Month: November 2017

11.13.17 FSLT Math Agenda #TrinityLearns

jgough Committee Learning Plan and Agenda , , ,

November Committee Meeting Agenda

3:00 5 min Establishing Intent, Purpose, Norm Setting
3:05 10 min Math Warm-Up
3:15 20 min Analyze common formative assessment

  • Number Talks
  • Look at what was anticipated and what happened
  • Analyze Data: What does the data tell you to do next?
  • For January meeting, bring your common assessment,
    what you anticipated would happen, and then what happened
    with 2 classes (or more)
3:35 20 min MP 3: Construct Viable Arguments and
Critique the Reasoning of Others

  • SMP LL2LU: What does that look like? What will you
    implement between now and January?
  • Discussion of Chapter 3 in Mike Flynn’s Beyond Answers
    using Sentence/Phrase/Word or Connect/Extend/Challenge
3:55 5 min Closure and Reflection (I liked (and why),
I wish, I wonder)
2017-18 Feedback and Attendance Form
4:00 End of session

11.01.17 Embolden Your Inner Mathematician: Building Procedural Fluency from Conceptual Understanding #TrinityLearns

jgough Committee Learning Plan and Agenda

Build procedural fluency from conceptual understanding.

Effective teaching of mathematics builds fluency with procedures on a foundation of conceptual understanding so that students, over time, become skillful in using procedures flexibly as they solve contextual and mathematical problems.

Principles to Actions: Ensuring Mathematical Success for All

Slide deck

8:00 15 min Homework discussion, Q&A,
Problem of the Week
8:15 30 min Strategies and Number Strings
8:45 40 min Minilessons for …

Read, select, and design –
anticipate and connect to strategies

  • Read and discuss one number string
  • Brainstorm important strategies and
  • Anticipate how learners will think and
  • Solve using Post-it notes
  • Connect to essential learnings or skills
9:30 End of session

Homework:

  • Implement Number Strings (high-level demand tasks) to build procedures with connections
  • Read:Build procedural fluency from conceptual understanding
    • What the Research Says: The Relationship of Understanding and Fluency (pp. 91-92)
    • Promoting Equity by Building Procedural Fluency from Conceptual Understanding  (pp. 93-95)

Leinwand, Steve. Principles to Actions: Ensuring Mathematical Success for All. Reston, VA.: National Council of Teachers of Mathematics, 2014. (p. 46) Print.

Gough, Jill, and Jennifer Wilson. “#LL2LU Learning Progressions: SMP.” Experiments in Learning by Doing or Easing the Hurry Syndrome. WordPress, 04 Aug. 2014. Web. 11 Mar. 2017.

Gough, Jill, and Kato Nims. “#LL2LU Learning Progressions.” Experiments in Learning by Doing or Colorful Learning. WordPress, 04 Aug. 2014. Web. 11 Mar. 2017.

Smith, Margaret Schwan., et al. Taking Action: Implementing Effective Mathematics Teaching Practices in Grades K-5. The National Council of Teachers of Mathematics, 2017.