Dad's tie design template

A Look Back At The Mathematical Practices

Presenter Note: Handouts have been numbered in the Header to reflect the order they are used in the presentation.

Please ask participants to bring the following items to Early Release:Elementary Math Best Practices HandoutCurrent Teachers Edition Go Math! Textbook1 copy for each grade level (grades 3-5) of Focus on FCAT Test Spec Questions

All participants should have the following materials:Handout 1-Examples of Mathematical PracticesHandout 2-Sample Math TaskHandout 3-Performance Task Activity

Presenter Note: Red checkmark with corresponding annotations are references to the Teacher Evaluation Rubric. Briefly, draw participants attention to these references throughout professional learning.In the Notes Pages, you will find the name of the component from the Teacher Evaluation Rubric. This is NOT meant to be read to participants. This is to provide the presenter with additional information.

1Learning Objectives:Review the Mathematical Practices

Describe how the Mathematical Practices impact instructionSuccess Criteria:Create a plan to purposefully integrate the Mathematical Practices into your classroom instruction

4d-Click and read Learning Objectives and Success Criteria

Teacher Evaluation Correlation:4d (Growing and Developing Professionally)

2We Can Do This!

With and ,we CAN implement the Mathematical Practices. collaboration

perseverance

MP3MP1-Click to play video (2 minutes, 9 seconds)Video is embedded, but YouTube link is provided http://www.youtube.com/watch?v=7E-EGbB3N_03Take Time To Talk

Tell how your instruction changed when you integrated this Mathematical Practice.

Share a lesson where you purposefully integrated a Mathematical Practice.

4a-Click and read text to participants

Table Talk Activity (roughly 8 minutes total):-After reading text on slide to participants, allow table groups roughly 5 minutes to discuss-Allow roughly 3 minutes for whole group share out

Teacher Evaluation Correlation:4a (Reflecting on Teaching)

4

Sample Math Task

1a, 1c, 1d, 1e, 1f, 3c, 3dStudents were assigned a rigorous task.The student has to figure out how many eggs Farmer Johnson loaded into his truck.Students explain their reasoning.Both students arrive at a correct answer.Keep this in mind:

The teacher gave the following problem to her class.Two student responses are shown.-Click and read the text shown. Click again and read text shown. Click again for text to disappear.

Mathematical Practice Activity (roughly 5 minutes total):-Direct participants to take out Handout 1-Examples of Mathematical Practices. Participants will list Mathematical Practices in order on Handout 1. They may want to reference their Elementary Math Best Practices Handout if they have difficulty identifying the Practices.Read Mathematical Practices in order so participants can check their responses.MP1: Make sense of problems and perseveres in solving them; MP2: Reason abstractly and quantitatively; MP3: Construct viable arguments and critique the reasoning of others; MP4: Model with mathematics; MP5: Use appropriate tools strategically; MP6: Attend to precision; MP7: Look for and make use of structure; MP8: Look for and express regularity in repeated reasoning

Direct participants to take out Math Task Handout 2Allow participants 2-3 minutes to read and discuss Sample Math Task at their tables

-On Handout 1, participants will record what Mathematical Practices are evident as the presenter clicks to show how students solved this task

Click 1x read text boxAllow participants roughly 2 minutes to write down evidence of any Mathematical Practice they observedClick 1x read text boxAllow participants roughly 2 minutes to write down evidence of any Mathematical Practice they observedClick 1x read text boxAllow participants roughly 2 minutes to write down evidence of any Mathematical Practice they observedClick 1x read text boxAllow participants roughly 2 minutes to write down evidence of any Mathematical Practice they observed

-After the presenter has finished reading all text boxes, allow table groups to discuss their observations (allow 2-3 minutes for discussion)

Teacher Evaluation Correlation:1a (Demonstrating Knowledge of Content and Pedagogy)1c (Setting Instructional Outcomes)1d (Demonstrating Knowledge of Resources and Technology) 1e (Designing Coherent Instruction)1f (Designing Student Assessments)3c (Engaging Students in Learning)3d (Using Assessment in Instruction)

5Did You Find Evidence Of These Mathematical Practices?MP 1Make sense of problems & persevere in solving themMP 2Reason abstractly & quantitativelyMP 3Construct viable arguments & critique the reasoning of othersMP 4Model with MathematicsEvidentEvidentEvidentNot EvidentThe students were given a rigorous task to complete.The students had to figure out how many eggs were loaded into Farmer Johnsons truck.The students explained their thinking and discussed the thinking of others.-Participants will check their responses on Handout 1 as the presenter reads the slide

-Click and read each Mathematical Practice, whether it was Evident or Not Evident, and the reasoning for the Mathematical Practice being Evident

6Did You Find Evidence Of These Mathematical Practices?MP 5Use appropriate tools strategicallyMP 6Attend to precisionMP 7Look for & make use of structureMP 8Look for & express regularity in repeated reasoning Not EvidentNot EvidentNot EvidentNot Evident-Participants will check their responses on Handout 1 as the presenter reads the slide

-MP6 Attend to precision: As the students discussed their knowledge in the scenario provided, it is not evident that either Kwan or Foster demonstrated MP6. Attending to precision (MP6) is more than just arriving at the correct answer. For a student to attend to precision, they must communicate precisely while explaining (orally or in writing) a solution. For example, a student would use specific terminology throughout a response (ex: dozen) and the answer would be further defined with a unit (ex: 600 eggs). This goes beyond reciting an algorithm.A teacher can encourage MP6 through questioning or encouraging students to explain their thinking using precise vocabulary.

-Click and read each Mathematical Practice, whether it was Evident or Not Evident, and the reasoning for the Mathematical Practice being Evident

7Table Talk Sample Math Task ActivityIdentify the Mathematical Practices that were Not Evident in the lesson shown.

How could you refine the task to incorporate several of the Not Evident Mathematical Practices?

Keep in mind, while multiple Mathematical Practices should be evident in a lesson, not all Mathematical Practices will be evident in all lessons.

1a, 1c, 1d, 1e, 3c, 3d, 4aTable Talk Activity (roughly 10 minutes total):Click and read contents of slideParticipants will reference the Mathematical Practices that were Not Evident in the lesson shown on the previous slides (Mathematical Practices Not Evident: 4, 5, 6, 7, and 8).Direct participants to Handout 2 (Sample Math Task) so table groups could refine the task to incorporate several of the Not Evident Mathematical Practices.Participants may want to reference their Math Best Practices Handout for this activity.Allow 5-7 minutes for small group discussionAllow roughly 3 minutes for whole group share out

Teacher Evaluation Correlation:1a (Demonstrating Knowledge of Content and Pedagogy)1c (Setting Instructional Outcomes)1d (Demonstrating Knowledge of Resources and Technology) 1e (Designing Coherent Instruction)3c (Engaging Students in Learning)3d (Using Assessment in Instruction)4a (Reflecting on Teaching)

8

Time To Reflect

4a

In Math, two important resources in your classroom are the Go MATH! textbook and Focus on FCAT Test Specs.

How are you currently using these resources to get ALL students thinking critically through the Common Core while still preparing intermediate students for success on FCAT? -Click and read contents of slide to participantsFor FCAT tested grades (3-5): These grade levels should have a spiral focus. This spiral focus occurs not only through the standards, but also in question type. The spiral can occur during mini-lessons, small group instruction, bell ringers/problem of the day, or stations/centers.

Table Talk Activity (roughly 5 minutes total):-Participants will discuss how they are currently using these resources to get all students thinking critically through the Common Core while still preparing intermediate students for success on FCAT. Allow roughly 2 minutes for table group discussion. -Allow for whole group share out (3-5 minutes)

Teacher Evaluation Correlation:4a (Reflecting on Teaching)

9

Paired with the Go MATH! textbook and Focus on FCAT, the Math Best Practices helps you to create a more rigorous learning environment.

Resources Work Together

1d-Click and read contents of slide to participants

-By pairing either of these resources (Go MATH! or Focus on FCAT) with the Math Best Practices a more rigorous learning environment will occur. The Math Best Practices are the Mathematical Practices!

-By integrating the Mathematical Practices into daily instruction, the student can apply these best practices and gain a deeper understanding of the problem solving process.

Teacher Evaluation Correlation:1d (Demonstrating Knowledge of Resources and Technology)10Table Group ActivitySelect an upcoming Performance Task from your Go MATH! textbook or the Focus on FCAT Test Spec Questions. Integrate the Mathematical Practices into a Performance Task or a Focus on FCAT Test Spec Question to create a more rigorous task.

1a, 1c, 1d, 1e, 3c, 3dPerformance Task Activity (roughly 15 minutes):-Direct participants to take out the Performance Task Activity, Handout 3Participants will now create a plan to create a more rigorous Performance Task or a Focus on FCAT Test Spec Question.Participants should select a Performance Task or FCAT Test Spec Question they will be implementing in their classroom.Table groups will collaborate to discuss the selected task and how to integrate multiple Mathematical Practices to create a more rigorous task.Note: Not all Mathematical Practices will be evident in every task.

***Participants will need to have Focus on FACT Test Specs questions

Teacher Evaluation Correlation:1a (Demonstrating Knowledge of Content and Pedagogy)1c (Setting Instructional Outcomes)1d (Demonstrating Knowledge of Resources and Technology) 1e (Designing Coherent Instruction)3c (Engaging Students in Learning)3d (Using Assessment in Instruction)

11