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 2 r igid motion and congruency s haring s tudent work

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

Beth Schefelker

Melissa Hedges

Judy Winn


Using a student work protocol

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

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

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

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 triangles see pg 6 in syllabus

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

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

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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