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Welcome to …. TODAY’S AGENDA. Intro Task COMP Assessments BREAK Discussion of year 3/ Payment LUNCH Run/Walk Task Young Mathematicians at Work BREAK Present Walk-Across developments Math Art Reflection. Number Talk. Introduction Task. COMP Grant Assessments.
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TODAY’S AGENDA • Intro Task • COMP Assessments • BREAK • Discussion of year 3/ Payment • LUNCH • Run/Walk Task • Young Mathematicians at Work • BREAK • Present Walk-Across developments • Math Art Reflection
Number Talk • Introduction Task
COMP Grant Assessments • Learning for Mathematics Teaching • SMP Survey
COMP Year 3 Discussion • Thursday, September 15 4:30 – 7:30 PM (1/2 day: teacher paid a stipend) • Lesson Study Day (1 day: sub costs paid to schools) • Monday, September 19, 2016: Kindergarten • Tuesday, September 20, 2016: Grade 1 (group A) • Wednesday, September 21, 2016: Grade 1 (group B) • Thursday, September 22, 2016: Grade 2 • Friday, September 23, 2016: Grade 3 • Monday, September 26, 2016: Grade 4/5 • OCTM Conference Presentation Day: Thursday OR Friday, October 27 OR 28, 2016 (1 day: sub costs paid to schools) • Lesson Study Day (1 day: sub costs paid to schools) • Monday, January 23, 2017: Kindergarten • Tuesday, January 24, 2017: Grade 1 (group A) • Wednesday, January 25, 2017: Grade 1 (group B) • Thursday, January 26, 2017: Grade 2 • Friday, January 27, 2017: Grade 3 • Monday, January 30, 2017: Grade 4/5 • Wednesday – Friday, June 14 – 16 & Monday – Friday, June 19 – 23, 2017 (8 days: teachers paid a stipend)
Run/Walk Task Joel lives on the Upper West Side of Manhattan, near Central Park, and he has been thinking that he should make use of the park and start exercising. He was talking about this earlier with his friend Alex, and he said that I should start by running for one third of an hour and then walk for one fourth of an hour. How much time is that altogether? • If Joel wants to walk for only two fifths of an hour, then run for one fourth of an hour, and jog for one sixth of an hour; how much time will it take him to finish?
Young Mathematicians at Work • Read pages 109 - 123
Develop a Walk-Across for Fractions K-5 Present Walk-Across Developments
Develop a Walk-Across for Fractions K-5 FIRST: To begin, you should give attention to each standard, regardless of domain, and consider whether or not it pertains to ones understanding of fractions. You should only include standards that DO pertain to either development of pre-fraction ideas or directly to fractions themselves. You may find many standards not in the fraction specific CCSSM domain that also act to build fraction sense. SECOND: Once you find connections among standards, articulate an explanation of how they are connected. Do some standards prepare students for future standards? How so? Show what students would be doing and thinking in one standard and explain how that doing and thinking prepares them to do and think about future mathematics. When explaining connections among standards use the names (for example 3.G.2). THIRD: There is a large creative element to this task. You may display and explain the connections in any creative media you choose. It can be as formal as a word document, excel sheet, or power point. Or as informal as a large scale painting, video, or drawings. The only delimiters that must be satisfied are 1) and 2) above. That will most likely require text or comments in some form or another.
Final Reflection Take a few moments to reflect on SMP’s connected to the content tasks we did today. -- Name of the task and related SMP’s -- Evidence for the chosen SMP’s -- Jot down how you contributed to our shared community of professionals and what mathematical and/or pedagogical knowledge you are taking away from today.
Important Dates Reminder • Please help us put the room in proper order. • Lesson Study Dates • Online Expectations
