2. Math-It’s Elementary February 2013 Investigating strategies that promote highly effective teaching and learning for meeting the Kentucky Core Academic Standards for Mathematics (KCASM), including the Standards for Mathematical Practice, for grades K-5

3. Welcome Katrina Slone Renee’ Yates Charles Rutledge

4. House Keeping Restrooms Snacks/Drinks Phones on vibrate Name Tents Evaluations

5. Expectations We will do our best to provide you with meaningful sessions throughout the cadre. We ask that you make your best effort to grow as a teacher in return.

6. Take care of your own needs Engage in the work Technology use is encouraged –Use it to enhance the day Attendance Group Norms

7. Homework Implement an open task from the Good Questions book that is congruent with the Kentucky Core Academic Content Standard that you are teaching. Identify and record at least three student behaviors that demonstrate the Standards for Mathematical Practices. Implement a Content Focused Formative Assessment Lesson.

8. Targets I can analyze tasks to determine if they are open, congruent to the standards, and which mathematical practices they address I can explain the purpose, structure, and implementation of a Content Focused Formative Assessment Lesson (FAL). I can describe the role of the questions/tasks I give students in differentiation.

9. Self Reflection Please complete the first column on the self reflection sheet.

10. Agenda Revisit Homework Participate in a Formative Assessment Lesson Work through grade specific Formative Assessment Lessons Good Questions Book

11. Formative Assessment Lessons Please complete the task “Journey to the Bus Stop” by yourself. Do the best you can. 2:001:591:581:571:561:551:541:531:521:511:501:491:481:471:461:451:441:431:421:411:401:391:381:371:361:351:341:331:321:311:301:291:281:271:261:251:241:231:221:211:201:191:181:171:161:151:141:131:121:111:101:091:081:071:061:051:041:031:021:011:000:590:580:570:560:550:540:530:520:510:500:490:480:470:460:450:440:430:420:410:400:390:380:370:360:350:340:330:320:310:300:290:280:270:260:250:240:230:220:210:200:190:180:170:160:150:140:130:120:110:100:090:080:070:060:050:040:030:020:01End2:00

12. The answer is 24. What could the question be? Is this question open? What grade level is this question for? What answers would you expect to this question?

13. 23+130-620+429-5 What grade level do you think the task was based on this student work? Would the answers you expected be different for different grades? How might the question be modified to get outcomes that are congruent to the grade level of the standard?

14. Renee’ has 24 valentines she wants to share with a friend. How many valentines would each of them get? How would kids solve this? Is this question open? Different ways to represent the answer doesn’t mean multiple strategies.

15. Formative Assessment Lessons

16. Let’s try a Concept Focused FAL Let’s Try One ….Concept Focused Formative Assessment Lesson

17. Interpreting Distance-Time Graphs… 2/3 into a unit of study Students should have had experience with… 8.F Use functions to model relationships between quantities

18. Steps to Concept Focused Lesson… 1. Students work solo on pre-assessment task. 2. Teacher takes up work and provides class feedback and intentional grouping of students. 3. Students work in collaborative groups on a different but related task – usually a card sort type. 4. Teacher facilitates groups, takes notes, asks questions to whole class or groups (engineers effective discussion) 5. Students revisit original task to revise. October SESC Math Network 17

19. P-18

20. P-19

21. P-20 Matching Cards Take turns at matching pairs of cards. You may want to take a graph and find a story that matches it. Alternatively, you may prefer to take a story and find a graph that matches it. Each time you do this, explain your thinking clearly and carefully. If you think there is no suitable card that matches, write one of your own. Place your cards side by side on your large sheet of paper, not on top of one another, so that everyone can see them. Write your reasons for the match on the cards or the poster just as we did with the example in class. Give explanations for each line segment. Make sure you leave plenty of space around the cards as, eventually, you will be adding another card to each matched pair.

22. Targets I can analyze tasks to determine if they are open, congruent to the standards, and which mathematical practices they address I can explain the purpose, structure, and implementation of a Content Focused Formative Assessment Lesson (FAL). I can describe the role of the questions/tasks I give students in differentiation.