1. Welcome to Day Three

2. Agenda Number Talk Linear Function Video Cases Break SMP’s 6-8 Lunch
The Problem
SEC Survey Administration
Reflection

3. Number Talk

4. Preparing to Solve the Task
How many sides does a triangle have?
If each side has measure of 1 unit, what is the perimeter?
How many sides are exposed when two triangles are joined?
What is the perimeter?

5. Analyzing the Task Individually, consider the structure of the task.
Describe how the task is changing.
Record your explanation.

6. Solving the Task

7. Sharing the Task Individual Think Time Pair Share Small Group Discuss
Whole Group Sharing

8. Preparing to View Video
Norms for viewing teacher video.
Video Transcriptions

9. Video 1: “Triangles in Row”

10. Video Notes
Make notes of important and/or significant aspects of the video.
Preparing for 2nd Video
Video Transcripts

11. Video 2: “Isn’t It Plus 4”

12. Video Discussion
Consider these questions individually, then discuss with a partner.
What evidences of student thinking did you observe?
What was an important point you noticed in the video?
Where there any evidences of the SMP’s?

13. Possible Solutions

14. Math Notes What SMP’s did you find yourself engaging in with the task?
What was mathematically significant for you as you interacted with the task, task strategies and videos?
What are the important mathematical ideas you want to remember about this session?

15. BREAK

16. Common Core SMP The Standards for Mathematical Practice
Student Reasoning and Sense Making about Mathematics

17. The Standards for Mathematical Practice Student Reasoning and Sense Making about Mathematics
Make sense of problems and persevere in solving them
Reason abstractly and quantitatively.
Construct viable arguments and critique the reasoning of others.
Model with mathematics.
Use appropriate tools strategically.
Attend to precision.
Look for and make use of structure.
Look for and express regularity in repeated reasoning.

18. Engaging in the Standards for Mathematical Practice
Independently read the assigned standard then:
Work with your group to create a concise representation of this standard on a large white PostIt paper.
Work with your group to explain how this standard was exhibited (or not) by us as we engaged in any of the tasks during the our first year or this summer. Concisely write these on your large PostIts.

19. Engaging in the Standards for Mathematical Practice
After you have created a Post-It describing the standard work together to create:
A role play scenario of how the SMP would look in the classroom. Your group will decided on the context, the mathematics task, manipulatives, etc.
Audience – When others are doing their role play identify specific moments when you see the standard exhibited.

20. LUNCH

21. The Machine
1, 2, 3, 4, 5, 6, ……95, 96, 97, 98, 99, 100
Dr. Matney has a machine that takes two number cards, finds the product of those two numbers and then adds it to both numbers. In the process the machine destroys the two number cards but it creates a new number card with the result. For example, if you gave the machine a 2 and 4, it would destroy them but give a card back that said 2X4+2+4= 14.
This operation repeats until only a single number card remains. What are the possible values for that remaining number?
Imagine that all the numbers from 1 to 100 inclusive are written on the blackboard. At every stage, you
are allowed to erase two numbers that appear on the board (let’s call the numbers you erased x and y) and
in place of the two erased numbers, write the number x+y +xy. Repeat this operation until only a single
number remains.
What are the possible values for that remaining number?
-Have the teachers begin investigating it for a while – Then pull everyone back together to discuss how they are approaching the problem, what mathematical questions they are asking along the way. --look at a simpler problem, perhaps just 1,2,3,4, and 5 ?

22. BREAK

23. SEC Survey Administration

24. Curriculum Connections
Review the CCSSM Algebra Standards for your grade level.
How do the activities today align with the algebra expectations at your grade level?
How will you use the activities next year with students?

25. Time of Reflection
Take a few moments to reflect on SMP’s connected to the content tasks we did today. -- Name of the task and related SMP’s -- Evidence for the chosen SMP’s -- Jot down how you contributed to our shared community of professionals and what mathematical and/or pedagogical knowledge you are taking away from today.