1. Module 1 PARTNERS for Mathematics Learning Grade 7 Partners

2. Video Overview Welcome to the first of six modules of2
Video Overview
Welcome to the first of six modules of
Partners professional development
for teachers of seventh grade
Partners
for Mathematics Learning

3. Problems, Problems, Problems3
Problems, Problems, Problems
 Sort the Big Ideas from your bag according
to the 5 strands
 Read the problems aloud within your group
and decide which problem goes with each
Big Idea
 Be ready to support your answers
Partners
for Mathematics Learning

4. Reviewing the Big Ideas4
Reviewing the Big Ideas
 Were there problems that fit with more
than one Big Idea? If so, which ones?
 How could you use some of these
problems in your classroom?
Partners
for Mathematics Learning

5. What is ESSENTIAL?  Look at the new 2009 Standard Course5
What is ESSENTIAL?
 Look at the new 2009 Standard Course
of Study for grade seven
 What do you notice about the way the
essentials are written?
 Is there anything that “jumps out” that is
different from the current curriculum?
Partners
for Mathematics Learning

6. Sums and Whiskers  Complete the addition chart with the6
Sums and Whiskers
 Complete the addition chart with the
sums that represent the rolling of two
number cubes
 Find and record the theoretical
probabilities of rolling each possible sum
 What do the data tell you?
Partners
for Mathematics Learning

7. Sums and Whiskers  Roll the number cubes 25 times and record7
Sums and Whiskers
 Roll the number cubes 25 times and record
the sum of the faces in a frequency table or
line plot
 Find and record the experimental probabilities
of rolling each possible sum
 Compare and contrast your experimental
probabilities with the theoretical probabilities
Partners
for Mathematics Learning

8. Sums and Whiskers  Using your 25 sums, find the measures of8
Sums and Whiskers
 Using your 25 sums, find the measures of
center (mean, median, and mode)
 How do these data relate to the theoretical
probabilities?
 Create a box-and-whisker plot using your
25 sums
 How do these data represented on the
box-and-whisker plot relate to the
theoretical probabilities?
Partners
for Mathematics Learning

9. Sums and Whiskers  What data characteristics are masked9
Sums and Whiskers
 What data characteristics are masked
by the box-and-whisker plot?
 Compare your results with another pair of
participants
 Does variability exist between the two
samples?
Partners
for Mathematics Learning

10. Sums and Whiskers  What big idea is the focus of this activity?10
Sums and Whiskers
 What big idea is the focus of this activity?
 How does this activity help students relate
probability to data analysis?
 How does this activity help students think
about measures of center in relation to
probability and distribution?
Partners
for Mathematics Learning

11. Problem-Based Learning11
Three-Part Format for
Problem-Based Learning
 Before beginning the task
 Get students mentally prepared
 Be sure the task is understood
 Establish expectations
Teaching Student Centered Mathematics Grades 5 – 8
John A. Van de Walle and LouAnn H. Lovin
Partners
for Mathematics Learning

12. Problem-Based Learning12
Three-Part Format for
Problem-Based Learning
 Before beginning the task, students might
ask themselves
 What am I being asked to do?
 What facts do I know?
 Is there any information I need to pay
particular attention to?
 What kind of answer do I expect to get?
Partners
for Mathematics Learning

13. Problem-Based Learning13
Three-Part Format for
Problem-Based Learning
 How would you begin to develop these
behaviors in your students?
 What other preparation may be needed?
Partners
for Mathematics Learning

14. Problem-Based Learning14
Three-Part Format for
Problem-Based Learning
 During - working on the task
 Let go
 Provide hints
 Listen actively
 Encourage testing of ideas
Teaching Student Centered Mathematics Grades 5 – 8
John A. Van de Walle and LouAnn H. Lovin
Partners
for Mathematics Learning

15. Problem-Based Learning15
Three-Part Format for
Problem-Based Learning
 During - working on the task
 Support students doing the thinking
 Give pointers not step-by-step advice
 “Show me how you got your answer”
 “How do you know you are correct?”
Partners
for Mathematics Learning

16. Problem-Based Learning16
Three-Part Format for
Problem-Based Learning
 After - when the work is complete
 Provide feedback
 Use praise cautiously
 Engage the full class in discussion
Teaching Student Centered Mathematics Grades 5 – 8
John A. Van de Walle and LouAnn H. Lovin
Partners
for Mathematics Learning

17. Problem-Based Learning17
Three-Part Format for
Problem-Based Learning
 After - when the work is complete
 “Actionable” feedback helps students know
what to try again and what to avoid
 “Very clear explanation” or “You made a
good prediction”
 “How are the different approaches similar?”
Partners
for Mathematics Learning

18. X Marks the Spot  Make a prediction: Using your right hand,18
X Marks the Spot
 Make a prediction: Using your right hand,
how many x’s can you mark on cm grid
paper in 30 seconds?
 Collect the data: When the instructor says
go, begin marking x’s (from corner to
corner, diagonally) using your right hand
 The instructor will tell you when to stop
Partners
for Mathematics Learning

19. X Marks the Spot  Record your result on a sticky note and19
X Marks the Spot
 Record your result on a sticky note and
place sticky note on the class line plot
 Using the class data, complete the table
on the handout
 Repeat the process with your left hand
Partners
for Mathematics Learning

20. X Marks the Spot  Using the two sets of data, create a back20
X Marks the Spot
 Using the two sets of data, create a back
to back stem and leaf plot or stacked box
and whisker plots on graph paper
 Answer the questions on part two of the
handout and be ready to discuss your
findings
Partners
for Mathematics Learning

21. X Marks the Spot  Which set of data has the greater median?21
X Marks the Spot
 Which set of data has the greater median?
How can you tell this by looking at your
display of data?
 Which set of data has the greater mean? Why
do you think this set has the greater mean?
 Which set of data has the greater range? Do
outliers affect the range? Explain
Partners
for Mathematics Learning

22. X Marks the Spot  Analyze the data by describing the shape22
X Marks the Spot
 Analyze the data by describing the shape
and variability
 Interpret the data: What conjectures and
inferences can be made regarding the
class population?
 Why do we have to be careful trying to
make conjectures about a larger
population based on this data?
Partners
for Mathematics Learning

23. X Marks the Spot  How does collecting and analyzing23
X Marks the Spot
 How does collecting and analyzing
authentic data make connections for
students?
 How does looking at two samples of
related data allow students to make
conjectures and inferences about a
population?
Partners
for Mathematics Learning

24. Problem-Based Learning24
Problem-Based Learning
In our activities we provided structure and
organization for the tasks
 How do structured tasks such as these set
the stage for greater independence in
solving problems?
 What would be good problems for students
who have experienced these tasks?
Partners
for Mathematics Learning

25. Reflection  Reviewing the three-part format for25
Reflection
 Reviewing the three-part format for
problem-based learning, which of the
three phases do you see as a strength in
your classroom and in which phase do
you want to improve?
 Write a note to yourself
and put it in your
planning book
Partners
for Mathematics Learning

26. Renee Cunningham Kitty Rutherford Robin Barbour Mary H. Russell 26
DPI Mathematics Staff
Everly Broadway, Chief Consultant
Renee Cunningham Kitty Rutherford
Robin Barbour Mary H. Russell
Carmella Fair Johannah Maynor
Amy Smith
Partners for Mathematics Learning is a Mathematics-Science
Partnership Project funded by the NC Department of Public Instruction.
Permission is granted for the use of these materials in professional
development in North Carolina Partners school districts.
Partners
for Mathematics Learning

27. PML Dissemination Consultants27
PML Dissemination Consultants
Susan Allman
Julia Cazin
Ruafika Cobb
Anna Corbett
Gail Cotton
Jeanette Cox
Leanne Daughtry
Lisa Davis
Ryan Dougherty
Shakila Faqih
Patricia Essick
Donna Godley
Cara Gordon
Tery Gunter
Barbara Hardy
Kathy Harris
Julie Kolb
Renee Matney
Tina McSwain
Marilyn Michue
Amanda Northrup
Kayonna Pitchford
Ron Powell
Susan Riddle
Judith Rucker
Shana Runge
Yolanda Sawyer
Penny Shockley
Pat Sickles
Nancy Teague
Michelle Tucker
Kaneka Turner
Bob Vorbroker
Jan Wessell
Daniel Wicks
Carol Williams
Stacy Wozny
Partners
for Mathematics Learning

28. 2009 Writers Partners Staff Kathy Harris Rendy King Tery Gunter28
2009 Writers
Partners Staff
Kathy Harris
Rendy King
Tery Gunter
Judy Rucker
Penny Shockley
Nancy Teague
Jan Wessell
Stacy Wozny
Amanda Baucom
Julie Kolb
Freda Ballard, Webmaster
Anita Bowman, Outside Evaluator
Ana Floyd, Reviewer
Meghan Griffith, Administrative Assistant
Tim Hendrix, Co-PI and Higher Ed
Ben Klein , Higher Education
Katie Mawhinney, Co-PI and Higher Ed
Wendy Rich, Reviewer
Catherine Stein, Higher Education
Please give appropriate credit to the Partners
for Mathematics Learning project when using the
materials.
Jeane Joyner, Co-PI a nd Project Director
Partners
for Mathematics Learning

29. Module 1 PARTNERS for Mathematics Learning Grade 7 Partners