Checklist for the Critical Area of Mathematics – Grades K - 5



Facilitator’s GuideMath 6-8: The Standards in Practice: A Common Core Lesson Session DescriptionThis two-hour workshop illustrates how teachers can weave the Mathematical Practice Standards with the Content Standards. Participants will engage in a mathematically rigorous lesson from the Mathematics Assessment Project: Interpreting Distance-Time Graphs.Goal of the SessionTo experience an exemplar lesson that integrates both content and practice standards.To provide an opportunity for teachers to discuss the shifts necessary for implementing the CCSSM.MaterialsPoster paper, markers, tape, scissors, internet connection, projector and speakersHandouts Standards for Mathematical PracticeJourney to the Bus Stop, page S1 from Distance-Time Graph Sorting Cards, pages S2-S5 from Standards Page 44 and 55 PreparationReview the Power Point and Facilitator’s Guide.Read through the Mathematics Assessment Project Formative Assessment Lesson: Make copies of the handouts as noted above. You may want to provide copies of the CCSSM.Check Internet capability TIMECONTENT/ACTIVITIESMATERIALS5 min Introduction and ObjectivesSlides 1-2 Set up the norms for the workshop.Have participants brainstorm possible norms and scribe them onto a piece of chart paperChart paper and marker5 minThe Standards in Practice Slide 3Introduce Mathematics Assessment ProjectCLASSROOM CHALLENGES: A Formative Assessment Lesson Interpreting Distance-Time Graphs Below is the direct link to the lesson:, “Today we will walk through a model common core lesson.”Show how to find the formative assessment lessons from the site: to the tab marked Lessons, then go to the pull down menu and click on middle school, type in the word “graph” and press Go.The lesson is listed under the heading Concept Development.The complete lesson is listed at the bottom of the page under resources.The facilitator could print out the entire lesson and review it before doing the session. Interpreting Distance-Time Graphs LessonInternet connection5 minYour Assignment Slide 4Ask teachers to wear two hats during the session:Teacher hat (for professional discussions about the lesson or students)Student hat (for participating in the lesson as a student might)Each slide has a graphic to guide this process. 5 minJourney to the Bus Stop Problem Slide 5Student hatParticipants do the problem and determine if the graph makes sense.Ask them to think about doing the problem as their students would do the problem.Handout:Journey to the Bus Stop (S1)10 minStarting Points Slide 6Teacher HatLead a discussion of using this as a pre-assessmentWhat mistakes would students make?Suggestions from the lesson are on the slide.Be sure to point out that the MAP Lesson provides possible student misconceptions10 minMatching a Story to the Graph Slide 7 Student hatThis is the whole class introduction to matching graphs and descriptions.Ask participants to find the description that matches the graph.Ask them to write two reasons to support their decision.After 2-3 minutes ask students who selected A to explain their thinking by explaining each part of the graph.Students could record their thinking on chart paper, Smart board or white board.After a student explains choice A, ask for a volunteer to explain and draw B and then C.Encourage participants to challenge each other’s interpretations.20 minLet’s Work Together Slide 8Student hatDistribute S-2 through S-4 (Card Sets A and B).Directions are on the slide.Remind participants to leave space for another card. (The tables’ Card set C will be distributed later.)Tell participants they will need to share their posters.Presenter should model moving to group-to-group and making notes about student approaches.Poster, Markers, Scissors, TapeHandouts: (Single sided)Interpreting Time and Distance sorting cards S2-S410 minSharing Posters Slide 9Student hatRead and explain the directions on the slideFor the bullet that says write your card placements on a piece of paper: Students can jot down, “I put Graph A with description 1,” before leaving their own table to keep track of their choices.5 minReflect on Part 1 Slide 10Teacher hatLead a “Think-Ink-Pair-Share” DiscussionThink - First ask participants to consider the questions.Ink - Then write their thoughts on paper.Pair - Then share with a shoulder partner. Share - Then share with the larger group.5 minMaking up Data for a Graph Slide 11Student hatAsk teachers to look at the graph and fill in the table on their own papers.Discuss possible answers.Note: this graphic is provided as a launch to the second day of the lesson Scratch paper15 minMatching Data Slide 12Student hatDistribute Card Set C (S-5)Ask teachers to cut out the cards and match the tables with their previous matches.Participants should display their matches and reasons on the poster.Card set C S-5, scissors, tapePoster from previous matching activity.15 minAnalyze the Lesson Slide 13Teacher hatDistribute the Standards for Mathematical Practice.Remind participants that these are things that mathematically proficient students should be able to do.Mathematical Practice Standards 2 and 3 are evident but participants might see others as well.Direct participants to page 55 of the CCSSM to read the functions domain for 8th grade. According to the lesson this is aligned to 8.F while a point could be made that it also begins to develop 6.EE.9 (page 44 of CCSSM).After teachers have time to analyze, open the discussion to the larger group.Practice Standards HandoutOptional:Content Standards page 55 (8th grade Functions) and page 44 (6th grade Expressions and Equations) from minResources Slide 14Teacher hatGo through actual lesson describing key partsPre and Post Assessment (Journey to the Bus Stop)MisconceptionsProjector ResourcesContent and Practice StandardsInternet connection5 minWrap-Up Slide 15Distribute Feedback form and answer any questionsFeedback/ Evaluations ................
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