putting the practices into action
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Putting the Practices Into Action
John SanGiovanni
Eliminate It!
literquart
meter milliliter
Eliminate It!
21 63
17 84
Eliminate It!
10 2
5 8
“Our” solution to the practices…
How do you think that’s going?
How do our teachers view the relationship between practice
standards and content standards?
P C P C P C
#1 #2 #3
On a Scale of 1 to 5…• Think about the teachers you work with. How familiar are
they with the Standards for Mathematical Practice?
• Think about the teachers you work with. How often do they intentionally plan for the practices?
• Think about the students these teachers work with. How often do they exhibit the behaviors of these practices?
Talk With Your Table.
What does the data in these charts tell us about the practices
in our classrooms?
“The Transition Pendulum”
The Practices
2010-2011
“The Transition Pendulum”
The Practices
The Content
2012-2014
“The Transition Pendulum”
The Practices
The Content
Practices +
Content
About today… Thinking About Next Year
• Consider activities to use with our teachers so that the practices are a centerpiece of mathematics instruction
• Understand the book design and how it can support your PD efforts
• Work with some quick hitters to hook our teachers
With your group…
Create an ICON for your practice.
Write an ANALOGY for your practice.
List STUDENT BEHAVIORS for your
practice.
List TEACHER BEHAVIORS for your
practice.
Debriefing
• Take a gallery walk• Look for ideas that strike you• Share what you find with your table
– What did you like?– What activity could you use with teachers?– What activity could teachers use with students?
Which of these tasks would you use with your teachers?
Are there any other tasks you’ve used with your teachers?
Debriefing: Table Talk
About the book• Unpack the practices
– WHY it is important– WHAT it means– HOW might we get there
• Identify the behaviors of students engaged in the practice.
• Connect student and teacher behaviors.
• Provide activities that elicit these behaviors.
About the book• Unpack the practices
– WHY it is important– WHAT it means– HOW might we get there
• Identify the behaviors of students engaged in the practice.
• Connect student and teacher behaviors.
• Provide activities that elicit these behaviors.
About the book• Unpack the practices
– WHY it is important– WHAT it means– HOW might we get there
• Identify the behaviors of students engaged in the practice.
• Connect student and teacher behaviors.
• Provide activities that elicit these behaviors.
About the book• Unpack the practices
– WHY it is important– WHAT it means– HOW might we get there
• Identify the behaviors of students engaged in the practice.
• Connect student and teacher behaviors.
• Provide activities that elicit these behaviors.
Focus on the QuestionThe children were collecting seashells at the beach. The list
shows the number of shells collected by each child.Number of ShellsKatie – 5Bridget – 4Jackie – 9Allison – 12Kim – 10
Turn and share:Katie and Kim put their shells in a box. How many did they have altogether? Tell how you figured out the answer.
Monday
Focus on the QuestionThe children were collecting seashells at the beach. The list
shows the number of shells collected by each child.Number of ShellsKatie – 5Bridget – 4Jackie – 9Allison – 12Kim – 10
Turn and share:Allison wanted to collect 16 shells. How many more will she need to collect? Tell how you figured out the answer.
Tuesday
Focus on the QuestionThe children were collecting seashells at the beach. The list
shows the number of shells collected by each child.Number of ShellsKatie – 5Bridget – 4Jackie – 9Allison – 12Kim – 10
Turn and share:The children wanted to collect 50 shells altogether. Did they collect enough? How do you know?
Wednesday
Focus on the QuestionThe children were collecting seashells at the beach. The list
shows the number of shells collected by each child.Number of ShellsKatie – 5Bridget – 4Jackie – 9Allison – 12Kim – 10
Turn and share:Write a question you could ask using the data.
Thursday
Column A Column B9 4 + 8
Reasoning about Number: Which is greater A, B,
or too close to call?
Column A Column B9 4 + 8
19 + 9 14 + 7
Reasoning about Number: Which is greater A, B,
or too close to call?
Column A Column B9 4 + 8
19 + 9 14 + 717 + 23 + 30 17 + 30 + 25
Reasoning about Number: Which is greater A, B,
or too close to call?
Column A Column B9 4 + 8
19 + 9 14 + 717 + 23 + 30 17 + 30 + 25
8 + ½ - ¾ 8 - 5/8 + ¾
Reasoning about Number: Which is greater A, B,
or too close to call?
Column A Column B9 4 + 8
19 + 9 14 + 717 + 23 + 30 17 + 30 + 25
8 + ½ - ¾ 8 - 5/8 + ¾14 x 71 41 x 17
Reasoning about Number: Which is greater A, B,
or too close to call?
Column A Column B9 4 + 8
19 + 9 14 + 717 + 23 + 30 17 + 30 + 25
8 + ½ - ¾ 8 - 5/8 + ¾14 x 71 41 x 172.5 x 37 3.7 x 25
Reasoning about Number: Which is greater A, B,
or too close to call?
Column A Column B9 4 + 8
19 + 9 14 + 717 + 23 + 30 17 + 30 + 25
8 + ½ - ¾ 8 + 5/8 - ¾14 x 71 41 x 172.5 x 37 3.7 x 25700 ÷ 76 523 ÷ 25
Reasoning about Number: Which is greater A, B,
or too close to call?
Adapted from Fundamentals, Creative Publications, 4-5
How to play:
1. Players take turns rolling a number cube
2. After each roll, a player decides which column to place the digit.
3. That player then adds the value to his/her total.
4. The player who is closest to the target (in the last total) without going over the target wins.
Target 100 with tools
• What tools could students use to support understanding and/or improve accuracy?
Target 100 with tools
Mile a Minute
A Mile a Minute
• Partner 1 sits facing the screen• Partner 2 sits with their back to the screen• Partner 1 gives clues without using exact
words to elicit the phrase• Partner 1 moves to each new phrase after
partner 2 has correctly guessed the preceding phrase.
sum
triangle
814
75
Eliminate It!
literquart
meter milliliter
How did the practices “come alive” in these tasks?
Putting the Practices Into Action
John SanGiovanni
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