Tal binder project big idea 2 r igid motion and congruency s haring s tudent work
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TAL – Binder Project Big Idea 2 R igid Motion and Congruency S haring s tudent work PowerPoint PPT Presentation


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TAL – Binder Project Big Idea 2 R igid Motion and Congruency S haring s tudent work . Beth Schefelker Melissa Hedges Judy Winn. Using a student work protocol. Working in groups of 3. Select one topic rigid motion or congruency to discuss. Share the CABS you gave.

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TAL – Binder Project Big Idea 2 R igid Motion and Congruency S haring s tudent work

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TAL – Binder Project Big Idea 2Rigid Motion and CongruencySharing student work

Beth Schefelker

Melissa Hedges

Judy Winn


Using a student work protocol

  • Working in groups of 3. Select one topic rigid motion or congruency to discuss.

    • Share the CABS you gave.

    • Each group member selects 3-6 pieces of student work.

    • Focus on one set of student work. Pass the papers around the table.

    • Discuss misconceptions/understandings that surfaced.

    • Use a table sticky note to record the table conversations for each pack of student work.


Sharing Out with the Class

  • Think about the discussion from each set of student work…

    • What theme surfaced as you looked at the same mathematical idea?

    • What surprised you?

    • What discussions did you have as you analyzed work from students who struggle in your math classroom


Impact of your discussion: Tracing the idea in your text

  • In what way will this information help you think deeply about the lessons in your text?

  • How will it provide you with information for adjusting instruction?

  • How will it provide you with information for differentiating the key lessons? Moving from the concrete to the abstract experiences?


Binder Project: Big Idea 2 see syllabus pg. 5

  • Project due May 17th

    • Part 1: As a Learner of Mathematics

    • Part 2: Student CABS

      • rigid motion and congruency

  • Part 3A: Critiquing the lessons

  • Part 3B: Suggestions for instruction

  • Part 3C: Critiquing the suggestions offered for Differentiation


Reminder: Tricky TrianglesSee pg. 6 in syllabus

  • Final data presentation and write-up

  • Due April 26

  • Re-administer the tricky triangle assessment

  • Examine the new data identifying change from fall to spring.

  • Compare the performance of students with and without disabilities.


April 26

  • Be prepared to share:

    • 1. Change in data results

    • 2. Identify lessons/instructional opportunities that shifted student thinking.


Completed Tricky Triangle Project: Due April 26

1. Completed log of tricky triangle instruction.

2. 2-page write-up reflecting on the project.

  • student changes from fall to spring

  • (refer to van Hiele levels)

  • key instructional tasks/strategies you implemented and ideas for differentiation

  • lessons learned as a teacher of mathematics while you focused on this topic

  • Lessons learned on collaboration.


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