k-1 tipm3 dr. monica hartman cathy melody and gwen mitchell november 2, 2011
TRANSCRIPT
K-1 TIPM3
Dr. Monica HartmanCathy Melody and Gwen Mitchell
November 2, 2011
College CreditState Board CEUsHello teachers returning from last
year!Welcome to our new teachers
Introductions, Again
Common Core State Standards Content Practices
Principles of Professional Practice Domains of Teachers’ Work
Focus for 2011-2012
Principles of Professional Practice
1. Attend to the integrity of mathematics
2. Commit to the learning and achievement of all students
3. Establish and manage a productive work environment
4. Learn from and systematically improve instruction
Leading a class discussion Representing mathematical ideas Assessing students’ mathematical
knowledge, skill, and dispositions Planning mathematics lessons
Domains of Teachers’ Work
Play You-Tube Video
Common Core State Standards
1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the reasoning
of others. 4. Model with mathematics. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning.
Mathematical Practices
1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the reasoning
of others. 4. Model with mathematics. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning.
Mathematical Practices
In your notebook, reflect on some things that you are already doing that helps to build a productive learning community
Share your ideas at your table Choose one or two ideas to share with the
whole group
The Learning Community:A Productive Work
Environment
Teacher as a facilitator Provide high quality mathematical tasks Provide students with expectations for
following routines and procedures Ask questions Promote risk taking Build relationships
The Learning Community:A Productive Work
Environment
Students need a physical environment that supports the type of community you want to build.
Work Spaces
Whole Group Instruction Spaces
Teacher-Directed Space
Students need space to work with a partner
Students need space to work in small groups.
Interactive Word Wall
Calendar
Math Tools
and a system to make them available
Tools for the Common Core Website Learning Progressions
Take a few minutes to read pages 4 and 5 about Counting and Cardinality.
If you have time, read a liitle more
CCSS Learning Progressions
What does Keara know about counting and cardinality? What is the evidence?
What does Keara still need to know? What does she know about operations
and algebraic thinking? What questions are asked to facilitate
the learning? What instructional support does Keara
need?
Keara’s Math
http://www.online-stopwatch.com/countdown-timer/
Lunch
Fosnot and Dolk (2001) make it clear that understanding of cardinality is not a simple matter for 4 year old children. Children will learn how to count (matching words with objects) before they understand that the last count word indicates the amount of the set or the cardinality of the set. Children who made this connection are said to have the cardinality principle.
Counting and Cardinality
Operations and Algebraic Thinking Number yourselves from 1-4 at your table Be prepared to explain the assigned addition
or subtraction situation type to your group1 – Add to2 – Take From3 - Put Together/Take Apart4 - Compare
Learning Progressions
Need 11 volunteers to act out this story.
Benny’s Pennies
The problematic or engaging aspect must be due to the mathematics the students are to learn.
Accessible to all studentsEmbedded in real-world contextRequires justifications and explanations for answers and methodsInvolves multiple steps, actions, or judgmentsEncourages the use of tools
Manipulatives, rulers, graph paper, calculator
High Quality Mathematics Tasks
What do you think? Why do you think that? What if…? Can you find another way to solve that? Can you find another way to explain that? Can you convince me? How did you arrive at that answer? Did someone get the same answer but by
different reasoning? Who has a different solution? How do you know the solution is correct? Can you convince someone who disagrees
with you?
List of Good Questions
Each table receives 3 gourds of varying size
THE TASKS: Which gourd is the heaviest? How do you know? Order the gourds from lightest to heaviest. Be
prepared to share how your group figured this out.
Draw a picture of each gourd to record your work. Cut out the pictures to include in your journal.
Super Gourd
Practice Standard 4 – Model With Mathematics Practice Standard 5 – Use appropriate tools
strategically
Even numbered person at each table will complete the chart for Practice Standard 4; odd numbered person will do practice standard 5.
Mathematical Practices
Someone entering a classroom should be able to identify the following. They should look for:
Students who are engaged in this practice standard can say: “I CAN…”
4. Model With Mathematics
Someone entering a classroom should be able to identify the following. They should look for:
Students who are engaged in this practice standard can say: “I CAN…”
5. Use Appropriate Tools Strategically
Choose a mathematical practice that you would like to improve in your own practice. Make a plan that you will try for the next few weeks.
Share this plan with your partner. Be prepared to let us know how your plan is
working when you come back November 30.
Closing
