What’s golden?
DAY 5
Agenda
• Norms
•
• Morning Jumpstart: Wink –
Blink – Stare
•
• The Wink Game
•
• From The Giver to The TwentyOne Balloons (MTMS)
• Designing lesson #2
• Lunch
• Launch after Lunch: Spinning
to Win!
How Many Spins to Win the
Prize?
Reflecting on SMCs and SMPs
Daily Evaluation
Week 2 Revisions
• SMPs – a focus on one of them each day
–
–
–
–
SMP 2 Monday
SMP 3 Tuesday
SMP 7 Wednesday
SMP 4 Thursday (revisit)
• Coherence – What do you mean no more than 3 SMPs?
• Lesson plans are due by June 30 to Jessica (jbelche@bgsu.edu)
• Mathematical Discourse reading – be ready to discuss on
Thursday
• Post-it notes – just one
– Positive or potential change
• Be on time and adhere to time requests.
Week 2 Goals and Outcomes
• To develop robust knowledge of probability and data analysis
(SP) topics addressed in the grades 6-8 SMCs.
• To make sense of and identify the SMPs within lessons.
• To write two lessons that attend to UDL (in some fashion) and
will teach during 2015-2016.
– In sum, these skills and proficiencies will transfer to our Year 2 lesson
studies.
Evolving Norms for this PD
• We will be ready for class and use our class time effectively.
• We will keep our focus on learning and use technology for personal
reasons during breaks.
• We will be respectful of each other’s time and space and work
efficiently.
• We will actively participate by (a) listening to each other, (b) giving
others our attention, (c) not speaking when someone else is talking,
and (d) regularly sharing our ideas in class.
• If we disagree with someone or are unclear, we will ask a question
about his or her idea and describe why we disagree or are confused.
• We will ask questions when we do not understand something. We
will comment on others’ ideas rather than the person.
Evolving Norms for this PD
• We will take advantage of opportunities to share ideas and gather
feedback through presentations.
• We will encourage one another to share ideas.
• We will show our appreciation to one another for their ideas.
• If we disagree with someone or are unclear about their ideas related
to mathematics content and pedagogy, we will ask a question about
his or her idea and describe why we disagree or are confused.
• We will ask questions when we do not understand something about
mathematics content and pedagogy.
• We will comment on others’ ideas about mathematics content and
pedagogy rather than the person.
Evolving Norms for this PD
• We will always look for another approach to solve problems.
• We will use pictures, graphs, tables, symbols, numbers,
manipulatives, and/or words to assist us while doing mathematics.
• We will persist with every problem and examine it from multiple
perspectives.
• We will be mathematically precise whenever possible.
• We will explain and justify our ideas in a way that everyone can
understand.
Reflecting on SMCs and SMPs
• Share across your table the different SMPs and
SMCs addressed by Friday’s activities.
– Be purposeful indicating what specific behaviors or
habits led you to conclude that you engaged in a specific
SMP.
– Similarly, what did the instructor(s) do to
encourage/foster/facilitate that SMP?
– One group member will add to the list at the front of the
classroom.
Morning Jumpstart: Wink – Blink – Stare
This is a variation of Rock – Paper – Scissors!
Have fun! 
Stare beats
Blink
Blink beats
Wink
Wink beats Stare
The Wink Game
The Wink Game
In your cup are chips that are marked either with a dot or a
dash. You will pick one chip, record the symbol on the chip,
and return the chip to the cup. Then you will pick a second
chip from the cup, record its symbol, and then return it to the
The WinkaGame
cup. The result will be a Wink,
Blink, or a Stare.
Which of these results (Wink, Blink, or Stare) do you think will
occur more often, or do you think they will occur about the
same number of times? Why? Record your prediction and
reasoning on the back of the handout.
The Wink Game
Simulating and Analyzing The Wink Game
The Wink Game
Reading and Reflection
From The Giver to The
Twenty-One Balloons:
Explorations with Probability
(Mathematics Teaching in the Middle School, May 1999)
Lesson Design
• Work in grade-level teams to plan a set of lessons
that everyone can use.
• Think about:
– Who is focusing on what SP content standards?
– How will all 8 SMPs be addressed across the group’s
lessons?
– What TTLP questions will you (individually) focus on?
– How will students be assessed? (This doesn’t have to be
formal!)
LUNCH
Launch after Lunch: Spinning to Win!
Spin and land on silver to win a
bag of candy for your table!
Each spin costs 3 Hershey Kisses.
You must buy all of your spins at one time.
If you win, your turn is over.
How many spins do you want to buy?
How Many Spins to Win the Prize?
At the school carnival, there is a game in which students spin
a large spinner. The spinner has four equal sections: silver,
green, blue, and red. Each section represents the color of the
toy car that can be won. To play the game,
Sarah has to buy some tickets at the ticket
booth. She needs one ticket each time she
spins the spinner. She also wants to win a
silver toy car. If the spinner stops on silver
on her first spin, Sarah wins. If not, she has
to spin the spinner until it stops on silver. So, she needs to
decide how many tickets she should buy to play this game to
win a silver toy car.
Reflecting on SMCs and SMPs
• Share across your table with different SMPs and
SMCs addressed by today’s activities.
– Be purposeful indicating what specific behaviors or
habits led you to conclude that you engaged in a specific
SMP.
– Similarly, what did the instructor(s) do to
encourage/foster/facilitate that SMP?
Take Care
• Please complete the assessment and give it to one
of the instructors.
• You may leave personal items in the room (e.g.,
books, calculators, and notebooks).
• Please help us keep the room in order by throwing
away any trash and tidying your area.
• Bring snacks, drinks, and/or other food to share!
• See you tomorrow and travel safely!