What’s Problem 1.1 All About? Cynthia Callard & Jennifer Kruger Twelve Corners Middle School Brighton Central School District Rochester, New York February 19, 2016

Today’s Session Reflect on your own experience with Problem 1.1 from units at the grade level you teach Analyze Problem 1.1, by engaging in the math and examining student work, from a variety of units to try and define the main purpose of the problem Comparing Bits and Pieces Variables and Patterns Shapes and Designs Examine additional problems from the units you teach to try and define the main purpose of the problem Reflect on what new learnings you will walk away with after today’s session

What are your thoughts and experiences with Problem 1.1 in CMP units? Think~Pair~Share Examine the list of Problem 1.1s from each CMP unit and consider the following: What are some of the challenges you have faced with these problems? What successes have you had with these problems? What questions do you have in regards to these problems?

Comparing Bits and Pieces Problem 1.1: Fundraising Goals Think~Pair~Share Complete Parts A and B of Problem 1.1 and consider the following questions: √ What do you think the purpose is? √ What might we expect students to do?

Think~Pair~Share √ What do you think the purpose is? √ What might we expect students to do?

What misconceptions about the teaching of the problem might teachers have?

How We’ve Used This Problem With Our Students Introduces some of the “big ideas” of the unit---Helps to get the ideas of the unit “on the table” Point is NOT to teach them all ideas BEFORE they do the problem (flawed thinking that kids can’t do this problem because you haven’t taught ratios yet) Point is NOT to teach them all ideas AFTER the problem, before moving forward in the unit (flawed thinking that kids have to master all of these concepts before you can move forward and be successful in the unit) Don’t expect every student to answer every part of the problem – and we know that what students say isn’t going to be perfect Helps us to assess what students know and what misconceptions they have before we move forward in the unit

Examining Student Work From Comparing Bits and Pieces Problem 1.1 Examine student work from Problem 1.1 from four different students and consider the following questions: √ What does this tell us about what students know? √ How will this inform work with this student and/or class in the unit?

Variables and Patterns Problem 1.1: Jumping Jack Experiment Read through the problem and what it asks students to do, and consider the following question: What are possible ways teachers might approach this with their students?

How We’ve Used This Problem With Our Students Collect data from the experiment and provide labsheet (from CMP materials) and ask students to make a coordinate graph of their group’s data Students place graph and table on chart paper to use in the summary discussion Summary is focused on students’ graphs A way to bring out main ideas of graphing through students’ graphs, including mistakes used to introduce vocabulary and conventions of graphing (independent/dependent variable placement, use of scales, titles/labels, etc.), NOT to pre-teach Formative assessment

Examining Student Work From Variables and Patterns Problem 1.1 Examine student work from Problem 1.1 from different groups and consider the following questions: What do you notice about the student work and what they did? What are advantages and disadvantages to our “open launch” approach vs. pre-teaching how to graph?

Shapes and Designs Problem 1.1: Sorting Polygons Read through the problem and what it asks students to do, and consider the following question: What do you think the main purpose of the problem is?

Our Take On The Problem… Review of previously learned concepts is embedded in the problem—accesses prior knowledge Strong formative assessment tool Sets the stage so that students can move forward in the unit

Examining Additional Problems From Your Grade Level Examine problems that you are familiar with (from your grade level) Determine what you think the main purpose of the problem is Copies of Problem 1.1 from all CMP3 units are available, if needed

Closing Questions and Comments What did you notice while examining additional problems? Did any common ideas emerge? Do you have any new thoughts or ideas that we haven’t discussed?