1. Presented by: Rebecca Young, CRT December 2017
Math Tasks
Presented by: Rebecca Young, CRT
December 2017

2. Models of Instruction
Look at the 2 images below. What do you notice? What do you wonder?
Ask participants when looking at this diagram, what do they notice, what do they wonder?
This means shifting from the traditional gradual release instructional model to a more inquiry based model of learning. The goal of this shift is to adequately prepare students to solve content in multiple ways, based on their deep understanding of the content. We are aiming to do more than simply prepare students for a test with very narrow parameters.

3. Ask participants to note the differences in instruction
Ask participants to note the differences in instruction. Ideal responses include:
Gradual release:
Teacher starts by explicitly telling students content
Much more teacher talk
Students are assessed to mirror what the teacher modeled in class
Inquiry based:
Teacher starts by asking students a question
Students work to solve a problem
Teacher teachers after it’s been identified where exactly students need support
Students are assessed based on the new information they learned in class (not asked to parrot steps / actions the teacher modeled for class)

4. Gradual Release Instruction

5. Inquiry Based Instruction
Students should THINK about math content on their own, SHARE their thoughts with peers, and finally CONFIRM ideas through reflection and revision of answers.

6. Math Tasks Provide… Learning by Discovery! Rigorous Instruction!
Standards Based Instruction!
Facilitate, don’t lecture!
Let the students do the heavy lifting!
They should leave tired, not you!
Embrace the Productive Struggle!

7. DAILY LEARNING TARGET – Interpret a Fraction as a Division
Day 1 - Overview
DAILY LEARNING TARGET – Interpret a Fraction as a Division
I can interpret a fraction as division of the numerator by the denominator.
STANDARD/S
MAFS.5.NF.2.3 Interpret a fraction as division of the numerator by the denominator ( = a ÷ b). Solve word problems involving division of whole numbers leading to answers in the form of fractions or mixed numbers, e.g., by using visual fraction models or equations to represent the problem.
Slide 11:
Introduction:
DAILY LEARNING TARGET – Interpret a Fraction as a Division
I can interpret a fraction as division of the numerator by the denominator.
STANDARD/S
MAFS.5.NF.2.3 Interpret a fraction as division of the numerator by the denominator ( = a ÷ b). Solve word problems involving division of whole numbers leading to answers in the form of fractions or mixed numbers, e.g., by using visual fraction models or equations to represent the problem.
T: With a partner review the meaning of the words fractions, numerator, and denominator.
S: Ideal partner conversations will identify a fraction as a part of a whole, the numerator the number of pieces being represented, and the denominator as the total number of pieces in the whole.

8. 5th Grade Math Task