1 / 15

Measurement and Data Module 4 – Week 5 Strategies and Tasks

Elko County School District CCSS Math Professional Development . Measurement and Data Module 4 – Week 5 Strategies and Tasks. You Do.

zazu
Download Presentation

Measurement and Data Module 4 – Week 5 Strategies and Tasks

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Elko County School District CCSS Math Professional Development Measurement and DataModule 4 – Week 5Strategies and Tasks

  2. You Do • You are staying at a rural cabin, and the only method to get water is to draw from a well. A 4 gallon and a 9 gallon bucket are the only containers for carrying water to the cabin. In one trip to the well, what whole number amount of water in gallons could you bring back to the cabin in the buckets? No other markings are on the pails, and you can’t do any estimating – you need to supply exact whole number amounts only! • What if you had a 4 gallon bucket and a 10 gallon bucket? • What if you had an n-gallon bucket and an m-gallon bucket?

  3. We Discuss It • Identify which SMPs were involved in task. Why? How?

  4. We Discuss It • How might you adapt the task in order to target a standard(s) at your grade level?

  5. We Discuss It • How would this task be used FOR learning? (Formative) • How would the task be used to DEMONSTRATE understanding? (Summative)

  6. We Discuss It • How might you integrate this task with other mathematical concepts? (coherence)

  7. I Clarify • Discussion Summary • Identify which SMPs were involved in task. Why? How? • How might you adapt the task in order to target a standard(s) at your grade level? • How would this task be used FOR learning? To DEMONSTRATE understanding? • How could you integrate this task with other mathematical concepts?

  8. Beliefs

  9. Thinking Through a Lesson: Successfully Implementing High Level Tasks • Underlineat least one sentence/phrase that challengesorvalidates a belief you have about tasks. • Circle at least two things that you have questions about. • *Star a strengthAND a weakness of the TTLP: the Thinking Through a Lesson Protocol

  10. Pulling it all together • What measurement/data task(s) will you be implementing with your students and sharing on the task template? • Consider: • Measurement and Data Standards • Goal/Target • SMPs • DOK/Rigor and Relevance • Concept Integration (Coherence) • Tasks found in Week 1 • TTLP Model

  11. Required Task Template

  12. Looking Ahead to Week 6 • Bring resources to create your grade level measurement/data task(s).

  13. Remember, you can…submit a task to www.illustrativemathematics.org

  14. Reflection How did today’s training impact your understanding of these standards? • No impact • Some impact • Significant impact What ahasdid you have today? What questions do you still have about this domain?

  15. Resources: • Thinking Through a Lesson: Successfully Implementing High-Level Tasks by Margaret S. Smith, Victoria Bill, and Elizabeth K. Hughes – NCTM Mathematics Teaching in the Middle School, Vol. 14, No. 3, October 2008

More Related