1. February MTL Meeting February 8 th and 10 th Kevin McLeod Hank KepnerMary Mooney Connie LaughlinBeth Schefelker Precisely My Dear Watson

2. We Are Learning To… Attend to precision in definitions, reasoning and discussions in a math task. Understand the sixth Standard for Mathematical Practice: Attend to Precision.

3. Success Criteria We will be successful when we can accurately express the meaning of variables in a solution to an algebraic task

4. Precision Linguistic Communicating precisely by using clear definitions and symbols Number Expressing numerical answers with a degree of precision appropriate to the context

5. Launch You cheered on the Packers and during the Super Bowl collected a stack of 64 commemorative cups. You begin to wonder how tall is a stack of 64 cups?

6. Explore Use the stack of cups to brainstorm ideas that would help to find the height of sixty- four cups. What ideas do you have to consider? height of cup height of rim nesting cups measurement tools

7. Here’s the challenge… Use what you know about a standard piece of paper to help you determine a process to find the height of 64 cups. Discuss your findings with your group. Come to an agreement on a solution process.

8. Coming to a conclusion… Record your thinking, step by step, using pictures, words, and numbers. Choose one representation to put on chart paper and post around the room.

9. Mathematically proficient students communicate precisely to others. Read the Standard for Mathematical Practice #6 What does the standard say that students need to be able to do? What would you expect to surface on student work that would exemplify this standard?

10. Gallery Walk Take a gallery walk around the room analyzing each tables solution as displayed on the poster. Think about how the work displayed connects to the ideas discussed in Mathematical Standard for Practice #6 Attends To Precision. Return to your table group. Discuss the features in the work that connected or didn’t connect to the standard.

11. Standard for Math Practice #6

12. What did you notice? What did you notice about the approaches tables used to find a solution to the task? In what way did you notice the Standard “Attend to Precision” surface on the charts?

13. In what way would these directions have affected the Standards for Mathematical Practice? Stack enough cups that is approximately the same measure of the width of a standard piece of paper (8.5” by 11”). Stack enough cups that is approximately the same measure as the length of a standard piece of paper. Discuss your findings with your group. Come to an agreement on how you will record your results.

14. What is needed to make this more precise? C = cups R = rim C + 14R = 11 C + 9R = 8.5 5R = 2.5 R=.5 c + 4.5 = 8.5 64 cups c = 4 inches4 + 63(.5) = 35.5

15. An excited student says… Looking at her paper, Beth exclaimed, “Hey, 5 rims is about 2.5 inches, that is so cool, you want my paper now?” Has she found a solution to the original question, “What is the height of 64 cups?” What feedback would you offer Beth to encourage her to continue her work in finding a solution as well as pushing her to speak and write precisely about the mathematics.

16. Standard for Math Practice #6 Thinking about “Attends to Precision”, what teacher moves would help students’ understanding of precision?

17. We Are Learning To… Attend to precision in definitions in reasoning and discussion in a math task Understand the sixth Standard for Mathematical Practice: Attend to Precision.

18. Summarize In your group, record your understanding about Attending To Precision. What new ideas emerged as a result of the work we did today?

19. Success Criteria We will be successful when we can accurately express the meaning of variables in a solution to an algebraic task.