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To Summarize…

Lee Ann Pruske Bernard Rahming Rosann Hollinger Sharonda M.

Harris

April 15 & 27, 2010MTL Meeting

Developed by the Milwaukee Mathematics Partnership (MMP) with support by the National Science Foundation

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Learning Intentions

We Are Learning To utilize suggestions within

textbooks to develop effective summary questions

create effective summary questions that promote whole class discourse.

Developed by the Milwaukee Mathematics Partnership (MMP) with support by the National Science Foundation

3

Success Criteria

You will know you are successful when…

Developed by the Milwaukee Mathematics Partnership (MMP) with support by the National Science Foundation

Lesson Planning with Formative Assessment Principles Date: ______________ Grade: ______________ Lesson: ______________

Part 1: Selecting and Setting Up a Mathematical Task This part contains four critical components that need to be considered when selecting and setting up a mathematical task.

Part 2: Supporting Student Exploration of the Task In this sections, construct three questions that will develop the mathematics of the lesson. Be sure to consider the Depth of Knowledge to develop the questions. These questions could be used with students individually or in small groups.

Part 3: Summarizing the Mathematics In this section, construct a question that focuses on orchestrating a whole group discussion of the task that uses different solution strategies produced by the students that highlight the mathematics of the lesson.

1. Important Mathematics to Develop: 2. Learning Target & Descriptors: 3. Lesson Objective in Student Friendly Language: We are learning to… 4. Success Criteria: We know we are successful if…

Q1. Access background knowledge: Q2. Develop understanding of the mathematics by pushing student reasoning: Q3. Summarize the important mathematics in the lesson. This should tie back to the success criteria.

Q. Summarize the important mathematics in the lesson as a whole class discussion. This should tie back to the success criteria.

Developed by the Milwaukee Mathematics Partnership (MMP) with support by the National Science Foundation

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To Summarize or Not to Summarize?

What are the elements or characteristics of an effective summary?

Developed by the Milwaukee Mathematics Partnership (MMP) with support by the National Science Foundation

6

Resource Stroll

How does your textbook help you summarize the important mathematics in that day’s lesson? Where is information located? What is it titled? How does this section support an

effective summary?

Developed by the Milwaukee Mathematics Partnership (MMP) with support by the National Science Foundation

7

Success Criteria

You will know you are successful if …

Developed by the Milwaukee Mathematics Partnership (MMP) with support by the National Science Foundation

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Let’s Make a Poster

Think about the Auditorium Problem from content. What could be the learning intention, success criteria, and summary questions?

Come to consensus as a table group, and create a poster for the problem: Learning Intention Success Criteria Summary Questions and context

Developed by the Milwaukee Mathematics Partnership (MMP) with support by the National Science Foundation

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Auditorium problem

There are 100 seats in the theatre with 30 in the balcony and 70 on the main floor. Eighty tickets were sold for the matinee performance, including all of the seats on the main floor.

What fraction of the seats were sold? What is the ratio of balcony seats to empty seats? What is the ratio of empty seats to occupied seats? What is the ratio of empty seats to occupied seats in the

balcony?Developed by the Milwaukee Mathematics Partnership (MMP) with support by the National Science Foundation

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Success Criteria

You will know you are successful if …

Developed by the Milwaukee Mathematics Partnership (MMP) with support by the National Science Foundation

11

Feedback Question

As you think about the last lesson you taught and how you closed it, in what ways can you embed the summarizing techniques discussed today into your next lesson?

Developed by the Milwaukee Mathematics Partnership (MMP) with support by the National Science Foundation