing this task?

Components of Responsive Classroom

Morning Meeting Rule Creation Interactive

Modeling Positive Teacher

Language Logical

Consequences Guided Discovery

Academic Choice Classroom

Organization Working with

Families Collaborative

Problem Solving Closing Circle

Closing Circle

To end the day on a calm and positive note

To practice the habit of reflection To foster students’ awareness of

valuable aspects of school, of themselves, and of classmates

To build and reinforce a sense of community

Closing Circle

mathematical practices nicole janz february 17, 2014

Documents

mathematical content

circle content standards

outside circle students

number of objects

numbers of objects

mathematical task

remaining students

mathematical practices