We began by sharing our thoughts on “Rules that Expire.” (Posters: Rules that Expire)
We then moved to the issue of equivalent fractions, “cancelling,” and how to make sense of a fraction you must make sense of “the one.”
After lunch, we first met in small groups to discuss the Principles to Actions reading from last night and then debriefed as a whole group.
We then complete the following:
- Read Principles to Actions (the blue book): Section titled “Implement Tasks that Promote Reasoning and Problem Solving” (pages 17-24). Write answers to the following prompts in your journal:
- Reflect on a typical in-class math lesson (use your textbook to refresh your memory). Using the descriptions of Levels of Cognitive Demand in Figure 3 (p. 18), describe the types of mathematical thinking your students are required to engage in during a typical lesson.
- Reflect on a typical homework assignment that your students complete (use your textbook to refresh your memory). What level of cognitive demand do most of the tasks on a typical homework require of your students?
Then we watched Dan Meyer’s TED talk.
Fran shared a resource for 3 Act Tasks, developed by Dan Meyer.
Next we talked about the variety of forms that addition and subtraction scenarios can take. Next we started on the Insatiable Caterpillar task, which we will wrap up tomorrow.
Math HW: Analyze the student work on Block 1, Pages 13-14. Think about the caterpillar.
Pedagogy HW:
- Read Principles to Actions: Section titled “Build Procedural Fluency from Conceptual Understanding” (p. 42-48).
- Also read: Webb, Bozwinkel, & Decker. Beneath the Tip of the Iceberg: Using Representations to Support Student Understanding. MTMS, 2008. (Handout from today)
Respond to this prompt in your notebook: What connections do you see between these two readings? What questions do you have?
Here are three articles that you might find interesting to read and share with colleagues: