2. Jennifer Kerry Amy Harding Lindsay Nowlin
Problem Solving
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-Register for the Session in Eduphoria and sign in to receive credit.
-Join us in Google Classroom
Code: d7fnyt
Jennifer Kerry
Amy Harding
Lindsay Nowlin

3. 5 minutes

4. Today’s Agenda Welcome and Get to Know You Agreements/Learning Targets
Discuss Problem SOlving Block
Moodle/Resources
PSB in Action
Reflection

5. Agreements Equal Participation Open Mindedness
Respectful of the speaker
Everyone is here to learn and grow.
10:13-10:15 If pollev shows new to NISD, discuss norms and what they stand for.

6. Learning Targets
We will analyze the problem solving process and look for common threads and patterns of an effective problem solving block.
I will solve problems using the problem solving method so that my students can analyze mathematical relationships to connect and communicate mathematical ideas.
I will know I am successful when I can effectively plan and implement the problem solving block in my classroom for student success.
10:15-10:20 Discuss learning targets and framing the lesson

7. Problem Solving Block Structure
30 Minutes
Opening the problem (whole group)
Solo Time
Work Time (Partners, small group, teacher facilitated)
Closing
Jennifer 10 minutes
Speak about variations and teacher autonomy- Amy & Jennifer give classroom examples
Discuss Expectations in Moodle for PS Block

8. A Look at PSB in Moodle Moodle.nisdtx.org
NISD Staff > Curriculum > Elementary Curriculum > Math Curriculum > Select grade
Enrollment Key - Curriculum13
10 minutes- Amy
Have teachers explore their PSB for Module 1. Reinforce that they will NOT use all problems, they choose what problems for their students.
-Make sure to choose problems that match your purpose for that problem solving block - What do you notice about the types of problems?

9. Problem Solving Resources
Show where to find - Jennifer/Lindsay
10 minutes
-- origo problem solving
- Origo Problem Solving 1, 2, 3

10. Various Ways PSB Can Look
Productive Struggle-It’s okay to struggle!
Notebooks
PAL/Group Work/Independent
Butcher Paper
Labels/Print Outs
Electronic - (Limit use of this method)
Gallery Walks
Discussion
Feedback (Teacher to student, student to student, student to teacher)
5 minutes- Amy/LIndsay

11. Student Journals MOODLE: Journals (Evidence of Student Thinking/Work)
NISD Math Journals are structured using four main components: evidence of organization, evidence of new learning, evidence of closing, and evidence of wrap-up or reflection.
Journals are a compilation of student thinking, solution strategies, and reflections.
Journals will be used on a daily basis and should be modeled by the teacher.
Stepping Stones journal, a separate lined journal, or both can be used as evidence of student thinking/work.
If a separate lined journal is used a table of contents should be included.
Each new entry should be dated.
Examples of Teacher Modeling Journals with student work samples.
Examples of Explanations and Justifications.
Jennifer- 5 minutes

12. Problem Solving Block “Director’s Cut”

13. Teacher Planning Have a goal in mind!
What do you want students to “take away” or learn from your problem solving block?
Jennifer - Director’s Cut behind the scenes breakdowns
Amy & Lindsay - Model/Teaching of the block
Begin Modeling/Behind the scenes process - 40 minutes for the whole process
Jennifer discuss purposeful planning with problem solving
How to choose problems
What is the purpose of your problem?
Do the problem beforehand.
Prepare to differentiate/give feedback
Planning for the problem today: Director’s Cut
-Reasonableness
Possible Learning Target (planning purpose or on the board) These can help you guide what you want your focus to be.
-I will use reasonableness so that I can determine if my answer is possible for my problem situation. I will know I am successful when I can evaluate an answer choice for reasonableness for the situation.

14. PSB in Action
500 kids ride buses to school in NISD. All of the buses carry the same number of kids. How many students could be on a bus?
OPENING MODELING - Lindsay
*Read the problem
*Reasonableness/Ridiculous Statement - Have a goal in mind (this problem needs to evaluate reasonableness & several possible answers).
*Important information (Know/Need to Know)
*Solo Time (actively monitor)
*PAL (Look for basic solving and advanced solving)
*Do a gallery walk and use sticky notes to give feedback. (I like/I wonder)
*Share out (Have teachers give feedback - questions, compliments, comments)

15. Opening Target Read the problem Dissect the problem
Reasonableness/Ridiculous Statement
Know/Need to Know
Make a plan for solving
Jennifer
Discussion time - This is where you can have a meaningful discussion about the problem with students.
-confusion
-plans for solving
-comprehension of problem
-operation being used with justification
-important/extra info

16. PSB in Action
500 kids ride buses to school in NISD. All of the buses carry the same number of kids. How many students could be on a bus?
WORK TIME MODELING - Lindsay
*SOLO Time
*PAL (Look for basic solving and advanced solving)
*Do a gallery walk and use sticky notes to give feedback. (I like/I wonder)
*Share out (Have teachers give feedback - questions, compliments, comments)
Remind students to have a visual and equations.
Justify their answers focusing on why it is REASONABLE because that is their learning target/focus.

17. Work Time Solo Time & PAL Feedback Finish Solving
Write a Justification - Target Based
*Students need to include a pictorial model and an applicable equation
Jennifer
Directors CUT WORK TIME
Remember, work time can look different! Some options:
Gallery Walks
PAL
FEEDBACK
Small Groups

18. PSB in Action
500 kids ride buses to school in NISD. All of the buses carry the same number of kids. How many students could be on a bus?
Closing MODELING - Amy
*SOLO Time
*PAL (Look for basic solving and advanced solving)
*Do a gallery walk and use sticky notes to give feedback. (I like/I wonder)
*Share out (Have teachers give feedback - questions, compliments, comments)
Remind students to have a visual and equations.
Justify their answers focusing on why it is REASONABLE because that is their learning target/focus.

19. Closing Focuses on the goal of the problem solving
Based on the areas of growth noticed by teacher
Discuss different strategies/answers
Discuss justification
FEEDBACK
Jennifer
Directors CUT CLOSINGS

20. Ways to Extend Student Thinking
Take the problem further:
Can they compare answer choices?
Is there a higher level problem they can solve?
Can students pose or create their own problem?
Leveled Questions
Amy/Lindsay

21. Ways to Extend Student Thinking
Have students reflect on their thinking
Act it out
Write about it
Use manipulatives
Discuss with a partner
Create a final product (anchor chart, poster, Educreations, 30Hands, PicCollage)
Amy/Lindsay

22. PSB Reflection Let’s go to the movies!
Select a card from the basket. Each card will have an important part of the problem solving block. Your job is to use ONLY pictures to depict your topic and convey its importance!
When you are done, show your picture to the group and explain your pictures and the importance of the concept.
Lindsay/Amy