Principles to Actions: Establishing Goals and Tasks Wednesday, Oct. 29, 2014 NEED: Mathematical Task cards to sort and for them to take originals back to use at each grade band Slide 3 copied for each person as a handout Teacher and Student actions chart on page 16 for handout PG 18 for task sort “Teacher and Student Actions” Chart on p. 24 Beliefs chart pg 72 Implementation of Curriculum” (beginning bottom of p. 73)

Look over the Mathematics Teaching Practices What do you notice? How do these practices support student learning? How do these align with your teaching? What are you working on this year in relation to these practices?

Mathematical Teaching Practices (Principles to Actions, p. 10) Establish mathematics goals to focus learning Implement tasks that promote reasoning and problem solving Use and connect mathematical representations Facilitate meaningful mathematical discourse Pose purposeful questions Build procedural fluency from conceptual understanding Support productive struggle in learning mathematics Elicit and use evidence of student thinking.

How Might They Support the Strands of Mathematical Proficiency? Conceptual understanding Procedural fluency Strategic competence Adaptive reasoning Productive disposition

How Might They Support the Standards of Mathematical Practice? Make sense of problems and 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.

Discussion Question “Why is having clear goals important important?” “What are the three aspects of establishing goals?”

Establish Mathematics Goals to Focus Learning Effective teaching of mathematics establishes clear goals for the mathematics that students are learning, situates goals within learning progressions, and uses the goals to guide instructional decisions.

Establish Mathematics Goals to Focus Learning Learning Progressions: http://ime.math.arizona.edu/progressions/ Huajun

“Teacher and Student Actions” Chart on p. 16 How are the teacher and student actions connected? Which of these do you do on a consistent basis? Which of these are more challenging to do? What other connections to the Mathematical Practices do the Student Actions suggest? How does this practice connect to formative assessment?

Implement Tasks That Promote Reasoning and Problem Solving Effective teaching of mathematics engages students in solving and discussing tasks that promote mathematical reasoning and problem solving and allow multiple entry points and varied solution strategies.

Implement Tasks that Promote Reasoning and Problem Solving Low cognitive demand: Memorization Procedures without connections High cognitive demand: Procedures with connections Doing Mathematics Sort the tasks by level of demand (pg 18) huajun

“Teacher and Student Actions” Chart on p. 24 How are the teacher and student actions connected? Which of these do you do on a consistent basis? Which of these are more challenging to do? What connections to the Mathematical Practices do the Student Actions suggest? How does this practice connect to formative assessment? How is this related to the first practice – Establishing Clear Goals? huajun

How do these connect to the Curriculum Principle? Curriculum develops important mathematics along coherent learning progressions and develops connections among areas of mathematical study and between mathematics and the real world. huajun

Further Look at Curriculum Look at the “Beliefs” chart on p. 72. Where do you fall on the beliefs discussed in this chart? “Implementation of Curriculum” (beginning bottom of p. 73) What areas for discussion does this section suggest?

Final Reflection Make a list of “notices” and “wonders” based on today’s material.