**Sit at a table with at least 3 people you don’t know!** Year 4 : Day 1 December 16, 2014

Welcome to DAY 1!

HOUSEKEEPING

MAKING CONNECTION S

HOLIDAY ICE BREAKER

When your table has completed the survey, please have a discussion on questions 3, 8, and 11. We will be discussing the other areas at future sessions.

5 PRACTICE SCRAMBLE In your groups: -Refresh yourself on the 5 Practices -Look at pages 7-12 for more help -Make a list of the 5 Practices and characteristics to each practice

5 PRACTICE SCRAMBLE In your groups: -Compare your list to the purple list, how did you do? -In pairs at your table, cut our the square teacher quotes -Match the quotes with a practice

5 PRACTICE SCRAMBLE In your groups: -Compare your groups to the other groups at your table. -Were any statements difficult to categorize? -Did any of these statements give you new insight into the practices? -Could any teacher comments be placed in more than one category?

5 PRACTICE SCRAMBLE In your groups: -Write one statement for each practice that best summarizes your understanding of how to implement that practice. -Be prepared to share!

This data is used to support our project… When you are done complete MI Buff Problems

A. > B. < C. =

A. > B. < C. =

BUYING CHEESE 10 ounces of cheese costs $2.40 Ross wants to buy ……… ounces of cheese. Ross will have to pay $ P-17

P First, INDEPENDENTLY cut and sort the “cards” according to whether or not they represent proportional situations. 7 mins. 2. On the back of each card (or on scrap paper), present a mathematical/numerical explanation that “proves” your selection: proportional or not. 15mins. 3. Then, share out with your table. If you disagree on any cards, present your numerical “proof”.

P-19 For each question, decide which statements are TRUE. Explain your answers. If you double one quantity, you double the other. The ratio First qty : second qty is always the same Speed, TimeSpeed : Time

 Give reasons why it is important for students to recognize proportional relationships – versus those that are not.  What are key features of direct proportionality?  What are hindrances students face when they are unaware of proportional relationships.  What are common mistakes students make when solving proportions?

 Which strategies were used to solve more than one problem?  Could strategies used for #1 (for example) also work for another problem?

 Compare with the strategies you used to solve the sample problem (MI Buff).  What strategy do you find the most effective?  Which strategy is most effective with your students?

What is one goal you would like to set for yourself from now to the next session?

Thank you for your participation! Next Session (#2) January 15, 2015 Back Here