Mathematical Practice 1.Make sense of problems and persevere in solving them. 2.Reason abstractly and quantitatively. 3.Construct viable arguments and critique the reasoning of others. 4.Model with mathematics. 5.Use appropriate tools strategically. 6.Attend to precision. 7.Look for and make use of structure. 8.Look for and express regularity in repeated reasoning.

History… Kenton County School District Gates Grant Shell Centre Tasks Middle School work Formative Assessment Lessons Vehicle to implement the Standards for Mathematical Practice in the classroom Put the power of learning in the hands of students Create a “productive struggle” for students Foster the development of independent learners

Structure of the FAL Pre-assessment – Provides teachers with a qualitative sense of their students’ grasp of the targeted mathematics Collaborative Task- This part is designed as guided inquiry. Students work in small groups, engage in discussion, and learn from each other. Discussion- Student experts share their findings, teacher provides feedback to deepen their understanding students learn from one another Return to Pre-assessment- Students return to improve their response to the initial assessment

Effective Formative Assessment StrategiesClarifying learning intentions and sharing criteria for successEngineering effective classroom discussions.Providing feedback that moves learners forward.Activating students as the owners of their own learning.Activating students as instructional resources for one another. Dylan Wiliam, University of London

Directions: I am going to give each pair a set of cards. Please remove the money cards and place them on your table in the following manner: $100$150 $160$200 Take turns placing percent cards between the money cards. Explain your thinking for each placement clearly and carefully. It is important that you both understand the math for all of the placements.

How does this connect… Standards for Mathematical Practice The Strategies of Assessment for Learning Strategies to support learning… Teacher moves which support student problem solving Create an expert- have the expert share key points with the class Allow students to “visit” other groups to ask each other questions Use the data collected in the pre-assessment to guide student feedback- this is what makes it formative

Keys to successful implementation With these tasks there is an entry point for ALL students. Ask questions to move students forward- “Can you explain why this goes here?” “Did that just work here or would it work for all?” “What math supports this decision?” DO NOT start out with a sample of how the cards will connect- we don’t want this to become a situation in which students mimic what you do