CCSS Math

1. CCSS Math Questioning Strategies for Math Discourse: How do I get them talking about math?

2. The importance of discourse… “The biggest enemy of learning is the talking teacher.” ~John Holt, an American author and educator

3. CCSS Math Claims • Claim #1 • Students can explainand apply mathematical concepts and carry out mathematical procedures with precision and fluency. • Claim #2 • Students can frame and solve a range of complex problems in pure and applied mathematics. • Claim #3 • Students can clearly and preciselyconstruct viable arguments to support their own reasoning and to critique the reasoning of others. • Claim #4 • Students can analyze complex, real-world scenarios and can use mathematical models to interpret and solve problems.

4. Mathematical Practice Standards • Make sense of problems and persevere in solving them. • Reason abstractly and quantitatively. • Construct viable arguments and critique the reasoning of others. • Model with mathematics • Use appropriate tools strategically. • Attend to precision. • Look for and make use of structure. • Look for and express regularity in repeated reasoning.

5. Today’s Agenda • Questioning Techniques • Funneling vs. Focusing • 5Ws and an H • Talk Moves • Think & Write Time • Partner Talk • Revoicing • Repeat/Rephrase • Agree/Disagree and Why • Adding On

6. CCSS Math Support Documents • Getting Started… • Hand out the revised support documents for this nine week period. • Break into teams with six people on each team, so each team has 1-2 standards • We will collect our work! We need one official “recorder” for each standard.

7. Questioning Techniques • Funneling Questions • How many sides does that shape have? • Is this angle larger? • What is the product? • Focusing Questions • What have you figured out? • Why do you think that? • Does that always work? If yes, why? If not, why not? When not? • Is there another way? • How are these two methods different? How are they similar?

8. Look at the questions we wrote on September 18th. • Which are funneling? • Which are focusing? • We’ll come back to these later…

9. 5Ws and an H • Who? • What or what if? • When? • Where? • Why/why not? • How? • Write focusing questions for each standard to get students talking. • Focusing questions are best used in the context of problem solving situations and engaging mathematical tasks.

10. Talk Moves • Think & Write Time • Partner Talk • Revoicing • Repeat/Rephrase • Agree/Disagree and Why • Adding On

11. Talk Moves =- Jigsaw Activity • What is your Talk Move? • When and Why is it used? • Give an example.

12. Talk Moves In addition to promoting a deeper understanding of important and significant mathematical ideas, these classroom discussion strategies: • Encourage more active student listening • Enhance the quality of verbal discourse • Build students’ vocabulary • Help students view problems from different perspectives • Foster student appreciation for a variety of thinking and problem-solving styles.

13. Talk Moves Modeled • Watch the video. • Record the “Talk Moves” you see modeled. • Look for the “talk move” you learned. • Think and Write

14. Talk Moves Modeled • Where were “Talk Moves” used in the video? • Use “Partner Talk” • What is one “Talk Move” that could have been added? • Model “Think & Write” and “Revoicing” • What is another “Talk Move” that could have been added? • “Repeat/Rephrase” • “Agree/Disagree and Why” • “Add On”

16. The importance of discourse… • “The biggest enemy of learning is the talking teacher.” ~John Holt, an American author and educator • The questioningteacher is the friend of learning, developing students into mathematical problem solvers!! • Balance teacher talk and student talk.

17. Exit Tickets • Collect the “funneling/focusing worksheets” • Select the “Talk Move” they will work on perfecting first.