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Coaching Institute Summer 2012 5/6 Content & Pedagogy Tracy Sola & Mariana Alwell.

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Presentation on theme: "Coaching Institute Summer 2012 5/6 Content & Pedagogy Tracy Sola & Mariana Alwell."— Presentation transcript:

1 Coaching Institute Summer /6 Content & Pedagogy Tracy Sola & Mariana Alwell

2 Welcome ~ Bula Please take a card and find the table with the number line that matches the value of your card. Please take a card and find the table with the number line that matches the value of your card. Feel free to discuss your cards value with other participants. Feel free to discuss your cards value with other participants. When you have found your number line, sit anywhere at that table and introduce yourself to your table team. When you have found your number line, sit anywhere at that table and introduce yourself to your table team. Name, school, grade level, reason for coming to this institute, etc. Name, school, grade level, reason for coming to this institute, etc.

3 Todays Agenda Equivalent Fraction Cards Equivalent Fraction Cards ELL focus Harold Asturias ELL focus Harold Asturias Fraction folding Fraction folding Community Agreements and Norms Community Agreements and Norms Fractions about Us Fractions about Us Number Talk Number Talk CCSS for Mathematical Practice CCSS for Mathematical Practice Reflection and Feedback Reflection and Feedback

4 Fraction Folding If the white strip is a whole, what fractional part is the colored piece? If the white strip is a whole, what fractional part is the colored piece? If the colored piece is the whole, what is the value of the white strip? If the colored piece is the whole, what is the value of the white strip? If the white strip is equal to 2 1/2, what is the value of the colored strip? If the white strip is equal to 2 1/2, what is the value of the colored strip?

5 Our Community of Teachers and Learners What is our community? What is our community? Why do we have norms for our work together? What is their purpose? Why do we have norms for our work together? What is their purpose? Why do we use norms with students? Why do we use norms with students? Take a few minutes and think quietly about these questions. Share your thoughts with your table group.

6 Community Agreements and Norms No one is as smart as all of us are together Respect Respect Individual think time Individual think time Everyone participates Everyone participates Everybody helps Everybody helps Leave no one behind Leave no one behind Take responsibility Take responsibility

7 helpful because it helped me to realize that when I try to help someone I might not actually be helping them helpful because it helped me to realize that when I try to help someone I might not actually be helping them helpful because having them helps us students figure a way to work with each other and understand each other helpful because having them helps us students figure a way to work with each other and understand each other great because people had time to think and cooperate in groups great because people had time to think and cooperate in groups awesome because it reminded me of how to treat other people awesome because it reminded me of how to treat other people helpful because it was easier for me to work. helpful because it was easier for me to work. Community Agreements and Norms are…

8 Fractions about Us Discuss various attributes of your table group: Discuss various attributes of your table group: hair color, glasses, gender, height, etc. Make 5 true fraction statements about your group. Make 5 true fraction statements about your group. You should use fractions, mixed numbers, percentages, and decimals, if possible. You should use fractions, mixed numbers, percentages, and decimals, if possible. Put your statements on the poster paper. Put your statements on the poster paper. Be prepared to share. Be prepared to share.

9 Number Talks There are a variety of formats/topics for number talks: There are a variety of formats/topics for number talks: Dots, true/false, operations, single number, number strings Dots, true/false, operations, single number, number strings Beginning with dots lowers the status around math ability and provides access for everyone. Beginning with dots lowers the status around math ability and provides access for everyone. Guidelines: Guidelines: Quiet think time, thumb at chest when ready, listen to others ideas, respond/disagree politely Quiet think time, thumb at chest when ready, listen to others ideas, respond/disagree politely

10 How Many Dots? How Did You See Them?

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12 How Many Dots? How Did You See Them?

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14 Reflection & Feedback On one side of the index card for the large group: On one side of the index card for the large group: 1-2 things you learned or appreciated anything you would like changed On the other side do the same for the 5/6 group. On the other side do the same for the 5/6 group.


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