SD Counts Cohort Meeting January 19, 2011 Roxane Dyk Math Specialist Region 3 ESA

Interesting facts about the Number 11 see handout

Problem-Solving Activity Bowl-A-Fact Bowl-A-Fact Order of Operations Game Order of Operations Game

Group Expectations Cell phones off or on vibrate Cell phones off or on vibrate Limit side conversations Limit side conversations Take care of your needs Take care of your needs Honor each others thinking Honor each others thinking Honor quiet think time Honor quiet think time Each person has a voice in small group activities Each person has a voice in small group activities

Professional Reading Share the title of your book Share the title of your book Give a brief summary Give a brief summary How will the reading of this book impact what you do in your classroom? How will the reading of this book impact what you do in your classroom?

Before we get started ……. Please remember some important concepts for math Please remember some important concepts for math

Conventions What we just tell the students What we just tell the students All symbols All symbols Order of Operations Order of Operations Number zero Number zero X and Y axis X and Y axis Definitions Definitions When they come up in conversation When they come up in conversation

Notations When they learn notations – don’t use words anymore When they learn notations – don’t use words anymore Use “add” instead of “plus” Use “add” instead of “plus” Use the correct vocabulary as a teacher Use the correct vocabulary as a teacher Expect your students to use correct vocabulary when they share and explain Expect your students to use correct vocabulary when they share and explain

Conjectures This is when students begin to take what they informally know and make it formal This is when students begin to take what they informally know and make it formal Students begin seeing math holistically so every problem is not a new adventure Students begin seeing math holistically so every problem is not a new adventure When there are rules you want them to begin to use and understand, use T & F to get students there When there are rules you want them to begin to use and understand, use T & F to get students there

“Big Ideas” of Conjectures Read individually and underline interesting ideas Read individually and underline interesting ideas 1 minute 1 minute Talk with your partner Talk with your partner 1 minute 1 minute Share with large group Share with large group

What did the text book say about..Conventions and Number operations Number operations Invalid thoughts Invalid thoughts Definitions Definitions Rules for carrying out procedures Rules for carrying out procedures Even and odd numbers Even and odd numbers

Conjectures Video will give you an ideas on how to get your students to begin talking about conjectures Video will give you an ideas on how to get your students to begin talking about conjectures Commutative Property of Addition Commutative Property of Addition Video clips 3.1 Video clips 3.1 Individual student Individual student Video clips 3.2 Video clips 3.2 Large group Large group Video clips 3.3 Video clips 3.3 Proving T/F number sentences that students created Proving T/F number sentences that students created Students move from conjectures to justification Students move from conjectures to justification See handout of questions See handout of questions

Big Ideas of “Justification” Read individually and underline and interesting points Read individually and underline and interesting points Visit with your table Visit with your table Large group discussion Large group discussion

Justification This is what students will say when they can prove to you that their answer is mathematically correct This is what students will say when they can prove to you that their answer is mathematically correct You want students to prove it because of a “mathematical rule” You want students to prove it because of a “mathematical rule” Does this work with big numbers? Does this work with big numbers? Use justification to make students understand a rule and why it works Use justification to make students understand a rule and why it works Prove to me that the algorithm will always work. Prove to me that the algorithm will always work.

Levels of Justification Appeal to Authority-my teacher told us Appeal to Authority-my teacher told us Justification by Example-use this because they are not convinced it will work with all numbers. They begin to see that more conversation is needed. Justification by Example-use this because they are not convinced it will work with all numbers. They begin to see that more conversation is needed. Generalizable arguments-used as they move into grades Generalizable arguments-used as they move into grades Restate the conjecture Restate the conjecture Build on basic concepts Build on basic concepts Build on already justified conjectures Build on already justified conjectures

Most Fundamental Properties See page 130 in your book See page 130 in your book

Justification Video Video clip 5.3-1’ 59 Video clip 5.3-1’ 59 Video clip 5.6-4’ 42 Video clip 5.6-4’ 42

How many combinations? Make a conjecture Prove by justification Activity-How Many Outfits

Student Surveys-Go to elementary and talk to students

Thank You For all your hard work For all your hard work For taking a risk and trying new ideas in the best interest of your students For taking a risk and trying new ideas in the best interest of your students For being a math leader in your school For being a math leader in your school For the extra-mile you take in your classroom For the extra-mile you take in your classroom

Important Dates Geometry Summer Institute Geometry Summer Institute PD for your school PD for your school Testing dates Testing dates