HSTW MMGW/TCTW Southern Regional Education Board Numeracy Across the Curriculum Friday, July 17, 2015 Jason Adair Amanda Merritt.

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Presentation transcript:

HSTW MMGW/TCTW Southern Regional Education Board Numeracy Across the Curriculum Friday, July 17, 2015 Jason Adair Amanda Merritt

HSTW MMGW/TCTW Southern Regional Education Board Goals Participants will: Explore the Thinking Through a Lesson Protocol (Part 1), Deepen understanding of the cognitive demand of a task, Learn strategies for increasing the cognitive complexity of a task; and Recognize the importance of good facilitation

HSTW MMGW/TCTW Southern Regional Education Board

HSTW MMGW/TCTW Southern Regional Education Board The Thinking Through a Lesson Protocol (TTLP) Before Reading Selecting and Setting up a Mathematical Task Think about: What is a mathematical task? What makes a good task?

HSTW MMGW/TCTW Southern Regional Education Board The Solve It Task Use the quadratic formula to solve the following equations.

HSTW MMGW/TCTW Southern Regional Education Board The Softball Task Kara hits a softball straight up at a speed of 70ft/s. Her bat contacts the ball at a height of 3 ft above the ground. Write an equation relating height in meters, y, and time in seconds, x, is How long will it take until the ball hits the ground? Explain your reasoning in words.

HSTW MMGW/TCTW Southern Regional Education Board Comparing Two Mathematical Tasks How are they similar? How are they different? What mathematical practices will be utilized on each?

HSTW MMGW/TCTW Southern Regional Education Board Mathematical Tasks Framework Low-Level Tasks Memorization Procedures without connections High-Level Tasks Procedures with connections Doing Mathematics

HSTW MMGW/TCTW Southern Regional Education Board Mathematical Tasks Framework Not all tasks are created equal, and different tasks will provoke different levels and kinds of student thinking.

HSTW MMGW/TCTW Southern Regional Education Board

HSTW MMGW/TCTW Southern Regional Education Board Making Good Tasks Better Martha was recarpeting her bedroom, which was 15 feet long and 10 feet wide. How many square feet of carpeting will she need to purchase? What could make this problem more complex? What could make this problem less complex?

HSTW MMGW/TCTW Southern Regional Education Board What makes a problem complex? A problem that needs planning to solve A problem that can be solved in numerous ways, often yielding the same answer A problem that requires the combination of many skills and ideas in order to solve A new type of problem that calls on alterations of previous knowledge to solve A problem that requires students to synthesize numerous sources of information (tables, graphs, equations, etc) A problem that cannot be solved by simply from following along with a textbook example

HSTW MMGW/TCTW Southern Regional Education Board The Fencing Task Ms. Brown’s class will raise rabbits for their spring science fair. They have 24 feet of fencing with which to build a rectangular rabbit pen to keep the rabbits.

HSTW MMGW/TCTW Southern Regional Education Board a)If Ms. Brown’s students want their rabbits to have as much room as possible, how long would each of the sides of the pen be? b)What if Ms. Brown only had 16 feet of fencing? c)How would you describe the method for obtaining the greatest area for any amount of fencing?

HSTW MMGW/TCTW Southern Regional Education Board Importance of Good Facilitation

HSTW MMGW/TCTW Southern Regional Education Board Online Resources  IllustrativeMathematics.org  InsideMathematics.com  ThreeActs.MrMeyer.com  achievethecore.org/  GeorgiaStandards.org  MathematicsVisionProject.org  reneeyates2math.com/  EngageNY.org  PARCConline.org  SmarterBalanced.org

HSTW MMGW/TCTW Southern Regional Education Board

HSTW MMGW/TCTW Southern Regional Education Board Thank you 2015summerconference.wikispaces.com