1. HW Discussion How did you adapt the task?
What are your goals in using this task?
What are possible student responses?
What questions will you ask the students to support their learning?
1) Respond to their ideas.
2) Support systems and experiences included
engaging in the professional development themselves
the use of researched-based curriculum that provided content and structure
ongoing meetings with support staff
the support of the community facing those same issues
Remind them these are all things they will be offered as well.
3) Laurie decided to deal with the different groups of people by talking to them individually about how much their ideas are valued and bringing
out their ideas from small group discussions.
Jane and Margaret decided to continually push at the issue of what are the mathematical ideas these students are making sense of.
The purpose of this article was to make you think about some of the issues that will arise when taking this module back to your colleagues and the fact that you may have to take an “active” role in the discussion to accomplish the goals or “mission” of the module.
Refer the participants to the facilitation strategies sheet. Discuss how these are things which help you play an active role in facilitation to ensure you are working toward the goals.
More specifically we are going to look at what an active role may look like when engaging your colleagues in VCMPD. Try to pay attention to the facilitation strategies used as the next session as facilitated and we will discuss at the end of the session.
SAS Secondary Mathematics Teacher Leadership Academy, Year 1 ( Adapted from Video Cases for Mathematics Professional Development Slideshow)

2. Conceptualizing and Representing Linear Relationships Session Three
Learning and Teaching Linear Functions
Video Cases for Mathematics
Professional Development, 6-10
Conceptualizing and Representing
Linear Relationships
Session Three

3. Foundation Module Map We are here
The map helps to orient participants within the materials. Refer back to it from time to time. This provides participants with a sense of knowing the “game plan.”
SAS Secondary Mathematics Teacher Leadership Academy, Year 1 ( Adapted from Video Cases for Mathematics Professional Development Slideshow)

4. Polygon Lesson Task
If you line up 100 equilateral triangles in a row, what will the perimeter be? Find a rule for any number of triangles.

5. Mathematical Task Questions
Look over how you solved this problem. Why did it make sense to you to solve it this way? How is this like/unlike the Cubes and Dots problems?
What might a teacher need to do to prepare to use this task with students?

6. Lesson Graph Questions
What does this lesson graph tell you/not tell you about the mathematical point of the lesson?
What clues (evidence) did you use from the lesson graph to make your claim?

7. Video Segment 1 Focus Questions
How do the students appear to be approaching the problem?
How does Cindy appear to be interpreting the student responses?
What factors are at play?

8. Video Segment 2 Focus Questions
What does Cindy appear to do differently this time?
What do the students do differently?
What factors are at play?

9. Comparing the Polygon, Cubes in a Line, and Growing Dots 1 Video Segments
What is similar/different about the segments from the Polygon Problem, Cubes in a Line, and Growing Dots 1 lessons:
About the tasks?
About the mathematics?
About the student ideas?
About the teacher’s apparent goals and use of student ideas?

10. Reflections
What were the important mathematics ideas you encountered today?
Did this experience generate any insights/connections related to teaching? (What about the day prompted these?)