1. Day 3 Slide 1 Number and Operations Day 3 Part 1 A research-based Canadian professional learning initiative Coxheath Elementary October 6, 2008

2. Three-Day Agenda Day 1 - Introduction - Overview of PRIME - Representing a Number - The Number Maps - Key Ideas Across the Phases - Fractions Across the Phases - The Operations Map - Getting Ready for Day 2 Day 3 - Introduction - Diagnostic Tools from Day 2 - Fostering Communication - Planning with PRIME - Problem Solving with PRIME - Reflecting Back/ Moving Forward Day 2 - Introduction - Phasing Multiplication Tasks - Student Tasks (Day 1) -Algorithms Across the Phases - Open & Choice Tasks - Manipulatives Across the Phases - The Diagnostic Tools - Getting Ready for Day 3 Day 3 Slide 2

3. Matching Values Find other people with the same value and form a group. In your group, think of more ways to represent your value. How could you adapt this activity to other number and operations concepts and skills? to other math strands? Day 3 Slide 3

4. Homework for Day 3 1.Read Section 1 of the Diagnostic Tools booklet. 2.Administer a diagnostic tool to some students. Score the tools. 2.Come prepared to plan a unit of study on Day 3. Day 3 Slide 4

5. Reflecting on the Tools Which tool(s) did you use and why? How did you prepare student(s)? Did you find the tool(s) easy or difficult to score? Explain. Did you probe further for any questions? Why? What did you find out? Were there any surprises? Day 3 Slide 5

6. The Tools—Appropriate Use To confirm the phase Only one source of information about a student’s phase Not for measuring achievement or performance Day 3 Slide 6

7. Communication is seen as both a way to learn and a way to express ideas. When students are asked to explain themselves, either in writing or orally, they learn the importance of being clear and the value of making connections to other, more familiar ideas. Communication Day 3 Slide 7

8. Forms of Communication Oral (e.g., peer discussion) Written (e.g., journals) Symbolic (e.g., number sentences) Graphical (e.g., bar graph) Pictorial (e.g., drawing a picture to explain something) Physical (e.g., using manipulatives to explain something) Day 3 Slide 8 B&S, Section 6

9. PRIME is about knowing how students think. Good communication is critical to the successful use of PRIME. Communication Day 3 Slide 9 B&S, Section 6

10. Responding to Students Day 3 Slide 10

11. Responding to Samples Day 3 Slide 11 Work in pairs or small groups. Choose two samples (from A, B, C, and D). Describe each response—is it incorrect, incomplete, and/or unclear? Create at least one question that could be asked to probe further. B&S, pp. 27 and 28

12. Responding to Sample A Day 3 Slide 12 Tell what you know about multiplication.

13. Responding to Sample B Teacher: What is this number? 12 Student:Twelve. Teacher: Is it a big or small number? Student: It’s big. Teacher: Why do you think it’s big? Student: I could write it a lot smaller. 12 Day 3 Slide 13

14. Responding to Sample C Day 3 Slide 14

15. Responding to Sample D Day 3 Slide 15

16. Ready to call it a day?

17. Plan for November 21, 2008 Day 3, Part 2 - Fostering Communication (Frayer model) - Planning with PRIME - Problem Solving with PRIME - Reflecting Back/ Moving Forward Meet at 8:30? Can we put in 3 hours?