Tackling the Task Arcs

By the End of Our Session  Clear Understanding of the Pacing of the Task Arcs and Lessons  Strong Content Knowledge for the first task arc released on TNCore.org  Strategies to implement successful tasks

Your Essential Understandings  Scaffolded Tasks  Pacing of a Lesson  Content Knowledge

2 nd Grade Task Arcs  Put Together & Compare Situational Tasks: Missing Addend Addition as Subtraction Put Together & Compare Situational Tasks: Missing Addend Addition as Subtraction  Addition: Flexible Thinking and Problem- Solving Strategies Addition: Flexible Thinking and Problem- Solving Strategies

Set Up Phase: Gaining an Entry Point  Summarizing without numbers  Answering the question first with a blank  Underline vocabulary  Draw it out!  Close your eyes and visualize  KWC Chart (Know, Want to Know, Clues)  PPT examples

Explore Phase: Private/Small Group Time (identify who will share WG and in what order)

SDA Phase: Accountable Talk  AT Sourcebook (link in dropbox)  Set up expectations  Practice!  Fishbowl  lower grade tasks

Why Use AT moves? “Successful teachers are skillful in building shared contexts of the mind (not merely assuming them) and assuring that there is equity and access to these experiences and talk about these experiences for all members of the classroom.” Accountable Talk Sourcebook: For Classroom Conversation that Works (IFL, 2010)

Assessment Within Arc  Application (Assessment of)  Summary (Assessment as)  Quick Write (Assessment for)  What about grades?

Quick Writes/Stop and Jots

8-Square Strategies  Small Group Roles  Question Cards/Leveled Extensions  Quick Writes  Reflection Circles  Math Notebooks: Stop and Jot EUs  Color Coding Work (Private, SG, WG)  W.E.L.D. (words, equations, labels, diagrams)  Break up the tasks by parts  Prerequisite Knowledge

Problematizing

Fluency  For a long time it was believed that children learned their basic facts through drill and memorization. However, now psychologists and mathematics educators believe that developing quick and accurate recall with basic facts is a developmental process that depends on the development of reasoning strategies. (Teaching Student-Centered Mathematics Van de Walle, Lovin, Karp, and Bay-Williams)

Fluency  Is an outcome of thoughtful practice and learning  Can be computed quickly and accurately

1 st Grade Fluency Expectations  Add/Subtract within 10  Add/Subtract within 20 using strategies: place value, properties, and/or relationship between the two

2 nd Grade Fluency Expectations  Add/Subtract within 20 with mental strategies  Add/Subtract within 100 using strategies: place value, properties, and/or relationship between the two

3 rd Grade Fluency Expectations  Add/Subtract within 1000 using strategies: place value, properties, and/or relationship between the two  Multiply/Divide within100 using strategies: inverse operations or properties  Know from memory all products of two one-digit numbers