Selecting and Sequencing Student Solutions:

• Purposeful Selection to Tell a Coherent Story
• Challenges to face and take up

Course Goals:

At the end of the semester, participants should be able to say:

• I can exercise mathematical flexibility to show what I know in more than one way.
• I can intentionally plan and teach using the 5 Practice Framework.

Session Goals:

At the end of this session, participants should be able to say:

• I can select cognitively challenging mathematical tasks that align to the specified learning goal.
• I can work independently and collectively to anticipate student responses.

Resources:

Agenda

 7:30 10 min Gather and connect Remember the book: The 5 Practices in Practice and keep reading (should be through Monitor today) Review the 5 Practices and the 2 prior steps 7:45 30 min Equation String for us (not our students) Look for Regularity in Repeated Reasoning Look for and Make Use of Structure 8:15 45 min Formidable Task: True or False: 3 x 16 = 6 x 8 Anticipate student thinking Select, Sequence, and Connect using student work Students Mathematics 9:00 10 min Lesson debrief Goal setting and planning for the next two weeks 9:10 5 min Intentional closure 9:15 Session 4 concludes

Jill’s notes:

Monitoring Student Work:

• Assessing and Advancing Student Thinking
• Challenges to face and take up

Course Goals:

At the end of the semester, participants should be able to say:

• I can exercise mathematical flexibility to show what I know in more than one way.
• I can intentionally plan and teach using the 5 Practice Framework.

Session Goals:

At the end of this session, participants should be able to say:

• I can select cognitively challenging mathematical tasks that align to the specified learning goal.
• I can work independently and collectively to anticipate student responses.
• We can design and implement common assessment to learn what all students know.
• I can assess fluency, i.e., accuracy, flexibility, efficiency.
• I can anticipate strategies and tools students might use.

Resources:

Learning Plan  and Slide Deck

 3:35 15 min Number Talk Mental Math How do you know 81 – 25 = 14 x 4? Explain your reasoning. Show your thinking so a reader understands without asking you questions 3:45 10 min Assessment Strategy Discussion Prime for success Assess for understanding 4:00 20 min Developing Common Assessment Learning Goal Task Selection Anticipate 4:20 10 min Planning for assessment debrief and differentiation 4:30 End of Session 3

Jill’s Notes:

# 10.09.19 Agenda: Embolden Your Inner Mathematician (Week 5) #TrinityLearns

Visual Patterns – Strength Mathematical Flexibility:
I can use and connect mathematical representations

Course Goals:

At the end of the semester, participants should be able to say:

• I can exercise mathematical flexibility to show what I know in more than one way.
• I can make sense of mathematical tasks and persevere in solving them.
• I can work within NCTM’s Eight Mathematical Teaching Practices for strengthening the teaching and learning of mathematics.

Use and connect mathematical representations.

Effective teaching of mathematics engages students in making connections among mathematical representations to deepen understanding of mathematics concepts and procedures and as tools for problem solving.

Principles to Actions: Ensuring Mathematical Success for All

Session Goals:

At the end of this session, participants should be able to say:

• I can make sense of tasks and persevere in solving them.
• I can use and connect mathematical representations..
• I can construct a viable argument and critique the reasoning of others.

Agenda and Slide Deck:

Homework:

Deeply Read pp.138-141  from TAKING ACTION: Implementing Effective Mathematics Teaching Practices in K-Grade 5

• What the Research says: Meaningful Mathematical Discourse
• Promoting Equity through Facilitating Meaningful Mathematical Discourse

Jill’s notes:

# 10.02.19 Agenda: Embolden Your Inner Mathematician (Week 4) #TrinityLearns

Session 4 Sprint 1 (session 4)

Attend to Precision and Construct a Viable Argument:
I can facilitate meaningful mathematical discourse.

Course Goals:

At the end of the semester, participants should be able to say:

• I can exercise mathematical flexibility to show what I know in more than one way.
• I can make sense of mathematical tasks and persevere in solving them.
• I can work within NCTM’s Eight Mathematical Teaching Practices for strengthening the teaching and learning of mathematics.

Facilitate meaningful mathematical discourse.

Effective teaching of mathematics facilitates discourse among students to build shared understanding of mathematical ideas by analyzing and comparing student approaches and arguments.

Principles to Actions: Ensuring Mathematical Success for All

Session Goals:

At the end of this session, participants should be able to say:

• I can make sense of tasks and persevere in solving them.
• I can facilitate meaningful mathematical discourse.
• I can construct a viable argument and critique the reasoning of others.

Agenda and Slide Deck:

Homework:  Read pp. 146-151 from TAKING ACTION: Implementing Effective Mathematics Teaching Practices in K-Grade 5

• Examining Mathematical Discourse: Deeply Read pp. 175-179 from TAKING ACTION: Implementing Effective Mathematics Teaching Practices in K-Grade 5
• What the Research says: Meaningful Mathematical Discourse
• Promoting Equity through Facilitating Meaningful Mathematical Discourse

Jill’s Notes: