Beth Schefelker Melissa Hedges Judy Winn

 Working in groups of 3. Select one topic rigid motion or congruency to discuss. ◦ Share the CABS you gave. ◦ Each group member selects 3-6 pieces of student work. ◦ Focus on one set of student work. Pass the papers around the table. ◦ Discuss misconceptions/understandings that surfaced. ◦ Use a table sticky note to record the table conversations for each pack of student work.

 Think about the discussion from each set of student work… ◦ What theme surfaced as you looked at the same mathematical idea? ◦ What surprised you? ◦ What discussions did you have as you analyzed work from students who struggle in your math classroom

 In what way will this information help you think deeply about the lessons in your text?  How will it provide you with information for adjusting instruction?  How will it provide you with information for differentiating the key lessons? Moving from the concrete to the abstract experiences?

 Project due May 17 th ◦ Part 1: As a Learner of Mathematics ◦ Part 2: Student CABS  rigid motion and congruency ◦ Part 3A: Critiquing the lessons ◦ Part 3B: Suggestions for instruction ◦ Part 3C: Critiquing the suggestions offered for Differentiation

 Final data presentation and write-up  Due April 26  Re-administer the tricky triangle assessment  Examine the new data identifying change from fall to spring.  Compare the performance of students with and without disabilities.

 Be prepared to share: ◦ 1. Change in data results ◦ 2. Identify lessons/instructional opportunities that shifted student thinking.

1. Completed log of tricky triangle instruction page write-up reflecting on the project.  student changes from fall to spring  (refer to van Hiele levels)  key instructional tasks/strategies you implemented and ideas for differentiation  lessons learned as a teacher of mathematics while you focused on this topic  Lessons learned on collaboration.