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Please READ the article “The Five Keys”and fill out the Graphic Organizer while you wait to begin.

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  1. Please READ the article “The Five Keys”and fill out the Graphic Organizer while you wait to begin.

  2. Math Content Network Meeting October 25, 2011

  3. Facilitators

  4. Our Norms • Be present and engaged in our work. • We are equal partners. • Seek first to understand and then to be understood. • Stay positive. • Respect ideas of others. • One voice rule – no private conversations. • Be productive. • Be flexible and willing to change.

  5. Where Am I Going?Where Am I Now?How do I Get There? What do you feel comfortable with? What questions do you have?

  6. October Math Teacher Leader Network Targets • I can describe the design and purpose of a Formative Assessment Lesson • I can provide justified connections among the FAL 5 strategies, 7 strategies of formative assessment, and CHETL. • I can provide effective oral and written feedback to students, in order to move their learning forward.

  7. October Math Teacher Leader Network Targets • I can anticipate student responses to a selected task and plan questions around those anticipated responses. • I can set personal goals for myself and my school/ district related to our vision of next generation learning and identify actions needed to accomplish them. • I will deepen my understanding of number, operations, algebraic thinking and mathematics pedagogy.

  8. I can describe the design and purpose of a Formative Assessment Lesson.

  9. Think about the Big Picture – • How does a Formative Assessment Lesson flow? • How was this task turned into a Formative Assessment Lesson? • How does a Formative Assessment Lesson fit into an instructional plan?

  10. Fair Price FAL Complete the pre-assessment “A Fair Price”

  11. Guiding Questions • What does “diagram not to scale” mean? • What does r in the formula represent? • If you are given diameter, how can you determine radius? • How can you determine the scale of increase in area using your answers?

  12. Enlarging RectanglesTrue or False If you double the length and width of a rectangle then you double its area. If you double the length and width of a rectangle then you double its perimeter.

  13. I CAN • Find the relationship between perimeter, area and volume of shapes after scaling.

  14. 3D Shapes

  15. True or False? • If you think a statement is false, change the second part of the statement to make it true. • Try to figure out what it is about the formula for the shape's area or volume that makes the statement true or false. • Show calculations, draw diagrams, and use algebra to convince yourself that you have made a correct decision. • When everyone in your group agrees with the decision for one object, place the statements on the poster and write your explanations around it. • Begin by working with the statements on rectangular prisms.

  16. Is it correct? 1. If you triple the length and width of a rectangle then the perimeter increases by a factor of 3. 2. If you triple the length and width of a rectangle then the area increases by a factor of 6. 3. If you triple the length, width and height of a rectangular prism then the volume increases by a factor of 9.

  17. Fair Price FAL Post-assessment Revise your work on the pre-assessment “A Fair Price” based on your learning from today’s activity.

  18. Analyzing Student Work • What questions would you ask these students to move their learning forward? • Make a list • How would you group the students the next day?

  19. Big Picture Discussion • How does a formative Assessment Lesson flow? • How was this task turned into a Formative Assessment Lesson? • How does a Formative Assessment Lesson fit into an instructional plan?

  20. I can provide justified connections among the FAL 5 strategies, 7 strategies of formative assessment, and CHETL.

  21. Last year CASL served as our touchstone for Assessment Literacy. This year the Formative Assessment Lessons will serve as the touchstone for CHETL.

  22. Think of how the 100s Chart can be used visualize patterns in mathematics.

  23. If we mark the multiples of 4 in yellow and the multiples of 6 in blue, we can see their common multiples.

  24. Card Sort Activity • At your table please gather your 3 sets of cards. • First group the CHETL cards (blue) on your table. • Match the 5 FAL strategy cards (yellow) below those, then arrange the 7 strategies from CASL (white) to match below the FAL strategies. • Choose someone to share out one connected strand.

  25. Why is it important for us to make these connections?

  26. I can provide effective oral and written feedback to students, in order to move their learning forward.

  27. FAL: Providing feedback that moves learning forward CASL: Offer regular descriptive feedback. Teacher provides regular and timely feedback to students and parents that moves learners forward. The teacher gives feedback that is focused, descriptive, and qualitative. Teacher allows students to use feedback to improve their work before a grade is assigned. Student uses teacher feedback to improve his/her work. Student poses and responds to meaningful questions. The student:1) listens carefully.2) asks questions to clarify mathematical thinking.3) refutes mathematical processes/solutions.4) shows persistence during the process of learning.

  28. Lunch Middle: 11:30 – 12:00 High: 11:45 – 12:15 Elem: 12:00 – 12:30 • Feedback sort activity during your down time.

  29. I will deepen my understanding of number, operations, algebraic thinking and mathematics pedagogy.

  30. Elementary Session

  31. Look over the pre-assessment. • What are some misconceptions that a Kindergarten student might have when completing this? • What questions do you haveabout this task? Counting Dots Pre-assessment

  32. Student Misconceptions • Share the misconceptions you believe that a student might have with this task. • Discuss the misconceptions that are brought up. • Be prepared to share out with the whole group.

  33. Counting Dots Teacher Packet • Review the Teacher Packet with your table group.

  34. If you used Counting Dots with students, how would it fit into the context of your instructional plan?

  35. What does Van de Walle say? • Take a few minutes to review your reading from Teaching Student Mathematics. • Grade 3-5 Participants should pair with a Grade K-2 Participant. • Share two take aways from your particular reading. • Discuss conceptual understanding from each reading.

  36. Early Number Sense

  37. Cognitive Complexity What did you notice about the cognitive complexity of the Formative Assessment Lessons from today?

  38. Choose one FAL to implement • Packets for K-8 have been created by Ky. Math Content Specialists and other facilitators of the math networks. • These are ALPHA versions. • You will be implementing them for research. • To access the Formative Assessment Lessons online: http://map.mathshell.org/materials/lessons.php

  39. Middle School Session

  40. Look over the pre-assessment. • What are some misconceptions that a middle school student might have when completing this? • What questions do you haveabout this task? Beads under the Cloud Pre-assessment

  41. Student Misconceptions • Share the misconceptions you believe that a student might have with this task. • Discuss these misconceptions at your table. • Be prepared to share out with the whole group.

  42. Beads under the Cloud Teacher Packet Review the Teacher Packet with your table group.

  43. If you used Beads under the Cloud with students, how would it fit into the context of your instructional plan?

  44. What does Van de Walle say? • Take a few minutes to review your reading from Teaching Student Mathematics.

  45. Chapter 1 "Foundations of Student-Centered Instruction" • What can I tell them?  Should I tell them anything? • How will I be able to teach all of the basic skills? • Why is it okay for a student to "tell" or "explain" but NOT for me? • This approach takes more time.  How will I have time to cover everything?

  46. Chapter 1 "Foundations of Student-Centered Instruction" • Do I need to use a problem-based approach every day? • Is there any place for drill and practice? • My textbook is a traditional basal.  How can I use it? • What do I do when a task bombs or studnets don't "get it"?

  47. Chapter 2 "Strategies for Whole-Number Computation" • When is it appropriate to introduce the traditional algorithm for each operation? Is it necessary to introduce the traditional algorithm at all? • When students share their strategies, how can the teacher manage them and highlight the most efficient ones?

  48. Chapter 2 "Strategies for Whole-Number Computation" • How do teachers and students judge if an invented strategy is effective? • What should you do if a student consistently utilizes a specific invented strategy and does not wish to adopt a more efficient one? 

  49. Cognitive Complexity What did you notice about the cognitive complexity of the Formative Assessment Lessons from today?