Rigor in Math 1 - Houston Independent School District · Individual, Pair, Share Math Horizontal...
Transcript of Rigor in Math 1 - Houston Independent School District · Individual, Pair, Share Math Horizontal...
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Principals will examine a working definition of rigor and use the definition
h k lto assess math work samples.Principals will examine student work samples to identify and discuss the level of rigor to determine ways to increase irigor.
Principals will create a work sample that fl t hi h ireflects high rigor.
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Rigor refers to academic rigor—learning in which scholars demonstrate a thorough in-depth master of challenging tasks to depth mastery of challenging tasks to develop cognitive skills through reflective thought analysis problem-solving thought, analysis, problem solving, evaluation, or creativity.Purposefully extending knowledge on a Purposefully extending knowledge on a continuum articulated by both teacher and student which will lead to self-directed inquiry.
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Think What are the characteristics of a rigorous assignment?
Pair & Share› On your post-it note pads, create a list of O y p p ,
characteristics that are observed in a rigorous mathematics assignment/activity.
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*Number of the Day *Problem Solving Boardsy g
*Student Math Talk *Writing in Math
Number Talks/Mental Math Assessing Math Concepts
Individual, Pair, Share Math Horizontal Alignment Planning G id (HAPG) d Vi i M th Guide (HAPG) and enVision Math Textbook Resources
Small Group Intervention Every Day Counts Calendar Math
Teacher as Facilitator Developing Number Concepts
C t d Pi t i l R t ti T h lConcrete and Pictorial Representations Technology
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Student represent a given number in a variety of ways, including equations, y y g qpictures, money, measurement, geometry, etc.
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With a partner use a With a partner, use a Bubble Map to identify rigorous ways y g yto conduct Number of the Day activity.
The number is 24.
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How many times can you subtract 7 from 83, and what is left afterwards? You can
subtract it as many times as you want and subtract it as many times as you want, and it leaves 76 every time.
~Author Unknown
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Through the use of pictures, words and symbols students use a graphic organizer y g p gin order to understand the problem. Make a plan, carry out the plan, and evaluate the solution for reasonableness.
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Wh t th t hWhat can the teacherdo to make this activity rigorous?
What should the teacher expect to teacher expect to see in the student’sresponse?
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Adrianne’s Thinking
Grade 5
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Kiarra’s ThinkingGrade 5
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Daiza’s ThinkingGrade 5
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Taylor’s yThinkingGrade 5
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If people do not believe that mathematics is simple, it is only because p ythey do not realize how complicated life is.
~John Louis von Neumann
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Student engaged in dialogue about specific mathematical concepts in either whole group, small group or partner situations.Student record their mathematical ideas in journals, problem solving mats, slates or other appropriate media.
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Activity #2 Group #1 Activity #2 Group #2Activity #2 – Group #1A bag of marbles contains 5 red
Activity #2 – Group #2The Girl Scouts had a fundraiser last week and raised $240. They decided to buy flowers to place in
marbles, 4 green marbles, and 3 blue marbles If you reach
12 rooms of the local hospital. They placed red and yellow bundles in 6 rooms and red and pink bundles in the 6 remaining marbles. If you reach
into the bag 60 times, how many times could
h h
rooms. The Girl Scouts ran out of pink roses and had to buy some more. The chart shows how many bundles the Girl Scouts had.
you choose each color? Explain your process.
About how much more money did the Girls Scouts need to buy more pink roses? Explain your process.p a you p ocess.
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DiscussionDiscussion(See Handout)
What skills will the student need to k i d t dd thi know in order to address this
question? q
What should the teacher expect to What should the teacher expect to see in the student’s answer?
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Activity #2 Group #1 Activity #2 Group #2Activity #2 – Group #1A bag of marbles contains 5 red
Activity #2 – Group #2The Girl Scouts had a fundraiser last week and raised $240. They decided to buy flowers to place in
marbles, 4 green marbles, and 3 blue marbles If you reach
12 rooms of the local hospital. They placed red and yellow bundles in 6 rooms and red and pink bundles in the 6 remaining marbles. If you reach
into the bag 60 times, how many times could
h h
rooms. The Girl Scouts ran out of pink roses and had to buy some more. The chart shows how many bundles the Girl Scouts had.
you choose each color? Explain your process.
About how much more money did the Girls Scouts need to buy more pink roses? Explain your process.p a you p ocess.
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A bag of marbles contain 5 red marbles, 4 green marbles, and 3 blue marbles. If
h i h b 60 i h you reach into the bag 60 times, how many times could you choose each
l ? E l i color? Explain your process.
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Activity #2 – Group #2: QuestionThe Girl Scouts had a fundraiser last week and raised $240. They decided to buy flowers to place in 12 rooms of the local hospital. They placed red and yellow bundles in 6 rooms and red and pink bundles in the 6 remaining rooms. The Girl Scouts ran out of pink roses and had to buy some more. The chart shows how many bundles the Girl Scouts hadThe chart shows how many bundles the Girl Scouts had. About how much more money did the Girls Scouts need to buy more pink roses? Explain your process.
Color Bundles of Roses
= $12.00
Red
YellowYellow
Pink
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Principals will examine a working definition of rigor and use the definition
h k lto assess math work samples.Principals will examine student work samples to identify and discuss the level of rigor to determine ways to increase irigor.
Principals will create a work sample that fl t hi h ireflects high rigor.
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What I liked. What I do not like.
What can I change. How can I change it.
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