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What ’ s golden?

What ’ s golden?. DAY 6. Reflecting on SMCs and SMPs. Share across your table with different SMPs and SMCs addressed by today ’ s activities. Be purposeful indicating what specific behaviors or habits led you to conclude that you engaged in a specific SMP.

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What ’ s golden?

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  1. What’s golden? DAY 6

  2. Reflecting on SMCs and SMPs • Share across your table with different SMPs and SMCs addressed by today’s activities. • Be purposeful indicating what specific behaviors or habits led you to conclude that you engaged in a specific SMP. • Similarly, what did the instructor(s) do to encourage/foster/facilitate that SMP?

  3. Agenda • Norms • Morning Jumpstart • Rolling Two Dice • Exploring two-dice questions • Misconceptions about probability • Designing lesson #2 • Lunch • Launch after Lunch: PLINKO • A “Tilted” PLINKO Game • Reflecting on SMCs and SMPs • Daily Evaluation

  4. Evolving Norms for this PD • We will be ready for class and use our class time effectively. • We will keep our focus on learning and use technology for personal reasons during breaks. • We will be respectful of each other’s time and space and work efficiently. • We will actively participate by (a) listening to each other, (b) giving others our attention, (c) not speaking when someone else is talking, and (d) regularly sharing our ideas in class. • If we disagree with someone or are unclear, we will ask a question about his or her idea and describe why we disagree or are confused. • We will ask questions when we do not understand something. We will comment on others’ ideas rather than the person.

  5. Evolving Norms for this PD • We will take advantage of opportunities to share ideas and gather feedback through presentations. • We will encourage one another to share ideas. • We will show our appreciation to one another for their ideas. • If we disagree with someone or are unclear about their ideas related to mathematics content and pedagogy, we will ask a question about his or her idea and describe why we disagree or are confused. • We will ask questions when we do not understand something about mathematics content and pedagogy. • We will comment on others’ ideas about mathematics content and pedagogy rather than the person.

  6. Evolving Norms for this PD • We will always look for another approach to solve problems. • We will use pictures, graphs, tables, symbols, numbers, manipulatives, and/or words to assist us while doing mathematics. • We will persist with every problem and examine it from multiple perspectives. • We will be mathematically precise whenever possible. • We will explain and justify our ideas in a way that everyone can understand.

  7. Morning Jumpstart: Release the Prisoners

  8. Rolling Two Dice When rolling two dice, about how often would you expect to get a prime sum? Would you estimate the probability of rolling a prime sum to be close to zero, close to ½, or close to one? Why? When rolling two dice, about how often would you expect to get a two-digit product? Would you estimate the probability of rolling a two-digit product to be close to zero, close to ½, or close to one? Why?

  9. Rolling Two Dice Simulating and Analyzing Prime Sums and Two-Digit Products Probabilities

  10. Rolling Two Dice Exploring Two Dice Questions

  11. Misconceptions About Probability Read the list of common misconceptions about probability. Then look at the given probability statements and identify the type(s) of misconception(s) evident in each statement.

  12. Lesson Design • Work in grade-level teams to plan a set of lessons that everyone can use. • Think about: • Who is focusing on what SP content standards? • How will all 8 SMPs be addressed across the body of lessons? • What TTLP questions will you focus on? • How will students be assessed? (This doesn’t have to be formal!)

  13. Lunch

  14. Launch after Lunch: PLINKO Remember the PLINKO game from The Price is Right? PLINKO

  15. A Tilted PLINKO Game

  16. Reflecting on SMCs and SMPs • Share across your table with different SMPs and SMCs addressed by today’s activities. • Be purposeful indicating what specific behaviors or habits led you to conclude that you engaged in a specific SMP. • Similarly, what did the instructor(s) do to encourage/foster/facilitate that SMP?

  17. Take Care • Please complete the assessment and give it to one of the instructors. • You may leave personal items in the room (e.g., books, calculators, and notebooks). • Please help us keep the room in order by throwing away any trash and tidying your area. • Bring snacks, drinks, and/or other food to share! • See you tomorrow and travel safely!

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