“Which comes first, creating or reasoning?”

Jenny Ray, Kentucky Department of EducationProfessional Growth and Effectiveness Specialist

Professional Development Learning Targets

I can explain what it means to teach to the standards, as opposed to teaching the topics of the standards.

I can compare and make connections between the A-CED and A-REI standards.

Two Minute Review A-CED and A-REI Standards

Please take one minute to re-familiarize yourself with the standards we will be considering in this session.

Highlight, underline, or use your own language in the margins to remind yourself of the ‘content’ of these specific standards: A-CED 2, 3, 4 and A-REI 5, 6

Video of Teaching Solving Systems of Linear Equations

Make note of the standards that are being taught as you watch this 5-minute video clip:

Five minutes to share your thoughts…

Share your thoughts/insights on the standards being taught with a table partner, then with others at your table.

Choose someone to share out from your table with the group.

Working through a task…

Everyone should have a copy of “Cash Box” from Illustrative Mathematics.

INDEPENDENTLY, please brainstorm what you know and some solution strategies. (You will have time to work with others, but for now, please just work on your own.)

Now, share your ideas with a partner at your table. Begin to formulate a way to solve the problem.

Be ready to share with your group how you solved the problem.

Whole Group Discussion

What was different about this task and typical problems that students solve when learning to solve systems of equations?

What was different about your experience as a learner, in this task, than perhaps how you learned to solve ‘word problems’ in high school?

What Standards for Mathematical Practice did you exemplify in your experience today?

Modeling a Formative Assessment Lesson

Solving Linear Equations in Two Variables

Notebooks and Pens

Read through the questions and try to answer them as carefully as you can.

Please work independently for 10 minutes.

Cash Registers Task—Independent Work

Count off 1-?

Go to that numbered table to complete the individual task.

Spend about 10 minutes working through the task on your own at your table. Do not discuss with others at your table, yet.

Cash Registers—Small Groups

Now, go back to your original seat and compare your solution method with others at your table.

Work together in your groups to produce an answer together that is better than your individual ones.

Comparing Different Approaches

Examining Student Work Samples

Whole-Class Discussion

Improving Notebooks and Pens

This would be the next lesson, if there is not time during the original lesson.

Look at your original responses and think about what you have learned this lesson.

Using what you have learned, try to improve your work.

Review the Targets

Professional Development Learning Targets

I can explain what it means to teach to the standards, as opposed to teaching the topics of the standards.

I can compare and make connections between the A-CED and A-REI standards.

RESOURCES

www.Jennyray.net —You can find this PPT and other resources on the Math Resources tab

http://www.illustrativemathematics.org/ Also on website, above, under the Math Links tab. This site offers many rich tasks that are correlated to CCSSM

http://map.mathshell.org/materials/lessons.php