Coaching Case 3 Group 4 CCLM^2 Spring 2013 Leadership for the Common Core in Mathematics (CCLM^2)...
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Transcript of Coaching Case 3 Group 4 CCLM^2 Spring 2013 Leadership for the Common Core in Mathematics (CCLM^2)...
Coaching Case 3
Group 4CCLM^2 Spring 2013
Leadership for the Common Core in Mathematics (CCLM^2) ProjectUniversity of Wisconsin-Milwaukee, 2012–2013
This material was developed for the Leadership for the Common Core in Mathematics project through the University of Wisconsin-Milwaukee, Center for Mathematics and Science Education Research (CMSER). This material may be used by schools to support learning of teachers and staff provided appropriate attribution and acknowledgement of its source. You may not use this work for commercial purposes.
This project was supported through a grant from the Wisconsin ESEA Title II Improving Teacher Quality Program.
Case # 3: Strategic Coaching
Goal Centered Modeling in the Classroom
CCLM Group PresentationGroup #4: Jenny Kerola, Brenda Osell,
Roz Sampson, Jan Brockunier-
January 29th, 2013
Learning Intentions
We are learning to…• understand student expectations of angles as
defined by standard 4.MD.7. • improve math instruction by learning how to
listen to students’ mathematical ideas.
Success Criteria
We will be successful when…• we can explain the mathematical content and
provide examples of 4.MD.7.• we can describe how listening to students
helps us understand their learning and plan future instruction.
Agenda
1. Making right angles activity
2. Understanding 4.MD.7
3. Relating 4.MD.7 to Case 3
4. Case 3
5. Coaching Moves
http://www.tanyakhovanova.com/Jokes/xwhy/20080201.png
Transformer-Ivan.net
Let’s make some right angles!
Making Right Angles Activity
1. By yourself, use the vertices from 2 polygons and combine them to create a 90 degree angle.
2. With a shoulder partner, use the vertices from 3 polygons and combine them to create a 90 degree angle.
Making Right Angles Activity cont…
• In your table group, choose one way you found using the vertices from 3 polygons to create a 90 degree angle.
• Draw it on a white board. Write the corresponding equation.
• We will share out a few examples with the whole group.
Getting into the Standard
Standard 4.MD.7
• Domain- Measurement and Data• Cluster- Solve problems involving measurement and
conversion of measurements from a larger unit to a smaller unit.
• Standard 7-– Recognize angle measure as additive. When an angle is decomposed
into non-overlapping parts, the angle measure of the whole is the sum of the angle measures of the parts. Solve addition and subtraction problems to find unknown angles on a diagram in real world and mathematical problems, e.g., by using an equation with a symbol for the unknown angle measure.
Understanding 4.MD.74.MD.7• Recognize angle measure as additive. When an angle is decomposed into
non-overlapping parts, the angle measure of the whole is the sum of the angle measures of the parts. Solve addition and subtraction problems to find unknown angles on a diagram in real world and mathematical problems, e.g., by using an equation with a symbol for the unknown angle measure.
In your table group, take a white board and divide it into 2 sections.
1. On the left, re-write the standard in teacher-friendly language (just the blue part of the standard).
2. On the right, explain how this standard was illustrated in the making right angles activity you just completed.
Relating 4.MD.7 to Case 3
Digging in to Case 3
Re-read p. 28 – 29 (stop at figure 3.7 and 3.8).• To prepare for a table discussion, note line
numbers where you see examples of the math from 4.MD.7 in the case.
• Thinking about 4.MD.7, discuss examples of the mathematics and of students’ mathematical ideas from the case with your table group.
So far…
We have:• Engaged in math activities from standard
4.MD.7• Investigated the standard and put it in
teacher-friendly language• Examined the math activity in case 3
Coaching Moves• Review p. 30-31 to recall coaching moves you
found.• With your shoulder partner, discuss the
following:– Thinking about coaching strategies in this case,
identify Tina’s coaching moves that would help you coach colleague’s that are in a similar situation as Mr. Gallagher?
-We will share out a few coaching moves that you found useful for your own practice.
In Conclusion
Here’s what we did today:1.Engaged in math content related to 4.MD.7.2.Examined examples of the math from Case 3.3.Studied the coaching moves that Tina used to
help the teacher move forward in his understanding of the importance of listening to students to inform instruction.
Learning Intentions
We are learning to…• understand student expectations of angles as
defined by standard 4.MD.7. • improve math instruction by learning how to
listen to students’ mathematical ideas.
Success Criteria
We will be successful when…• we can explain the mathematical content and
provide examples of 4.MD.7.• we can describe how listening to students
helps us understand their learning and plan future instruction.
Resources
• Power Polygons from Pearson Investigations
• Grade 4, Unit 4, Lesson 3.1 from Pearson Investigations (making right angles activity)
• Cultivating a Math Coaching Practice book