1. Brandon Graham
Putting The Practices Into Action
Session 4
May 29, 2014

2. Kendra is making ½ of a recipe
Kendra is making ½ of a recipe. The full recipe calls for 3 ¼ cup of flour. How many cups of flour should Kendra use?
How does doing tasks like this develop the thinking described in the Standards for Mathematical Practices 1, and 4?

3. Think- Pair- Share Independently review SMP 1
Pair up, and discuss the 15 ideas contained within the practice.
Discuss how you have promoted these SMP’s in your classroom.

4. Think- Pair- Share Independently review SMP 4
Pair up someone different, and discuss the 8 ideas contained within the practice.
Discuss how you have promoted these SMP’s in your classroom.

5. Standards for Mathematical Practice SMP 2: Reason abstractly and quantitatively
Mathematically proficient students make sense of quantities and their relationships in problem situations. They bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualize—to abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents—and the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects.

6. Standards for Mathematical Practice SMP 2: Reason abstractly and quantitatively
Mathematically proficient students make sense of quantities and their relationships in problem situations. They bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualize—to abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents—and the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects.

7. Pictorial Representation of SMP #2
Draw a picture, create a diagram or graphic organizer to describe the standard

8. Connections to ATLAS 2.0

9. Video

11. Solve the equation and write a word problem that goes with it.
Classroom Tested Technique…”Headline Stories”
Solve the equation and write a word problem that goes with it.
½ x 6 = n

12. Conceptual Understanding
Basically, it means that students need to have a flexible understanding of mathematics to use
their knowledge as a tool to solve problems.

13. How do we develop these them conceptually?
Mathematical Skills…
How do we develop these them conceptually?
Turn and Talk

14. Concept Development Model
Concrete (manipulatives) Pictorial Abstract

15. Gallery Walk
*Activities or Instructional Strategies that promote the mathematical practice
*Open Ended Questions
Turns into make and take with 4 flap foldable
Elaborate what’s on the posters

16. Report to a poster with your group
*Report to a poster with your group *Use one colored marker to note your groups ideas on SMP #2

17. Collaborative Planning…