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Developing Mathematicians

Study Group -2013-14 . Developing Mathematicians. Session-1 Engaging in Common Core Content and Practices. Facilitated by Allie Das. Agenda Session - 1. Do Now : Addition Strategy Charts Reflecting on Our Practice " Three Corners " What is Fluency ?

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Developing Mathematicians

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  1. Study Group -2013-14 Developing Mathematicians Session-1 Engaging in Common Core Content and Practices Facilitated by Allie Das

  2. Agenda Session -1 • Do Now: Addition Strategy Charts • Reflecting on Our Practice • "Three Corners" • What is Fluency? • Looking at the 6 Shifts for Math • Let's Go to the Videotape • Make and Take

  3. Outcomes Participants will: • Examine fluency, deep understanding and application as instructional shifts for the NYS P-12 CCLS • Apply instructional strategies that deepen conceptual understanding in mathematics • Engage in activities that promote productive math discourse • Create cognitively demanding learning experiences in mathematics

  4. Reflecting on Practice 1.Individually, reflect on your current practice. How has your practice changed in response to the CCLS? 2.Write one idea per post-it. 3.At your tables, share and discuss your responses. 4.As a group come to a consensus about which instructional shift each idea most closely aligns to and place your post-it on it.

  5. Three Corners Always True, Sometimes True, Never True Facts of Ten help when you add and subtract numbers.

  6. How do you know? Prove It. Substantiate your argument with examples.(Give Examples)

  7. Addition strategies - K-2 Addition Facts/Addition Strategies: • Doubles • Doubles +1 • Doubles -1 • Doubles -2 • Make 10 • Commutative Property • Add 1 to 9

  8. Addition strategies - K-2

  9. Addition strategies - K-2 Doubles & Doubles + 1 Facts

  10. Addition strategies - K-2 Doubles, Doubles +1 Doubles -1 Facts

  11. Addition strategies - K-2 Doubles, Doubles + 1 Doubles -1, Doubles +2. Facts,

  12. Addition strategies - K-2 Doubles Doubles + 1 Doubles - 1 Doubles + 2 Doubles - 2 Facts

  13. Addition strategies - K-2 Doubles Doubles + 1, Doubles -1, Doubles +2. Doubles -2, Make 10 Facts

  14. Addition strategies - K-2 Doubles, Doubles + 1 Doubles -1 Doubles +2 Doubles -2 Make 10 Number +0 Commutative Property Facts,

  15. Addition strategies - K-2 Doubles, Doubles + 1, Doubles -1, Doubles +2. Doubles -2, Make 10 , Number +0, Commutative Property Number +1 Facts,

  16. eveloping Fluency K-2 Doubles, Doubles + 1, Doubles -1, Doubles +2. Doubles -2, Make 10 , Number +0, Commutative Property Number +1 Number +2 facts

  17. Addition strategies - K-2 Doubles, Doubles + 1, Doubles -1, Doubles +2. Doubles -2, Make 10 , Number +0, Commutative Property Number +1 Number +2 facts Add 1 to 9

  18. Addition strategies - K-2 Doubles, Doubles + 1, Doubles -1, Doubles +2. Doubles -2, Make 10 , Number +0, Commutative Property Number +1 Number +2 facts Add 1 to 9 Number + 10

  19. Addition strategies - K-2 The only 2 facts left are 6 + 3 7 + 4 8 + 3 8 + 4 8 + 5

  20. Developing FLUENCY- Subtraction Strategies

  21. 6 Shifts for Math •Focus •Coherence •Fluency •Deep Understanding •Applications •Dual Intensity

  22. Reflecting on Practice Debrief Quick Write What is Fluency?

  23. What do you know about Fluency? • Read each statement on the Anticipation Guide • Choose: Strongly Agree, Agree, Disagree, or Strongly Disagree for each statement • Read the Article on Fluency • Revisit the Anticipation Guide Statements -confirm or revise your thinking

  24. Fluency Defined Students are expected to have speed and accuracywith simple calculations; teachers structure class time for students to memorize, through repetition, core functions such as multiplication tables so that they are more able to understand and manipulate more complex concepts.

  25. Required Fluencies K 1 2 Add/Subtract within 10 K.OA.5 Add/ subtract within 5. Add/Subtract within 20 Add/subtract within 100 (paper and pencil)

  26. Deep Understanding Teachers teach more than “how to get the answer” and instead support students’ ability to access concepts from a number of perspectives so that students are able to see math as more than a set of mnemonics or discrete procedures. Students demonstrate deep conceptual understanding of core math concepts by applying them to new situations, as well as writing and speaking about their understanding.

  27. Application Students are expected to use math and choose the appropriate concept for application even when they are not prompted to do so. Teachers provide opportunities at all grade levels for students to applymath concepts in “real world” situations. Teachers in content areas outside of math, particularly science, ensure that students are using math, at all grade levels, to make meaning of and access content.

  28. Reflecting on Practice-Fluency Debrief Looking at Instructional Shifts Chart: What do you notice? What are the implications for instruction? How does Deep Understanding and Application support Fluency?

  29. Let's Go to the Videotape

  30. Video Debrief • What evidence did you see of fluency?(Teacher/Student) • What evidence is there of constructing viable arguments and critiquing the reasoning of others? (Teacher/Student) • Describe strategies that can support ELLs and SWDs. • What are other implications for instruction?

  31. Make and Take

  32. Reflections on Day 1 3 new learnings from today... 2 strategies I can incorporate into my practice... 1 question I have...

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