Math AP MeetingJanuary 20, 2015Presenter: Simi Minhas

Math Achievement Coach, CFN204

Questions….

• How are you providing an opportunity for your students to apply and explain the mathematical practices?

• How are you including writing in your math program?

• How can students self assess their work? How can they peer assess?

• What supports and scaffolds can provided to support student learning?

Problem Solving in Early Elementary Grades

• Multiple representations/models, and • Clear expectations for students• Open ended tasks that allow for multiple entry

points• Multiple ways of solving the problem• Engages students in productive struggle• Students have to explain and justify their

thinking using math models and words

Selecting the Problem Solving Task• Does this problem promote application of the

mathematical ideas presented in the current instructional focus or unit of study?

• Does this problem match students’ current instructional level?

• Is this problem accessible to all students?• Is the problem relevant and engaging to students?• Does this problem require students to “stretch”

their mathematical reasoning abilities?• Could the problem be extended or enriched?

Problem Solving Process• Teacher and students read the problem together. The

teacher makes sure the student understands what the problem by clarifying vocabulary.

• Students work in partnerships or groups to solve the problem • The teacher assesses student performance by conferring and

listening to the groups. • Manipulatives are accessible for students if needed• Students share possible strategies for solving the problem,

and make connections. • Teacher and students decide on a solution(s) to the problem• The teacher’s role is that of the facilitator. The teacher does

no direct teaching during this time, but prompts student thinking through questioning. The teacher may do shared problem solving with a small group of students, based on their needs.

Cooperative Teams• Teacher strategically arranges the students into

small cooperative groups• Students attempt to solve a new problem, using

the mathematical concepts and strategies that have been taught in the classroom.

• Using words, pictures, and/or numbers, the students solve the problem and justify their thinking.

• Students facilitate the learning of other students by sharing their strategies with the group members.

• Students share their work with the whole class

Goals• Organize and consolidate their mathematical

thinking through communication• Communicate mathematical thinking

coherently and clearly to others• Analyze and evaluate mathematical thinking

and strategies of others• Use the language of mathematics to express

mathematical ideas precisely.

Assessment

• Use of rubrics and checklist to provide feedback

• Clarify the assessment criteria• Align checklists to the expectations of the

rubric• Make the rubrics and checklist student

friendly

Different Addition and Subtraction SituationsAdd To: 5 bunnies sat on the grass. 3 more bunnies hopped there. How many bunnies are on the grass now?Change Unknown: 5 bunnies were sitting on the grass. Some more bunnies hopped there. Then there were 8 bunnies. How many bunnies hopped over to the first A bunnies?Start Unknown: Some bunnies were sitting on thegrass. 5 more bunnies hopped there. Then there were 8 bunnies. How many bunnies were on thegrass before?Compare: There are 8 bunnies and 5 sheep on the farm. How many more bunnies are on the farm?

Problem Solving at PS28• Professional development timeline• Impact on Student performance• Resources created and used by teachers• Teacher team work• Rubrics and assessment• Challenges

Classroom ObservationsNorms:• Please do not ask questions from teachers when

they’re interacting with the students. It can be disruptive for the flow of the lesson.

• Please ensure there are no more than 4-5 people in the room at one time.

• Stay in the room for at least 7-10 minutes• You can take pictures of the classroom environment if

you like, but please ensure that it does not distract the students.

• Use the note taking sheet if needed. • Please save your observations, questions, and

comments for the debrief session.

Debrief

• Questions• Comments • Observations• Feedback