December 11, 2013 Algebra and 8 th Grade Kimberly Tarnowieckyi Last time together October 23. Think back over your lessons form October 24 to December.

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December 11, 2013 Algebra and 8 th Grade Kimberly Tarnowieckyi Last time together October 23. Think back over your lessons form October 24 to December 10 and pick a lesson or part of a lesson that went really well.

We should be able to… 1. Use “regular” math problems to promote a deeper understanding of the process involved in solving problem. 2. Be explicit about the thought process that happens prior to solving complex problems. 3. Select Activities/Performance Tasks that allow students to process and question. 4. Allow students to ask questions, discuss their thoughts, and share their ideas.

Last time together October 23. Think back over your lessons form October 24 to December 10 and pick a lesson or part of a lesson that went really well.

 Careful Selection of problems  Work through problems before giving to students  Think about where students may get stuck and be prepared to guide and probe  Pre-Teaching prior to giving the problem  Be willing to show our thinking to students  Sequencing of activities (Problem Strings)  Creating Time for student work  Collaborative Work (give students something to talk about)  Showing student work and multiple strategies  Time for students reflect on their process

U Understand the Problem P Plan for solving the problem S Solve the problemCheck the Problem

What kind of problem is it? What is the question asking for? What information am I given to solve the problem?

Planning for Solving Draw a picture or graph Guess and Check Look for a pattern Work Backwards Simplify the Problem Use Manipulative Break into Smaller Pieces

Check Reasonableness Write a solution sentence Substitute back in to see if true

* CCSS.Math.Content.8.F.B.4 Construct a function to model a linear relationship between two quantities. Determine the rate of change and initial value of the function from a description of a relationship or from two (x, y) values, including reading these from a table or from a graph. Interpret the rate of change and initial value of a linear function in terms of the situation it models, and in terms of its graph or a table of values. CCSS.Math.Content.8.F.B.4 * CCSS.Math.Content.HSA-CED.A.2 Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales. CCSS.Math.Content.HSA-CED.A.2 * CCSS.Math.Content.HSF-LE.B.5 Interpret the parameters in a linear or exponential function in terms of a context. CCSS.Math.Content.HSF-LE.B.5

* Focused on important mathematics; mathematical goal aligned with the standards * Provide opportunities for discussion * Provokes thinking and reasoning about the mathematics; high level of cognitive demand * Engage students in the mathematical practices

U Understand the Problem P Plan for solving the problem S Solve the problemCheck the Problem https://www.teachingchannel.org/videos/ups-problem-solving- strategy

Make sense of problems & persevere in solving them Reason abstractly and quantitatively Construct viable arguments and critique the reasoning of others Model with mathematics Use appropriate tools strategically Attend to precision Look for and make use of structure Look for and express regularity in repeated reasoning

o Work in common groups o Use the time as you see appropriate to help you prepare for future lessons and/or assessments. o Look for opportunities to teach problem solving. o At 2pm we will come back together and share out.

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