1. M ATH S TUDY G ROUP M EETING Simi Minhas CFN204

2. L ESSON S TUDY : D R. T AKAHASHI

3. W HAT IS LESSON STUDY ? Read ‘Lesson Study Project’ Discuss: What is lesson study? What are some of the components that we’re already using? What was interesting to you?

4. T HREE LEVELS OF TEACHING

5. P RINCIPLES TO ACTION : NCTM BELIEFS ABOUT TEACHING AND LEARNING

6. Small group discussion: What struck you the most? What kinds of beliefs do most educators hold? How can we switch to some of the more productive beliefs?

7. P ROBLEM SOLVING

8. L ESSON STUDY CYCLE

9. P ROGRESSION OF LEARNING

10. A DDITION : K INDERGARTEN AND FIRST GRADE

11. C OMMON C ORE S TANDARDS

12. U NPRODUCTIVE V S P RODUCTIVE B ELIEFS

13. S HOW ALL THE DIFFERENT WAYS TO SOLVE THE PROBLEM Denise collected 9 acorns and John collected 4. How many did they collect altogether?

14. P URPOSE FOR SELECTING AND POSING THE PROBLEMS IN A PARTICULAR ORDER Why do you think the problems were posed to students in this particular order?

15. I NQUIRY BASED LEARNING Pose HOT problems that students can investigate

16. D ESIGN SERIES OF LESSONS TO TEACH A CONCEPT AT A DEEPER LEVEL

17. W ORD PROBLEMS Think about the use of visuals. Can the students use the visuals to solve the problem? Why?/why not?

18. M ATH ACTIVITIES TO REINFORCE CONCEPTS

19. A DDITION BINGO

20. H IGHER ORDER THINKING QUESTIONS

21. S UBTRACTION EXPLORATION

22. E XAMPLE OF FIFTH GRADE PROBLEM Think about the mathematical practices that are being addressed in the task.

23. Thought Provoking Questions

24. P OSSIBLE SOLUTIONS Multiple solution pathways shared in one lesson, instead of teaching one strategy at a time.

25. B EYOND SHOW AND TELL

26. L EVELS OF CLASSROOM DISCOURSE Read-Levels of Classroom Discourse Underline the parts that … Speak to you Seem impossible to attain Validate /match your view about math discourse How can we attain level 3 in math discourse? What steps are necessary to facilitate that?

27. R EDEFINING S TUDENT AND T EACHER S UCCESS How is student and teacher success defined in this document? How do effective teachers implement the mathematical practices in the classroom?