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Coaching Case 3

Coaching Case 3. Group 4 CCLM^2 Spring 2013. Leadership for the Common Core in Mathematics (CCLM^2) Project University of Wisconsin-Milwaukee, 2012–2013

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Coaching Case 3

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  1. Coaching Case 3 Group 4 CCLM^2 Spring 2013 Leadership for the Common Core in Mathematics(CCLM^2) Project University 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.

  2. Case # 3: Strategic CoachingGoal Centered Modeling in the Classroom CCLM Group Presentation Group #4: Jenny Kerola, Brenda Osell, Roz Sampson, Jan Brockunier - January 29th, 2013

  3. 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.

  4. 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.

  5. Agenda • Making right angles activity • Understanding 4.MD.7 • Relating 4.MD.7 to Case 3 • Case 3 • Coaching Moves

  6. http://www.tanyakhovanova.com/Jokes/xwhy/20080201.png

  7. Transformer-Ivan.net

  8. Let’s make some right angles!

  9. Making Right Angles Activity • By yourself, use the vertices from 2 polygons and combine them to create a 90 degree angle. • With a shoulder partner, use the vertices from 3 polygons and combine them to create a 90 degree angle.

  10. 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.

  11. Getting into the Standard

  12. 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.

  13. Understanding 4.MD.7 4.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. • On the left, re-write the standard in teacher-friendly language (just the blue part of the standard). • On the right, explain how this standard was illustrated in the making right angles activity you just completed.

  14. Relating 4.MD.7 to Case 3

  15. 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.

  16. 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

  17. 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.

  18. In Conclusion Here’s what we did today: • Engaged in math content related to 4.MD.7. • Examined examples of the math from Case 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.

  19. 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.

  20. 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.

  21. 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

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