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“Which comes first, creating or reasoning?”

“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.

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“Which comes first, creating or reasoning?”

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  1. “Which comes first, creating or reasoning?” Jenny Ray, Kentucky Department of Education Professional Growth and Effectiveness Specialist

  2. 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.

  3. 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

  4. 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:

  5. 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.

  6. 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.

  7. 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?

  8. Modeling a Formative Assessment Lesson Solving Linear Equations in Two Variables

  9. Notebooks and Pens • Read through the questions and try to answer them as carefully as you can. • Please work independently for 10 minutes.

  10. 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.

  11. 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.

  12. Comparing Different Approaches • Examining Student Work Samples • Whole-Class Discussion

  13. 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.

  14. Review the Targets

  15. 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.

  16. 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

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