Eliminate It Which One Doesnt Belong 35 2

Eliminate It/ Which One Doesn’t Belong? 35 2 33 70

Engaging Strategies: Including 3 Act Tasks Afterschool Professional Development Grades 4&5 March 2, 2020 – 4: 00 -5: 00 Pamela Dombrowski – District Mathematics Specialist

Agenda Discuss Engagement in the Math Classroom Learning Target – Teachers will gain more ideas on how to engage students, including: Eliminate it/ Which One Doesn’t Belong Manipulatives 3 Act Tasks

Eliminate It/ Which One Doesn’t Belong? www. Wodb. ca

What can help with engagement in a math classroom? Picking a rich task or open ended task that allows for conversations Manipulatives that help make sense of the math Children feel it is a safe environment to make mistakes – they are willing to take risks and try something new Activities that build on standards/ strategies they are already familiar with

q. If you are in core time, your first thought should be grade level standards – What is my objective? q. Ksde. org (standards, flip books and focus documents) Content Standards q. In your teacher center, you may need to work on remediation/ skill building/ prior knowledge or extension qwww. ksde. org (progression documents and flip books) q. Achieve the core coherence map q. Eureka modules – foundational standards q. Your independent centers should be based on practice of the standards and can be spiraled throughout the year

Independent Centers Resources q. Share. Point -K-5 Math Centers q. Mastering the Basic Facts – John San Giovanni q. Mine the Gap – John San Giovanni q. Games shared at afterschool PDs with cards, dice, (War, etc. ) – look on Share. Point – T&L- Shared Documents – Math- Afterschool PD sessions q. Eureka practice problems q. Freckle or Zearn

3 Act Tasks www. gfletchy. com Engaging tasks to get student involved in the learning. Graham Fletcher, Dan Meyer, Robert Kaplinsky Do we learn math to solve problems or do we solve problems to learn math? Be the student – I am going to walk you through a 3 -Act-Task. Then I will give you all the steps so you can do it in your class.

Act 1 https: //gfletchy. com/bright-idea/ (CC: 1. NBT. 1 & 1. NBT. 4) 3 Act Tasks www. gfletchy. com What do you notice? What do you wonder? Think Pair Share – 30 sec. Record a too low and too high estimation. Record your actual estimation.

Act 2 What information do you need to answer our question? 3 Act Tasks www. gfletchy. com

Act 3 https: //gfletchy. com/bright-idea/ (CC: 1. NBT. 1 & 1. NBT. 4) 3 Act Tasks www. gfletchy. com Solve the task- what should our answer be? Compare techniques Who was closest? Validate – watch the video? Traditional problem would have been: Ms. Dombrowski had 19 yellow skittles, 15 orange, 19 green, 17 purple and 21 red. How many skittles does she have altogether?

Review the Process 3 Act Tasks www. gfletchy. com The Big Idea – Engaging – Real life problem – students come up with the question- lots of interaction Act 1 – The Question – Pose the conflict – introduce the scenario. What do you notice? What do you wonder? Act 2 - Gathering Information – Gather information to answer the main question Act 3 – The Reveal –Compare answers – Validate with the video, discuss strategies Act 4 – The Sequel – Follow up and extension

Learning Target was to give teachers more ideas on how to engage students in the classroom. Did we meet this? Exit Ticket 1. Was this helpful to you? 2. One idea you are excited to try 3. Questions you still have or any ideas you want more PD on.