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KDG Problem Solving with8 Mathematical Practices Laura Chambless St. Clair RESA Consultant www.protopage.com/lchambess
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Pre & Post Teacher Survey Complete the left side “Before Attending Mathematical Practices Workshop”
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Write Your Own Story Problem1. Think of a story problem you would use with your students.2. Write it down on a 3x5 card.3. Place the card under your name tag.
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Teaching KDG All Day1. Make group with at least one member being a teacher that has taught all day K last year. Three Step Interview2. Questions about teaching all day & Questions about teaching Math Expressions3. Report out on the most important thing you heard in your group.
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Teaching KDG All Day Review1. Time Standards for Elementary Instruction2. New Math Pacing Guide3. Emphases in CCSS (where to spend your time)
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Learning TargetI can integrate the MathematicalPractices in my teaching todevelop deeper mathematicalknowledge within my students.
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8 Mathematical Practices CCSS for Mathematical Student-friendly Language Practice Make sense and persevere in I don’t mind trying many times to understand and solving problems. solve a math problem. Reason abstractly and I can think about the math problem in my head, quantitatively. first. Construct viable arguments and I can make a plan, called a strategy, to solve the critique the reasoning of others. problem and discuss other students’ strategies too. I can use pictures, objects, math symbols, and Model with mathematics. numbers to show how to solve a problem. Use appropriate tools I can choose the best math tool like calculators, strategically. rulers, pictures, or objects to solve the problem. I can check to see if my strategy and calculations are Attend to precision. correct. I use clear mathematical language. Look for and make use of I can use what I already know about math to solve structure. the problem. Look for and express regularity I can use different strategies or find a pattern from a in repeated reasoning. similar problem to solve a new math problem.Revised from: Teaching Children Mathematics, March 2012, Getting Started in K – Grade 2, pg.440-445. www.protopage.com/lchambless
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Solve and Discuss Structure• Some children go to board and solve a problem• Other children solve the problem at their desk.• Teacher asks two children at the board to explain their method.
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Solve and Discuss StructureThe explaining student:• Relates solution to a math drawing• Asks if there are any questions• Responds to the questionsThe listening student:• Asks questions• Suggests edits to the explanation or solution
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Solve and Discuss Structure• The Solve and Discuss Structure is actually a Solve, Explain, Question, and Justify structure• Aspire to make your classroom a place where all children listen to understand each other, not just being quiet while someone else is talking.
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Content Focus Operations and Algebraic Thinking K.OA.1 – K.OA.5Cluster Statement: Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from.
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How Does MP Look in Action Your Story Problem 6 girls were riding their bikes. Some girls go home for lunch. How many girls were left riding bikes?1. How many different answers can we find? Find 2 different strategies to solve the problem.2 min. by yourself15 min. with a small group (2 or 3)Report out 2 min per group
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Mathematical Practice Rubric 3 min. Review Rubric (from: Institute for Advanced Study) http://www.ocf.berkeley.edu/~mimiyang/misc/rubric.pdf Pair Share1. Look at Math Practice #1 and #22. Discuss where your story problem fell on the rubric.3. Group Discussion
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Remodeling TasksOriginal Problem (pg.261 MX book)8 girls jump rope. 6 girls go home. How many girls are jumping rope now? How did I make it more intellectually challenging?**** Review the Remodeling Tasks in Mathematics Classrooms Handout
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Analysis of My TaskPart 1: Selecting and Setting up a Mathematical TaskGoals: K.OA Cluster Statement: Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from.All Task Answers: 6-1=5, 6-2=4, 6-3=3, 6-4=2, 6-5=1,6-6=0Representations Used: inch titles, counters, circle drawings, act out, ten frames, number titles, cm cubes, other objectsRecord and Report work:Independently- 3 min. using whiteboardSmall Group– 5 to 10 min. - adding to each students whiteboardWhole Group Report: 2 min.
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Analysis of My TaskPart 2: Supporting Students’ Exploration of the TaskQuestions to help get started:1. Can you tell me what is happening in the story?2. Are we going to add or subtract? How do you know?3. Can you come up with another equation that could be right?4. What other ways can we show the solution?5. How do you know you can’t take any more away?6. Can you draw it another way?7. Are you taking apart or taking from?8. Did you touch all the circles as you counted?Look at Common Errors pg. 372 to help think of questions.
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Analysis of My TaskPart 3: Sharing and Discussing the TaskWhat solution paths do you want shared during class discussion?*take one away, *take two away, *take three away, *take four away, *take five away, *take six away – everyone is homeLooking for different strategies and representations with number titles correctly naming equations.Mathematical ideas: subtraction- largest number first. Addition bonds, should your numbers be bigger than 6Expand on debate, and question the solutions being sharedSolve and Discuss (Solve-Explain-Question-Justify it)Questions to build mathematical ideasWhy did you start where you did?Can anyone retell what that group just said?How are _____’s pictures same/different than ____’s pitcutes?
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Your Story Problem1. Get into groups of 4.2. Everyone reads their story problem they wrote at beginning of session.3. The group chooses one to remodel.4. Each person fills in the Remodeling a Mathematical Task sheet while group is collaborating.5. Groups will give a 2 min. report to class.
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2 Minute Report Requirements• Original Problem• Remodeled Problem• Mathematical Practice- refer to rubric• Part 1: Setting up the mathematical task• Part 2: Questions to supporting students’ during task• Part 3: Questions to use during class discussion
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Setting Up NormsWhat Norms do we need to have inplace?
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Ten Frame Video How to use Mathematical Practices when introducing numbers. Watch Number Talks video with Ten FramesLet’s discuss how to use Mathematical Practices when you are introducing numbers.
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Other ResourcesCheck out my Protopage for content websites. How will you use the 8Mathematical Practices with them?www.protopage.com/lchambless
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Learning TargetI can integrate the MathematicalPractices in my teaching todevelop deeper mathematicalknowledge within my students.
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Exit TicketOn the back of your name tent write:What is your take-away from today’s session?
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Pre & Post Teacher Survey Complete the right side“After Attending Mathematical Practices Workshop” & Post Event Questions
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