What ’ s golden?

1. What’s golden? Year 3: Day 8

2. Agenda • Introductions and Norms • Morning Jumpstart • Activity 1: Algeblocks: CH. 5 (or grade 6 intervention) • Lesson Reflection: Reflecting on SMCs and SMPs • Break • Activity 2: Algeblocks: CH. 6 (or grade 6 intervention • Lesson Reflection: Reflecting on SMCs and SMPs • Lunch • Activity 3: Algeblocks: CH. 7 (or grade 6 intervention) • Lesson Reflection: Reflecting on SMCs and SMPs • Activity 4: Adapting one algeblock lesson for your students. • How did you incorporate UDL into this lesson or activity? • Daily Evaluation

3. 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.

4. 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.

5. 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. • We will engage in rough-draft talk and encourage others to do so as well.

6. SMCs addressed by today’s algeblock lessons • 6.NS.5 - Understand that positive and negative numbers are used together to describe quantities having opposite directions or values. • 6.EE.2 - Write, read, and evaluate expressions in which letters stand for numbers. • 6.EE.2a - Write expressions that record operations with numbers and with letters standing for numbers. • 6.EE.3 - Apply the properties of operations to generate equivalent expressions.

7. SMCs addressed by today’s algeblock lessons • 7.EE.1 - Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational coefficients. • 7.EE.4a - Solve word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are specific rational numbers. • Solve equations of these forms fluently. • 7.NS.1 - Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers. • 7.NS.1a - Describe situations in which opposite quantities combine to • make 0.

8. SMCs addressed by today’s algeblock lessons • 8.EE.7 - Solve linear equations in one variable. • 8.EE.7b - Solve linear equations with rational number coefficients, including equations whose solutions require expanding expressions using the distributive property and collecting like terms.

9. SMCs addressed by today’s algeblock lessons • A.SSE.1b - Interpret complicated expressions by viewing one or more of their parts as a single entity. • A.REI.1 - Explain each step in solving a simple equation as following from the equality of numbers asserted at the previous step, starting from the assumption that the original equation has a solution. Construct a viable argument to justify a solution method. • A.REI.3 - Solve linear equations and inequalities in one variable, including equations with coefficients represented by letters. • A.SSE.3 - Choose and produce an equivalent form of an expression • to reveal and explain properties of the quantity represented by the • Expression. • A.REI.4 - Solve quadratic equations in one variable.

10. Morning JumpstartPlease go online and enter the following link into your web browser: http://student.desmos.com When prompted, enter class code: XSM8EYou should work independently, conferring in pairs as needed.

11. Activity: Algeblocks • In this activity, you will work at your own pace (with a partner) on a series of tasks meant to develop your knowledge of algeblocks. • Respond to the prompts for each lesson. • Respond to the provided questions after completing all activities for each chapter. • Take time to reflect on how use of these manipulatives, over a yearlong experience, might deepen students’ understanding of structure and algebra.

12. 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? • In what ways could we UDL this lesson? • UDL = Universal Design for Learning. We will explore this more deeply later today.

13. Activity: Algeblocks • In this activity, you will work at your own pace (with a partner) on a series of tasks meant to develop your knowledge of algeblocks. • Respond to the prompts for each lesson. • Respond to the provided questions after completing all activities for each chapter. • Take time to reflect on how use of these manipulatives, over a yearlong experience, might deepen students’ understanding of structure and algebra.

14. 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? • In what ways could we UDL this lesson? • UDL = Universal Design for Learning. We will explore this more deeply later today.

15. Lunch

16. Launch after Lunch

17. Activity: Algeblocks • In this activity, you will work at your own pace (with a partner) on a series of tasks meant to develop your knowledge of algeblocks. • Respond to the prompts for each lesson. • Respond to the provided questions after completing all activities for each chapter. • Take time to reflect on how use of these manipulatives, over a yearlong experience, might deepen students’ understanding of structure and algebra.

18. 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? • In what ways could we UDL this lesson? • UDL = Universal Design for Learning. We will explore this more deeply later today.

19. Take Care • Please complete the exit ticket and place it on the parking lot. • 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 for Lesson study! • See you January 10 at Sidney Middle School. • Travel safely!