Welcome Math Liaisons! Please sign in and wear a name badge Turn cell phones to vibrate Take an evaluation to complete at the end of the day May 2011 Agenda *Welcome and Updates *Mixer: Feed back from schools *Standards Implementation Plan *Eight Standards for Mathematical Practice *Cherry Creek Curriculum Framework *Article: Tying it all together *Bringing the math conversation home Everyday Mathematics- *EDM- District training *EDM-District Order, Common Core Version State Standards- *Comparison of Math Topic Updates: Midday Mixer *Have discussion at your table about the state of mathematics in your building; Whats going well? What do you need to make it better? *What feedback did you receive from colleagues after sharing from the last liaison meeting? *In general, how has your year gone? Math Standards & GVC Revision Flow Map Constructing meaning from the standards *Five Components of Mathematical Proficiency *8 Standards for Mathematical Practice Cherry Creek School District Standards Work Good Math-Video=TxYGAbIMXqI&safety_mode=true &persist_safety_mode=1 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the reasoning of others. 4. Model with mathematics. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning. Standards for Mathematical Practice 7 Count off at your tables... What are the verbs that illustrate the student actions for your assigned mathematical practice? Circle, highlight, or underline them for your assigned practice. 8 Construct viable arguments and critique the reasoning of others. Students...Teachers Students make conjectures. 2. Students justify their conclusions and communicate them to others. 3. Students compare the effectiveness of two plausible arguments. 4. Students listen and respond to the arguments of others for sense making and clarity. 9 Construct viable arguments and critique the reasoning of others. Students...Teachers Student make conjectures.1. Teachers pose worthwhile tasks and ask meaningful questions. 2. Students justify their conclusions and communicate them to others. 2. Teachers ask students to explain their thinking and then make decisions about when to clarify an issue and when to let students struggle. 3. Students compare the effectiveness of two plausible arguments. 3. Teachers make decisions about when to add mathematical language and notation to student ideas. 4. Students listen and respond to the arguments of others for sense making and clarity. 4. Teachers monitor student discussions and make decisions about how to encourage participation. 10 What Are Mathematical Tasks? Mathematical tasks are a set of problems or a single complex problem the purpose of which is to focus students attention on a particular mathematical idea. 11 Lower-Level Tasks Memorization What are the decimal equivalents for the fractions and ? Procedures without connections Convert the fraction 3/8 to a decimal 12 Procedures with connections Using a 10 x 10 grid, identify the decimal and percent equivalents of 3/5 Doing mathematics Shade 6 small squares in a 4 x 10 rectangle. Using the rectangle, explain how to determine: a) The decimal part of area that is shaded b) The fractional part of area that is shaded Higher-Level Tasks 13 Why Do Tasks Matter? Students develop their understanding of the nature of mathematics from the tasks they experience. The level and kind of thinking required by mathematical instructional tasks influences what students learn; and Differences in the level and kind of thinking of tasks used by different teachers, schools, and districts, is a major source of inequity in students opportunities to learn mathematics. 14 Consider a Task Laura needs to figure out where to place a stereo on an 8-foot long shelf so that the length of wire to the speakers is minimized. 15 Individually spend a few minutes working through the task as described in your handout. Pay special attention to the thinking required during the solution process. On cue, continue working with a partner. Discuss your solution, your method, and the thinking required with your table group. Solving the Problem 16 Stand up--Pair up Find a partner with a different color task sheet. Discuss: How are the problems similar? How are they different? What does each version require students to think about? To do? What does each version enable or allow for in terms of engaging in the Standards for Mathematical Practice? Two Versions of the Same Task 17 Task 1 Assume that George Washington had a face that was 9 inches long and a nose that was 2.75 inches long. If the face of George Washington on Mount Rushmore is 60 feet long, how long is its nose? 18 Task Enhancers: Removing Information If the face of George Washington on Mount Rushmore is 60 feet long, how long is its nose? 19 How does this change impact the demand on student thinking? How does this enhancer support students engagement in the Standards for Mathematical Practice? Name that number: The number is odd The number has an odd number of factors The number is composite The number is less than 10 Task 2 20 Name that number: The number is odd The number has an odd number of factors The number is composite How does this change impact the demand on student thinking? How does this change support students engagement in the Standards for Mathematical Practice? Task 2 Enhancer: Multiple Solutions 21 Having the Math Conversation at home Talk in grade level teams: *Choose a problem to solve from your grade level math materials. *How can you be thinking of one or more of the standards to enrich the thinking and support the mathematicians in your classroom? Taking it back to your school Standards of Mathematical Practice Dan Meyer Math Class needs a Makeover Video- Ted Talkser_math_curriculum_makeover.html Ted Talks Having the Math Conversation at home- Dan Meyer-Ted Talks.com Talk in grade level teams: How can we think about these 5 symptoms outlined in the Dan Meyer Video and grow in the way we provide experiences with solving problems? Taking it back to your school 5 symptoms you may be teaching math Wrong 1.Lack of Initiative 2.Lack of Perserverence 3.Lack of Retention 4.Aversion to Word Problems 5.Eagerness for Formulas 5 th grade Curriculum-Sample Operations and Algebraic Thinking Number and Operations-Fraction Cherry Creek Curriculum Framework Tying It All Together Jigsaw discussion 15 min. Read 5 min. -Each participant discusses key points for assigned reading 10min.- Open Discussion and connections to Standards of Math Practice *Everyone Reads: Pg to Classroom Practices that Promote the Five Strands 1= Modeling Math Meaningfully 2=Math Curse 3=Math Happenings 4=Convince Me and Poster Proofs *Everyone Reads: Pg. 168 Students Transformed into Mathematics To the end 4 th and 5 th grade teachers/specialists wanted If you would like to work on the Curriculum Framework for 5 th grade to be piloted in the 2011/12 sy, please sign up at the back table. Standards Work Starting Wrap Up *Please fill out an evaluation and leave it in the middle of you table. * Please place materials back in table totes and bus your tables. Thank you for your time and commitment to our goalS of *growing with Math Instruction in Cherry Creek and *making math accessible for all of our students! Have a great Afternoon!