Which comes first creating or reasoning
This presentation is the property of its rightful owner.
Sponsored Links
1 / 16

“Which comes first, creating or reasoning?” PowerPoint PPT Presentation


  • 54 Views
  • Uploaded on
  • Presentation posted in: General

“Which comes first, creating or reasoning?”. Jenny Ray, Kentucky Department of Education Professional Growth and Effectiveness Specialist. Professional Development Learning Targets. I can explain what it means to teach to the standards, as opposed to teaching the topics of the standards.

Download Presentation

“Which comes first, creating or reasoning?”

An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.


- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -

Presentation Transcript


“Which comes first, creating or reasoning?”

Jenny Ray, Kentucky Department of Education

Professional Growth and Effectiveness Specialist


Professional Development Learning Targets

  • I can explain what it means to teach to the standards, as opposed to teaching the topics of the standards.

  • I can compare and make connections between the A-CED and A-REI standards.


Two Minute Review A-CED and A-REI Standards

  • Please take one minute to re-familiarize yourself with the standards we will be considering in this session.

  • Highlight, underline, or use your own language in the margins to remind yourself of the ‘content’ of these specific standards: A-CED 2, 3, 4 and A-REI 5, 6


Video of Teaching Solving Systems of Linear Equations

  • Make note of the standards that are being taught as you watch this 5-minute video clip:


Five minutes to share your thoughts…

  • Share your thoughts/insights on the standards being taught with a table partner, then with others at your table.

  • Choose someone to share out from your table with the group.


Working through a task…

  • Everyone should have a copy of “Cash Box” from Illustrative Mathematics.

  • INDEPENDENTLY, please brainstorm what you know and some solution strategies. (You will have time to work with others, but for now, please just work on your own.)

  • Now, share your ideas with a partner at your table. Begin to formulate a way to solve the problem.

  • Be ready to share with your group how you solved the problem.


Whole Group Discussion

  • What was different about this task and typical problems that students solve when learning to solve systems of equations?

  • What was different about your experience as a learner, in this task, than perhaps how you learned to solve ‘word problems’ in high school?

  • What Standards for Mathematical Practice did you exemplify in your experience today?


Modeling a Formative Assessment Lesson

Solving Linear Equations in Two Variables


Notebooks and Pens

  • Read through the questions and try to answer them as carefully as you can.

  • Please work independently for 10 minutes.


Cash Registers Task—Independent Work

  • Count off 1-?

  • Go to that numbered table to complete the individual task.

  • Spend about 10 minutes working through the task on your own at your table. Do not discuss with others at your table, yet.


Cash Registers—Small Groups

  • Now, go back to your original seat and compare your solution method with others at your table.

  • Work together in your groups to produce an answer together that is better than your individual ones.


Comparing Different Approaches

  • Examining Student Work Samples

  • Whole-Class Discussion


Improving Notebooks and Pens

  • This would be the next lesson, if there is not time during the original lesson.

  • Look at your original responses and think about what you have learned this lesson.

  • Using what you have learned, try to improve your work.


Review the Targets


Professional Development Learning Targets

  • I can explain what it means to teach to the standards, as opposed to teaching the topics of the standards.

  • I can compare and make connections between the A-CED and A-REI standards.


RESOURCES

  • www.Jennyray.net —You can find this PPT and other resources on the Math Resources tab

  • http://www.illustrativemathematics.org/ Also on website, above, under the Math Links tab. This site offers many rich tasks that are correlated to CCSSM

  • http://map.mathshell.org/materials/lessons.php


  • Login