Thinking Critically in Mathematics Exploring Strategies and Materials Grades 35 Professional Development

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Digi-Block Activator
Work with a partner to:

Take a block of 100 for each principal in your school. Take a block-of-10 for each vowel in your schools name. Take a single block for each month that has 31 days. Write the number these blocks show.
Adapted from Build It and See! Grade 3 22

Outcomes Agenda Ground Rules Capture Sheet

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By the end of the session, participants will have:

heard the rationale for incorporating discourse into the teaching and learning of mathematics.

heard key principles for implementing rigor, equity, and discourse in the classroom.

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reflected on instructional practices that facilitate student learning of rigorous mathematics.

explored the use of Digi-Block materials to support the conceptual understanding of number and operations in base ten.

This is the essence for understanding place value ~the foundation of our number system

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Math-Talk Learning Community

Actions for Teachers and Students

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Questioning

Explaining Mathematical Ideas

Source of Mathematical Ideas

Responsibility for Learning

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Math-Talk Learning Community Self-Reflection

Currently, where do you see yourself as a facilitator of the teaching and learning of mathematics?
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Math-Talk Learning Community Self-Reflection

As you begin the school year, consider a student in your classroom. Where does this student fall within the components?
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Why Mathematical Discourse?

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Key Principles for Providing Rigor, Equity, and Discourse in the Classroom:

The Structure for Cooperative Groups Opportunities to engage in rigorous tasks Time for teachers to debrief problem solving experiences with students

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Student Discourse
Access = to be involved Success = to make progress
Many students receiving special education services have difficulty expressing ideasfor example, how and why a specific strategy was used.
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Math Talk Moves/ Strategies

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Jigsaw Strategy

Count off 15. Regroup by number alike. Expert group will read assigned talk move. Discuss the information with expert group. Agree and record on a response to each question on the capture sheet. Move to a 15 group and share key points.

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Engage in a Focus Problem

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Ground Rules for Cooperative Groups

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Focus Talk on the M athem atics

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Every student is listening to what others say.

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Every student can hear what others say.

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Every student will participate by speaking at some point.

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Math Club Field Trip [Problem #3979]

Miss Noether took her fourth grade Math Club on a field trip to the Science Museum. A total of 27 students and adults went on the trip. On the way to the museum Miss Noether drove the school van with 11 students in it. The rest traveled by car with 3 people in each car. On the way home each car carried 4 people.

What do you notice?

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Math Club Field Trip [Problem #3979]

Miss Noether took her fourth grade Math Club on a field trip to the Science Museum. A total of 27 students and adults went on the trip. On the way to the museum Miss Noether drove the school van with 11 students in it. The rest traveled by car with 3 people in each car. On the way home each car carried 4 people.

What do you wonder?

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Notice and Wonder Strategy

Focuses on reading and Process Key Point interpretation rather than Participants share coming up with the notices with minimal answer. discussion. Participants share wonderings with minimal discussion.

Frequently a wondering will be a question very similar to the question in the actual problem.
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Math Club Field Trip [Problem #3979]

Miss Noether took her fourth grade Math Club on a field trip to the Science Museum. A total of 27 students and adults went on the trip. On the way to the museum Miss Noether drove the school van with 11 students in it. The rest traveled by car with 3 people in each car. On the way home each car carried 4 people. How many rode in the van? Extra: There were an even number of children on the trip. What is the 2424 smallest number of adults that could

1) Think individually (1 to 2 minutes) how you might approach the task. 2) Share strategies with group (each shares) focus is not on a solution. 3) Begin the problem solving process.

4) Come to consensus for a representation to model on large paper.

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Debriefing the Work:

Sharing and discussing multiple representations.

Clarifying the big mathematics ideas Connecting multiple representations Reflecting on the process
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Summarizer
Key ideas from todays session.

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Ways I can apply these ideas .

New thought I have after sharing my 3-2-1 with a partner.

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Lingering question I still have.

Next Steps
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Evaluation Evaluation
Have a Great Year!

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