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

“Which comes first, creating or reasoning?”

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### “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.

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

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