Please go to Betsy’s table to pick up your new book!

Please go to Betsy’s table to pick up your

new book!• If you were out last month, the

handouts are on the circular table in front of Betsy.

• If you signed the sheet that you are missing materials, they are on the table under the screen on the high school side.

• While you are eating breakfast, please look over the “Rigor on Trial” debrief on the back of your agenda.

JANUARY GRREC MATH NETWORK

January 24, 2012

GRREC Math Facilitation Team

Teresa Emmert, KDE Math Content

Specialist

Karen Campbell,

River Region

Melissa Biggerstaff, Caveland

Kim Estes, GRREC

Sandra Baker, GRREC

Tim Sears, KDE Math

Consultant

Janet Tassell, WKU

Norms

• Be present and engaged in our work.• We are equal partners.• Seek first to understand and then to

be understood.• Stay positive.• Respect ideas of others.• One voice rule – no private

conversations.• Be productive.• Be flexible and willing to change.

October Road Map

November Road Map

Targets

1. Participants can create Parallel Tasks in order to differentiate for students.

2. Participants can provide effective oral and written feedback to students, in order to move their learning forward.

Targets3. Participants will deepen their understanding of implementing a FAL by creating a lesson that embeds the Key Strategies of Formative Assessment.

4. Participants can select appropriate formative assessment strategies to positively impact student learning.

Targets

5. Participants will deepen their understanding of number, operations, algebraic thinking and mathematics pedagogy.

Target

Participants can create Parallel Tasks in order to differentiate for students.

PARALLEL TASKS

Parallel Tasks1st Turn/Last Turn

Elementary – Good Questions book: pg. 10-14Middle/High – More Good Questions book: pg. 11-16

• At your table, each member silently reads the section on Parallel Tasks

• Highlight items that have particular meaning to you.

• Person with birthday closest to Christmas will go first and read one of their items highlighted but will not comment on it.

• In round-robin fashion, group members comment on the first person’s identified item with no cross-talk.

• When everyone has commented, the initial person who named the item will share his or her thinking about the item and therefore gets the last turn.

• Repeat the pattern around the table.

Be prepared to share the main points your group discussed.

Target

Participants can provide effective oral and written feedback to students, in order to

move their learning forward.

Where Am I Going?

Strategy 1: Provide students with a clear and understandable

vision of the learning target.

I can provide effective oral and written feedback to students, in order to move

their learning forward.1. Identify word or words needing clarification.2. Define the word(s).

3. Convert the definition to language your students are likely to understand.

Your own definition of feedback:reveal student strengths and weaknesses with respect to the specific expectation(s) of the assignment.

Student-friendly definition of feedback:reveal student strengths and weaknesses regarding the specific expectation(s) they are trying to hit in a given assignment.

Learning Target with Success Criteria

I can provide effective oral and written feedback to students, in order to move their learning forward.This means I can…. reveal student strengths and weaknesses regarding the specific expectation(s) they are trying to hit in a given assignment.

Using a Rubric to Define the Learning

• How would you describe the characteristics of a good solution to a multi-step mathematics problem?

• Solve the 5th grade mathematics problem.

• After working the problem, what other characteristics of a good solution come to mind?

Using a Rubric to Define the Learning

How does our list of characteristics of a good

solution compare with the rubric provided focusing on

mathematical problem solving?

Where Am I Going?

Strategy 2: Using Strong and Weak

Examples

Rubric for Problem Solving

• Read the rubrico Begin with the “5” level.o Read the “1” level next.o End with the “3” level.

• Review the student work labeled ‘Sample 1’o Is this student work weak or strong based on our rubric?o Note your judgment on the chart.o Refer to the rubric and find phrases that describe the quality

of the sample.

• Score ‘Sample 1’o Assign and record a score.o Record the phrases from the rubric that justify the score.

Poll Everywhere

Sample 2

• Review the student work labeled ‘Sample 2’o Is this student work weak or strong based on our

rubric?o Note your judgment on the chart.o Refer to the rubric and find phrases that describe the

quality of the sample.

• Score ‘Sample 2’o Assign and record a score.o Record the phrases from the rubric that justify the

score.

Poll Everywhere

Where Am I Now?

Strategy 3: Offer Regular and Descriptive

FEEDBACK

Feedback is not always or even usually

successful.

• 1/3 of studies – FEEDBACK WORSENS PERFORMANCE

• 1/3 of studies – NO DIFFERENCE IN OUTCOMES WITH AND WITHOUT FEEDBACK

• ONLY in 1/3 of studies – FEEDBACK CONSISTENTLY IMPROVED PERFORMANCEKluger & De Nisi’s (1996)

meta-analysis on feedback

Feedback Reflection

1. When do students in your class receive feedback on their progress?

2. What forms does feedback take in your classroom?

3. What do you expect students to do with feedback information?

Three-Minute Conference

Student Work – Sample 3

• Work with a partner. • Assign an A Partner and a B Partner by

deciding who stayed up the latest last night. o PARTNER A – Stayed up the latesto PARTNER B – Went to sleep earliest

• Partner A is the student whose work is shown in Sample 3.

• Partner B is the teacher.


Student Work – Sample 3

• Using Sample 3 and the Rubric used earlier: o PARTNER A – Fill out the My Opinion section of the

Three-Minute Conference Assessment Dialogue Form.o PARTNER B – Analyze the student work according to the

Rubric, assign and record a score, and record the phrases from the rubric that justify the score.

• Spend the next three minutes discussing what you each recorded.

• Partner A, the student, would take notes on what Partner B, the teacher pointed out as strengths and areas to work on and formulating a plan to improve.

• How could you make this work in your classroom?

• How could you support students using this strategy to give feedback to each other?


Feedback Checklist

• Complete the checklist

• Skim Chapter 3 in your new book for homework.

75 Math FACTS

I can select appropriate formative assessment

strategies to positively impact student learning.

Morning BREAK

Elementary TargetParticipants will deepen their

understanding of number, operations, algebraic thinking and

mathematics pedagogy.

Investigating Addition & Subtraction

And Multiplication & Division

How do you define addition and subtraction?

How do you define multiplication and division?

How do you introduce these concepts in the classroom?Adapted from GRREC Summer WorkshopTim Sears KDE Math Consultant [email protected]

Sorting Cards Activity

Divide into 2 teams at each table.Each team will be given a stack of cards. Write a number sentence on each card that represents the problem.Sort the cards into groups that make sense to your team members.Then tape the different groups of cards onto poster paper.Label/Name each group of cards based on how you grouped them.

Addition & Subtraction Structures

Van De Walle, Teaching Student-Centered Mathematics

JOIN

RESULTINITIAL

CHANGE

SEPARATE

RESULTINITIAL

CHANGE



PART-PART-WHOLE

Part

Part

Whole



Illustrative Mathematics

• http://illustrativemathematics.org/

http://illustrativemathematics.org/

COMPARE

Small Set

Difference



Large Set

Sandra had 8 pennies. George gave her some more. Now Sandra has 12 pennies. How many did George

give her?

Identify the Initial, Change and Result amounts from this problem. Using counters, model(solve) the problem as you think students might do. How does this connect to your number sentence?

ResultJoin ProblemsCards: A, E, G



Sandra had 12 pennies. She gave some to George. How many did she give to George?

Identify the Initial, Change and Result amounts from this problem. Using counters, model(solve) the problem as you think students might do. How does this connect to your number sentence?

ResultSeparate ProblemsCards: C, I, K



George and Sandra put in 12 pennies into the piggy bank. George put in 4 pennies. How many pennies

did Sandra put in?

Identify the parts and the whole in the problem. Using counters, model(solve) the problem as you think students might do. How does this connect to your number sentence?

Part-Part-Whole ProblemsCards: J, H



George has 4 more pennies than Sandra. George has 12 pennies. How many pennies does Sandra

have?

Identify the large set, small set and difference in the problem. Using counters, model(solve) the problem as you think students might do. How does this connect to your number sentence?

Compare ProblemsCards: B, D, F



1.OA.1

Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart,and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.2

2See Glossary, Table 1.

Kindergarten OA

CRITICAL Area-Grade 1

Grade 2-OA

Multiplication-Equal Groups

Multiplicative Comparison

Grade 3 Critical Area

Third Grade-OA

Grade 4 - OA

Addition, Subtraction,

Multiplication, & Division

Structures

How may understanding the addition, subtraction, multiplication and division structures assist you in teaching these concepts in your classroom?


Middle/High Target

Participants will deepen their understanding of implementing a FAL by creating a lesson that

embeds the Key Strategies of Formative Assessment.

Model Lesson Target

Students will model with mathematics.

Linear/Quadratic Card Sort

• Remove cards from bag• Decide as a team how to sort them• Sort the cards• Justify your sort to your ‘teacher’• Follow additional oral directions

given by your ‘teacher’o Linear Sort ‘teacher’ – JanetoQuadratic Sort ‘teacher’ - Kim

Linear DominoesEquation/Scenario Cards• Randomly choose one card

as a starting piece. • Place all other cards face up• Players take turns matching

dominoes to either end• Players must be able to

justify their match to each other if questioned

• Game is done when all dominoes are matched (should be able to create a loop)

Table/Graph Cards• Shuffle all cards and place

face down• Each player takes 3 cards• Player with the most vertical

line plays a card first• Player 2 links one of his/her

dominoes to either end of the one in play OR takes a domino from the pile

• Play continues until one player has played all of his/her dominoes

Master GameBoth pairs join together and use all cards

May use either procedure for play

Middle/High School Target

Participants will raise their awareness of the need to use NAGS when representing

algebra problems.

Lunch

Elementary– 11:30-12:00

Middle – 11:45-12:15

High – 12:00-12:30

Writing a Lesson Around Big Idea

Work together to complete a lesson with the key strategies of formative assessment

embedded.

PARALLELTASKS

OPENQUESTIONS

Engineer questions before the lesson to address the misconceptions identifiedMISCONCEPTIONS

Anticipate the problems students may have with the

taskRIGO

RCriteria for High Cognitive Demand

CONTENT

Standard(s)? Target(s)?

Standard consistent vocabulary?

How do you Check for Congruence?

Are students experiencing the intent of the standards?

Proposed TaskMs. Brown’s class will raise rabbits for their spring science fair. They have 24 ft. of fencing with which to build a rectangular rabbit pen to keep rabbits.

• If Ms. Brown’s students want their rabbits to have as much room as possible how long would each of the side of the pen be?

• How long would each of the sides be if they only had 16 ft. of fencing?

• How would you go about determining the pen with the most room for any amount of fencing? Organize your work so that someone else who reads it will understand it.

First

Read the language of the Standard(s) the task is

intended to assess.

Measurement Standard

4.MD.3 Apply the area and perimeter formulas for rectangles in real world and mathematical problems. For example, find the width of a rectangular room given the area of the flooring and the length, by viewing the area formula as a multiplication equation with an unknown factor.

Look at the deconstructionof the Standard(s).

Second

Knowledge Targets

Reasoning Targets

Solve area and perimeter problems in which there is an unknown factor (n).

Apply the formula for area of a rectangle to solve real world and mathematical problems.

Apply the formula for perimeter of a rectangle to solve real world and mathematical problems.

Know that the formula for the area of a

rectangle is L x W.

Know that the formula for the perimeter of a rectangle is 2L + 2W or

L+L+W+W.

Selected Standards for Mathematical Practice

• Make sense of problems and persevere in solving them.

• Model with mathematics.• Attend to precision.

• Make sense of problems and persevere in solving them.

• Model with mathematics.• Attend to precision.

How do you Check for Rigor?

Consider the Cognitive Demand of the task.

Linking to Research: The QUASAR Project

• Low-Level Tasksomemorizationoprocedures without connections to

meaning

• High-Level Tasksoprocedures with connections to

meaningodoing mathematics (e.g., The

Fencing Task)

Rigor and Relevance(ala ACT/Quality Core)• Rigor

oCommunicationoProblem-SolvingoDeep Conceptual Understanding

• RelevanceoReal World ScenariosoChoice

Reconsider the task and determine if it meets the

content and rigor expectations of the Standard.

*WHEN FINISHED, RECORD YOUR EVIDENCE & ASK ONE OF THE FACILITATORS FOR THE NEXT ACTIVITY CARD

Task

Misconceptions

What are common issues students might have with this

content?

How will you know if students have these misconceptions?


Create a set of open questions for the task.

*Keep in mind the identified misconceptions.

Questions


Using the Good Questions book, create a set of Parallel Tasks to

differentiate your lesson.

Parallel Tasks


Extensions

If your group finishes with these components of the lesson, you will have extension activities.

• Create a pre and post-assessment to show growth.

OR• Create a collaborate activity with

cards, game, etc.

Break

Make sure to pick up your new book during break!

TargetParticipants can articulate the

goals and purpose of the content leadership networks.

http://youtu.be/8f_93WSSfNc

They’reWorth

It

My Three Words

My Three Words**We are half way through the year.**

We are half way through the Network Timeline.What IS the purpose?

What have you learned?How has your involvement impacted your

classroom, school, district?

• Discuss these questions.• As a district team come up with an “Our Three

Words” to describe your experience in the Network.• Pose for your “team photo”!

District Team Planning

• Reflection

• Action Plan

3 Way Tie

3 Way Tie

• Along each side of the triangle, write a sentence that relates the two terms on each vertex.

• Use your three sentences to develop a brief summary of the concept.

*There is an example on the back of the template.

Closing CommentsTurn In• Evaluations

Homework• Skim Ch 3 in Seven Strategies book• Read article • K-8 – Read Ch 5 in Van de Walle• High School – Read Ch 6 in RSM• Share Action Plan with District Leadership

TeamOur Next Meeting will be FEBRUARY 28, 2012

Documents

Please go to Betsy’s table to pick up your new book!