MELT Grades 6-8 Algebra Sheila S. Brookshire 4/18/2018 8:35 PM MELT Grades 6-8 Algebra Sheila S. Brookshire Middle School Mathematics Coach Buncombe County Schools © 2007 Microsoft Corporation. All rights reserved. Microsoft, Windows, Windows Vista and other product names are or may be registered trademarks and/or trademarks in the U.S. and/or other countries. The information herein is for informational purposes only and represents the current view of Microsoft Corporation as of the date of this presentation. Because Microsoft must respond to changing market conditions, it should not be interpreted to be a commitment on the part of Microsoft, and Microsoft cannot guarantee the accuracy of any information provided after the date of this presentation. MICROSOFT MAKES NO WARRANTIES, EXPRESS, IMPLIED OR STATUTORY, AS TO THE INFORMATION IN THIS PRESENTATION.

Norms Be on time Silence cell phones Limit sidebar conversations to activities Be respectful Be actively engaged Have Fun!

What number can you put in the box to make the statement true? Number Talks What number can you put in the box to make the statement true?

Building Bridges to Algebraic Thinking Every Saturday you play basketball in the local community youth club. At the end of the season after a club tournament, the players in the club meet at a fast-food restaurant for a party. If hamburgers cost $0.59, what is the total cost for 15 players to have a hamburger each? 4

Building Bridges to Algebraic Thinking Every Saturday you play basketball in the local community youth club. At the end of the season after a club tournament, the players in the club meet at a fast-food restaurant for a party. If hamburgers cost $0.59, find a way to determine the total cost of the hamburgers when various numbers of players in the club each have a hamburger.

Equality The equals sign can indicate that two expressions are equivalent The equals sign can be used in defining or giving a name to an expression or function rule It is often important to find the value(s) of a variable for which two expressions represent the same quantity Finding the value(s) of a variable for which two expressions represent the same quantity is known as solving an equation An inequality is another way to describe a relationship between expressions; instead of showing that the values of two expressions are equal, inequalities indicate that the value of one expression is greater than (or greater than or equal to) the value of the other expression In solving an inequality, multiplying or dividing both expressions by a negative number reverses the sign (<, >, ≤, ≥) that indicates the relationship between the two expressions

Postage Stamp Suppose that you have an unlimited supply of 5-cent stamps and 11-cent stamps. You can make exact postage of 21-cents by using two 5-cent stamps and one 11-cent stamp. However, you cannot make exact postage of 23-cents by using only 5-cent stamps and 11 cent stamps. What is the greatest amount of exact postage you cannot make by using these stamps?

Postage Stamp Discussion What Algebraic Habits of Mind were used in the solutions of you and your colleagues? Doing/Undoing Abstracting from Computation Building Rules to Represent Functions

Get it Together Patterns Each person gets a clue Only the person with the clue can read the clue You must work together to answer the question If manipulatives are used, only one person can touch the manipulatives

Developing Mathematical Fluency

Tic Tac Toe

Transition to Algebra solveme.edc.org

Postage Stamp Video Listen to what the students are saying to each other and to themselves Do not worry about whether they are getting the correct answer Focus on the students’ thought process, how it evolves, and how the written answers compare to the ideas seen in their discussions. Use the Listening for a Thought Process worksheet as you watch the video

Break

Selecting the Task Use the Task Analysis Guide to SORT the student tasks Will the task make students stretch their thinking? Will the task branch off to other topics? Is there more than one way to solve the task? Will the task help students understanding of the idea? Will the task cause disequilibrium?

Reflect on a unit that you have recently facilitated. Self-Reflection Reflect on a unit that you have recently facilitated. To what extent did you provide your students with the opportunity to engage in high-level tasks? Were the task you provided in this unit more on the right side of the task analysis guide or on the left side? What are some strategies that you could use to adapt your unit?

Task Implementation TASKS as they appear in curricular/ instructional materials as set up by the teachers as implemented by students Student Learning