Presented by Amber McInelly amcinelly@dsdmail.net

1. Blooming with TASKs: Assessing with Mathematical Discussions Presented by Amber McInelly amcinelly@dsdmail.net

3. The Pendulum Assessment Inquiry-based Explicit How do I assess student understanding during a task based lesson?

5. Heads Tails 6 √ X ? 6cm + 8 8cm = 10

6. 90 120

7. Heads Tails 6 √ X 10cm 6cm + 8 8cm = 10 6 x 6 = 36 (62) 8 x 8 = 64 (82) 36 + 64 =100 √100 = 10

8. 90 √(902 + 1202) = ? √ (8100 + 14400) = 150 120

9. 5 9 7 12 8 6 10 9 12 2 9 3

10. Which triangle seems different? Why? 3 3 5 5 5 3 5 3 Given the information that I know, how could I solve this problem?

11. Write an equation from what you know: √ (32 + x2) = 5 Solve for x: 5 Squaring will “undo” a square root: (32 + ?2) = 52 9 + x2 = 25 X2 = 16 X = 4 x 3 Is there an equation we can write that would apply to every right triangle? Side 12 + Side 22 = hypotenuse2 a2 + b2 = c2 Pythagorean Theory!

12. The Pendulum Assessment Inquiry-based Explicit How do I assess student understanding during a task based lesson?

13. Observations: • What they learn: • Objectives (can be last). • Selecting appropriate tasks. • How they learn: • Engagement • Let students discover the question/problem. • Discussions with their partner/group • Assess themselves and others • Teacher questioning • Exploring mathematical meanings and/or relationships and makes a link between the two. • Probing, getting students to explain their thinking through elaboration, clarification, and articulation. • Generating discussions between students and teacher.

14. Putting the Practices into Action by Susan O’Connell and John SanGiovanni Total Participation Techniques by PersidaHimmele and William Himmele Accessible Mathematics: 10 Instructional Shifts That Raise Student Achievement by Steven Leinwand 5 Practices for Orchestrating Productive Mathematics Discussions by Margaret S. Smith and Mary Kay Stein