good afternoon! as you come in, please take a moment to complete the prompt below: what is algebraic...
TRANSCRIPT
Good Afternoon!As you come in, please take a moment to complete the prompt below:
What is Algebraic Thinking?
Please describe what it means to you on your index card. You will be asked to share out.
De-constructing the Standards: Operations and Algebraic Thinking
Presenter:
Agenda De-constructing the Standards:
Operations and Algebraic ThinkingMay 22, 2015 – 3 hours
Welcome – GRPS Way/Outcomes/Norms (10 min.)
Warm-up Share-out (5 min.)
What is Algebraic Thinking? (15 min.)
Coherence of Progressions (45 min.)
Task Match (15 min.)
Break (10 min.)
“Digging In” (30 min.)
Showcase (45 min.)
Reflection (10 min.)
The GRPS Way Professionalism, Knowledge, Equity,
Achievement
Achievement◦ GRPS Academic Plan Learner Outcomes
Learner Outcome #4 ◦ All students will use facts, procedures and
operations to be efficient and flexible in solving complex problems, constructing viable arguments and critiquing the reasoning of others
Today’s Outcomes Participants will demonstrate an understanding of the
coherence and progression of learning expected within the standards of the Operations and Algebraic Thinking domain for students below, at, or above their grade level.
Participants will deconstruct what students need to know and be able to do for each standard and identify how this understanding can be demonstrated.
Participants will synthesize information from the documents utilized here to reflect upon how this work aligns with their current practice, what new understandings they have created in this experience, and what adjustments to practice and new learning they want to apply to their work going forward next year.
NormsBegin and end on
timeMute or turn off cell
phonesTake care of
personal needs as necessary
Focus on the goal No sidebar
conversationsActively participate Listen to othersCommit to action
Practice the seven norms of collaboration
Pause Paraphrase Probe Put ideas on the
table and pull them off
Pay attention to self and others
Presume positive intentions
Pursue a balance between advocacy and inquiry
Warm-up
Find someone in the room, other than a person at your table, who had similar thoughts about what Algebraic Thinking means and discuss what you wrote.
What is Algebraic Thinking?
Operations and Algebraic Thinking video
Read the excerpt from “Embedding Algebraic Thinking Throughout the Mathematics Curriculum”(2005)
At your tables, discuss the content topics you teach at your grade level that connect to the “big ideas” of Algebra shared in the article and video.
Coherence through ProgressionsAll read pages 2-3 of the
progressions documentK – pages 4-5; 8 – 111st – 12-172nd – 18-19; 20-21 (Summary of
K-2)3rd – 22-284th – 29-31; 33-35 (Connections)5th – 32; 36-39 (Appendix)
Coherence through ProgressionsWith your grade level partners, create a poster
with the essential work of your grade level in Operations and Algebraic Thinking (3 Main Points)
Kindergarten create an additional poster with the essential work of Counting and Cardinality
4th Grade create an additional poster explaining connections among the strands
5th Grade create an additional poster explaining the levels of solving addition and subtraction problems
Progressions of Operations and Algebraic Thinking
Beginning with Kindergarten, each grade level explains the essential work of their grade in Operations and Algebraic Thinking
After sharing, as a whole group, discuss where you see progressions in the learning continuum for this domain.
Task MatchWorking with a partner, match
each task to its appropriate grade level
Discuss with a partner the progression of learning you see across those tasks.
Task MatchK – Christina’s CandiesWorking with addition through decomposition – acting out or drawing pictures
1st – Boys and Girls, var. 2Working with addition through decomposition – equations expected
2nd – Red and Blue TilesRecognizing even or odd by looking for equal groups and/or groups of two – precursor to multiplication
3rd – Gifts from Grandma, var.1Working with multiplication and division through equal groups – only drawings or explanations are required
4th – Comparing Growth, var. 1Working with word problems – considering situations differently, discussion/explanation only
5th – Video Game ScoresWorking with word problems – requires numerical expressions to represent situations
“Digging In” to the StandardsCircle all of the verbs – Need to do
Underline all of the nouns and noun phrases – Need to know
Highlight all of the key points you want to remember – new learning to you
Identify relevant examples of problems for this standard
Identify mathematical models to be used with this standard
(Compile this information on the graphic organizer)
Showcase a Standard Working with your grade
level partner(s), “showcase” the OA.2 standard for your grade level to your colleagues.
Be sure to convey - ◦ Learning targets – created from
what students need to know and be able to do
◦ Example problems◦ Mathematical models
You can choose to deliver this information any way you would like – posters, brief lesson, skit, power point, poem, song, etc….
Websites you may want to reference:◦ Illustrative math -
http://illustrativemathematics.org/
◦ Georgia - www.georgiastandards.org/Common-Core/Pages/Math.aspx
◦ Eureka - http://greatminds.net/maps/math/module-pdfs
◦ Engage NY - www.engageny.org/common-core-curriculum
◦ Inside mathematics - http://insidemathematics.org/index.php/mathematical-content-standards
Reflection – 3, 2, 1On your reflection sheet, please include:
3 significant learnings
2 applications for your classroom
1 thing you are wondering about
WebsitesLiveBinders - http://
www.livebinders.com/play/play/187117 (One-stop shopping; Excellent!!!)
http://www.ncpublicschools.org/acre/standards/common-core-tools/#unmath – North Carolina unpacking documents
http://www.insidemathematics.org/https://www.illustrativemathematics.org/http://achievethecore.org/