1. Modelling in a Parallel Universe

2. Learning Goals Practice posing parallel and open questions Refine understanding of how different representations of relationships highlight different characteristics or behaviours and can serve different purposes. Highlight the importance of being conscious and explicit about instructional decisions; specifically, the exploration of different models

3. Notes from the Exit Cards Common threads in student struggles for our group –Algebraic manipulation (factoring, completing the square, expanding, etc…) –Connecting the concrete to abstract concepts –Understanding graphs –Connecting representations –Making connections in general

4. Notes from the Exit Cards Common threads in our own struggles –How do we find time to create all this ‘stuff’ –How do we find time to deliver all this ‘stuff’ –How to modify favourite activities to incorporate high yield strategies –Connecting abstract and concrete ideas How do we use algebra tiles effectively in the classroom –The meaning/differences between the big ideas and writing lesson goals How do we get to the skills too?

5. Minds On – Parallel Tasks Determine the equation of a function with the following properties: Option 1Option 2 Quadratic Passes through (–1, 5) Has zeros 4 and 5 Quadratic Passes through (–1, 5) Has zeros and

6. Follow-up Questions Did you draw a graph? Did you use algebra? Which did you do first? Why?

7. Follow-up Questions Could you have predicted whether the ‘a’ value was positive or negative before you actually calculated it?

8. Follow-up Questions Is the value of ‘a’ what you expected? Explain.

9. Follow-up Questions Did you need all three pieces of information? Why? Or Why not?

10. Follow-up Questions How did you determine the equation?

11. Follow-up Questions How would the function change if the given point (-1, 5) changed to (-1, -5)?

12. this activity address How did Why did Did the big ideas? the lesson goal?

13. Minds On – Parallel Tasks con’t Select one of the parallel tasks Form a group with others working on the same task Complete the task by selecting one of the questions and then prompt each other using the follow-up questions provided Match the parallel task to a big idea and then find all the expectations that are addressed by the two parallel tasks

14. Minds On – Parallel Task 4 U 2 do Identify one struggle that you believe your students have when studying quadratics and the corresponding expectations Find a like-minded partner Develop one parallel task as well as the follow-up questions

15. Action – Algebra Tiles

16. this activity address How did Why did Did the big ideas? the lesson goal?

17. Consolidate – Revisiting ll Tasks Join with another pair Exchange parallel tasks for feedback, using the probing questions Write suggestions on sticky notes

18. this activity address How did Why did Did the big ideas? the lesson goal?

19. Consolidate – Exit Cards Please fill in your exit card and hand it in to one of us as you leave!