SD Counts Cohort Meeting January 19 2011 Roxane

SD Counts Cohort Meeting January 19, 2011 Roxane Dyk Math Specialist Region 3 ESA

Interesting facts about the Number 11 see handout

Problem-Solving Activity n Bowl-A-Fact l Order of Operations Game

Group Expectations Cell phones off or on vibrate n Limit side conversations n Take care of your needs n Honor each others thinking n Honor quiet think time n Each person has a voice in small group activities n

Professional Reading Share the title of your book n Give a brief summary n How will the reading of this book impact what you do in your classroom? n

Before we get started ……. n. Please remember some important concepts for math

Conventions n What we just tell the students All symbols l Order of Operations l Number zero l X and Y axis l Definitions l n When they come up in conversation

Notations When they learn notations – don’t use words anymore n Use “add” instead of “plus” n Use the correct vocabulary as a teacher n Expect your students to use correct vocabulary when they share and explain n

Conjectures n n n This is when students begin to take what they informally know and make it formal Students begin seeing math holistically so every problem is not a new adventure When there are rules you want them to begin to use and understand, use T & F to get students there

“Big Ideas” of Conjectures n Read individually and underline interesting ideas l n Talk with your partner l n 1 minute Share with large group

What did the text book say about. . Conventions and Number operations n Invalid thoughts n Definitions n Rules for carrying out procedures n Even and odd numbers n

Conjectures n n Video will give you an ideas on how to get your students to begin talking about conjectures Commutative Property of Addition l Video clips 3. 1 n l Video clips 3. 2 n l Individual student Large group Video clips 3. 3 n n n Proving T/F number sentences that students created Students move from conjectures to justification See handout of questions

Big Ideas of “Justification” Read individually and underline and interesting points n Visit with your table n Large group discussion n

Justification n n This is what students will say when they can prove to you that their answer is mathematically correct You want students to prove it because of a “mathematical rule” Does this work with big numbers? Use justification to make students understand a rule and why it works Prove to me that the algorithm will always work.

Levels of Justification n Appeal to Authority-my teacher told us Justification by Example-use this because they are not convinced it will work with all numbers. They begin to see that more conversation is needed. Generalizable arguments-used as they move into 3 -4 -5 grades l Restate the conjecture l Build on basic concepts l Build on already justified conjectures

Most Fundamental Properties n See page 130 in your book

Justification Video clip 5. 3 -1’ 59 n Video clip 5. 6 -4’ 42 n

Activity-How Many Outfits How many combinations? Make a conjecture Prove by justification

Student Surveys-Go to elementary and talk to students

Thank You For all your hard work n For taking a risk and trying new ideas in the best interest of your students n For being a math leader in your school n For the extra-mile you take in your classroom n

Important Dates Geometry Summer Institute n PD for your school n Testing dates n