Implementing Tasks that Promote Problem Solving and Mathematical
Implementing Tasks that Promote Problem Solving and Mathematical Reasoning Janie Yoo, Elementary Mathematics Coordinator Travis Holden, Secondary Mathematics Coordinator tinyurl. com/LDCa
Outcomes ● Continue Building Capacity to Support Effective Math Instruction ● Analyze Math Tasks using the Task Analysis Guide ● Analyze the Implementation of a Math Task that Promotes Reasoning and Problem Solving tinyurl. com/LDCa
Agenda ● ● ● Inclusion Sorting Activity Math Task Implementation Reflection tinyurl. com/LDCa
Inclusion Activity: “Top 2” Make a list of effective math practices you would like to see implemented in classrooms. Share your list with your group As a group, think about the top 2 effective practices tinyurl. com/LDCa
Task Analysis Guide • Read the Task Analysis Guide • Pair-Share: What do you notice about the Cognitive demands at the different levels?
Sorting Activity Work in pairs or triads: 1. Read each task 2. Sort the tasks into two categories: lower-level or higher-level (based on the Task Analysis guide) tinyurl. com/LDCa
Sorting Activity Work in pairs or triads: 1. Use the Task Analysis Guide to sort task into each category based on the type of thinking required 2. Identify the specific criteria from the Task Analysis guide to support the categorization of the task
Reflection What are the instructional implications? tinyurl. com/LDCa
LDC SBAC Math by Grade ● Share your definitions at your tables. ● Be ready to share a definition that most represents your table’s thinking.
SBAC Math - English Learners ● Share your definitions at your tables. ● Be ready to share a definition that most represents your table’s thinking.
LDC SBAC Claim Level Data tinyurl. com/LDCa
Task: Pay It Forward and Band Concert ● Please read the Pay It Forward or Band Concert Task ● Think about possible pathways you might use to solve the task? ● Make a connection between your thinking and a posted representation
Teacher A Implementation ● Read Mr. Taylor’s or Mr. Stevenson’s Transcript ● How does the teacher support students’ engagement in and learning of mathematics? ● What feedback might we provide?
Teacher B Implementation ● Read Ms. Culver’s (yellow) or Mr. Harris’ (green) Transcript ● How does the teacher supports students’ engagement in and learning of mathematics? ● What feedback might we provide?
Teacher A vs Teacher B ● Compare the implementation of the two teachers. ○ Similarities ○ Differences ● How well did they maintain the complexity of the task? Maintenance Factors
Effective Teacher Practices ● Collaboratively Identify and Unpack Focus Standards ● Collaboratively Planning ○ Learning Goals/Targets ○ Create/Select Rigorous Tasks ○ Plan lessons around Focus Standards ● Maintain high Implementation of high-level/rigorous tasks ○ Tasks build on student’s prior knowledge ○ Teachers press students for justifications, explanations, and provides feedback ○ Teacher provides sufficient time to explore
Reflection Given our data and today’s learning: ● How might you modify, enhance, or add to your “Top 2” list of Effective Practices?
LDC SBAC Claim Level Data
Thank you! Janie Kim Elementary Math Coordinator janny. kim@lausd. net Travis Holden Secondary Math Coordinator txh 9417@lausd. net
Task A In the movie Pay It Forward, a student, Trevor, comes up with an idea that he thinks could change the world. He decides to do a good deed for three people, and then each of the three people would do a good deed for three more people and so on. He believes that before long there would be good things happening to billions of people. At stage 1 of the process, Trevor completes three good deeds. How do the number of good deeds grow from stage to stage? How many good deeds would be completed at stage 5? Describe a function that would model the Pay It Forward process at any stage.
Task B The population of Petoskey, Michigan, was 6076 in 1990 and was growing at the rate of 3. 7% per year. The city planners want to know what the population will be in the year 2025. Write and evaluate an expression to estimate this population.
Task C Justin score the following grade on his math test: 95, 71, 89, 100, 82. What was his mean grade?
Task D What is the formula for finding the mean of a set of data?
Task: Pay It Forward In the movie Pay It Forward, a student, Trevor, comes up with an idea that he thinks could change the world. He decides to do a good deed for three people, and then each of the three people would do a good deed for three more people and so on. He believes that before long there would be good things happening to billions of people. At stage 1 of the process, Trevor completes three good deeds. How do you see the number of deeds grow over the next couple of stages? How many good deeds will be completed at stage 5? Describe a function that models the Pay It Forward process at any stage.
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