1. 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)

2. 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?

3. 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.

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

5. 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.

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

7. 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.

8. Establish Mathematics Goals to Focus Learning
Learning Progressions:
Huajun

9. “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?

10. 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.

11. 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

12. “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

13. 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

14. 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?

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