asdn spring math webinars #2.pptx (read-only)€¦ · asdn spring math webinars #2.pptx (read-only)...
TRANSCRIPT
2/10/14
1
ASDN MATH WEBINARS RIGOR, RIGOR, RIGOR
SPRING 2014
Welcome
Alaska Mathema,c Standards
2/10/14
2
Rigor
Solid Conceptual Understanding
• Teach more than “how to get the answer” and instead support students’ ability to access concepts from a number of perspec<ves
• Students are able to see math as more than a set of mnemonics or discrete procedures
• Conceptual understanding supports the other aspects of rigor (fluency and applica<on)
5
Grade Priori)es in Support of Rich Instruc)on and Expecta)ons of Fluency and Conceptual Understanding
K–2 Addi)on and subtrac)on, measurement using whole number quan))es
3–5 Mul)plica)on and division of whole numbers and frac)ons
6 Ra)os and propor)onal reasoning; early expressions and equa)ons
7 Ra)os and propor)onal reasoning; arithme)c of ra)onal numbers
8 Linear algebra
Priorities in Mathematics
2/10/14
3
Focus and Priorities
Handout
Fluency • The standards require speed and accuracy in
calculation.
• Teachers structure class time and/or homework time for students to practice core functions such as single-‐digit multiplication so that they are more able to understand and manipulate more complex concepts
8
Required Fluencies in K-‐6 Grade Standard Required Fluency
K K.OA.5 Add/subtract up to 5
1 1.OA.6 Add/subtract up to 10
2 2.OA.2 2.NBT.5
Add/subtract up to 20 (know single-‐digit sums from memory) Add/subtract up to 100
3 3.OA.7 3.NBT.2
Mul<ply/divide up to 100 (know single-‐digit products from memory) Add/subtract up to 1000
4 4.NBT.4 Add/subtract up to 1,000,000
5 5.NBT.5 Mul<-‐digit mul<plica<on
6 6.NS.2,3 Mul<-‐digit division Mul<-‐digit decimal opera<ons
2/10/14
4
The Why: Shift Three
Rigor In major topics, pursue conceptual understanding, procedural skill and fluency, and application
• The Alaska Mathematics Standards require a balance of: – Solid conceptual understanding – Procedural skill and fluency – Application of skills in problem solving situations
• This requires equal intensity in time, activities, and resources in pursuit of all three
Modes of Engagement
2/10/14
5
2/10/14
6
Let’s Examine a lesson
Lesson timeline
INDEPENDENT PRACTICE (“You Do”) • Monitor • Review
PARTNER/TEAM PRACTICE (“You Do”) • Monitor • Prompt/Reinforce • Review
TEACH • Introduce or Review Skill • Model (“I do”) • Guide Practice (“We Do”)
CLOSURE • Summarize • Evaluate • Celebrate
Gradual Release Method
assess
assess
assess
assess
Gradual Release
2/10/14
7
Teaching Channel Video • https://www.teachingchannel.org/videos/multiplying-‐fractions-‐lesson
• Why does Ms. Pittard present students with a variety of solutions?
• How does critiquing solutions help students develop an understanding of multiplying fractions?
• What can you learn from Ms. Pittard about engaging all students?
Plan for clarifying misunderstandings
• https://www.teachingchannel.org/videos/teacher-‐backup-‐plans?fd=1
2/10/14
8
Closing