“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