“Which comes first, creating or reasoning?” Jenny Ray, Kentucky Department of Education Professional Growth and Effectiveness Specialist

Professional Development Learning Targets  I can explain what it means to teach to the standards, as opposed to teaching the topics of the standards.  I can compare and make connections between the A-CED and A-REI standards.

Two Minute Review A-CED and A-REI Standards  Please take one minute to re- familiarize yourself with the standards we will be considering in this session.  Highlight, underline, or use your own language in the margins to remind yourself of the ‘content’ of these specific standards: A-CED 2, 3, 4 and A-REI 5, 6

Video of Teaching Solving Systems of Linear Equations  Make note of the standards that are being taught as you watch this 5-minute video clip:

Five minutes to share your thoughts…  Share your thoughts/insights on the standards being taught with a table partner, then with others at your table.  Choose someone to share out from your table with the group.

Working through a task…  Everyone should have a copy of “Cash Box” from Illustrative Mathematics.  INDEPENDENTLY, please brainstorm what you know and some solution strategies. (You will have time to work with others, but for now, please just work on your own.)  Now, share your ideas with a partner at your table. Begin to formulate a way to solve the problem.  Be ready to share with your group how you solved the problem.

Whole Group Discussion  What was different about this task and typical problems that students solve when learning to solve systems of equations?  What was different about your experience as a learner, in this task, than perhaps how you learned to solve ‘word problems’ in high school?  What Standards for Mathematical Practice did you exemplify in your experience today?

Modeling a Formative Assessment Lesson Solving Linear Equations in Two Variables

Notebooks and Pens  Read through the questions and try to answer them as carefully as you can.  Please work independently for 10 minutes.

Cash Registers Task—Independent Work  Count off 1-?  Go to that numbered table to complete the individual task.  Spend about 10 minutes working through the task on your own at your table. Do not discuss with others at your table, yet.

Cash Registers—Small Groups  Now, go back to your original seat and compare your solution method with others at your table.  Work together in your groups to produce an answer together that is better than your individual ones.

Comparing Different Approaches  Examining Student Work Samples  Whole-Class Discussion

Improving Notebooks and Pens  This would be the next lesson, if there is not time during the original lesson.  Look at your original responses and think about what you have learned this lesson.  Using what you have learned, try to improve your work.

Review the Targets

Professional Development Learning Targets  I can explain what it means to teach to the standards, as opposed to teaching the topics of the standards.  I can compare and make connections between the A-CED and A-REI standards.

RESOURCES  —You can find this PPT and other resources on the Math Resources tab  Also on website, above, under the Math Links tab. This site offers many rich tasks that are correlated to CCSSM 