Math CAMPPP 2011: Proportional Reasoning – Breakout # 2
Building Learning Goals and Consolidating Questions
MO:20 min
A: 40 min
(10+20+10)
C: 15 min
75 min
Minds On…
Math Learning Goals
 Responding: Recognize the importance of clearly identifying:
 What we want students to know (learning goal).
 How we will know that they learned it (consolidating question).
 Responding : Practice designing lesson frameworks by starting with learning goals
and consolidating question(s).
 Important Math: Explore proportional reasoning concepts in curriculum
documents.
Individual Read and Reflect
Hand out individual copies of BLM PR2.1 The House (I Read It But I Don’t Get It, Cris
Tovani, 2000). Explain that each table group will be assigned a different perspective/lens
to use when reading the passage (the perspective of a burglar, the perspective of a house
buyer, the perspective of an insurance agent or no particular perspective). Do not share the
variety of perspectives with the whole group until the debrief. Instruct participants to
individually highlight what is important in the passage using the perspective/lens that they
have been given. Allow approximately 5 minutes for instructions and the activity.
Small Group  Consensus
Allow approximately 10 minutes for each table group to share their ideas and come to
consensus on what they believe to be the top 3 key items that they would like to share
with the whole group based on their assigned perspective. Explain that they must justify.
Whole Group  Debrief
Ask each table group to share their assigned perspective and the top 3 key items that
someone with that perspective would find important from the article. Summarize by
asking the group what they think the purpose of the activity was. Sample answer: It is
important to know the purpose when reading the article. Different lenses produced
different key features about the house. Similarly, it is important for the teacher/students to
know the purpose/learning goal for a lesson. Allow approximately 5 minutes.
Whole GroupDiscussion
Show participants the resource “Big Ideas and Questioning K-12: Proportional
Reasoning” from the Edugains website. (Note: This is provided on the participant’s jump
drive.) Together, examine and discuss the Curriculum Expectation, Learning Goal and
Consolidation Questions on pages 6, 10 and 16 for both Intermediate and Senior students.
PairsConnecting
Ask participants to move to a corner of the room designated for each grade and then find a
partner in that corner who is interested in working on a common course. Partners are
given chart paper and markers. Using their course, they are to choose an expectation that
addresses proportional reasoning. On the chart paper record: (1) the Curriculum
Expectation, (2) the Learning Goal and (3) a Consolidating Question. In addition, include
a statement related to the Big Idea/Enduring Understanding that this curriculum
expectation addresses. Participants post their chart paper around the room.
Connecting Expectations, Learning goals, Consolidating Questions/
Observations/Mental Note: Observe to check that participants understand the
connections and provide assistance as necessary
Whole Group Gallery Walk
Participants view the work of one another in a gallery walk format. Explicitly look for
connections between the curriculum expectation, learning goal, consolidating question.
Whole GroupDiscussion
Consolidate Questions to discuss: (allow approximately 10 minutes)
 What are some of the important differences between the curriculum expectation and the
Debrief
learning goal? Why is it important that we make this distinction?
 Would you always state the learning goal at the beginning of the lesson? Why/why not?
 What do you consider to be the characteristics of a good consolidating question?
Action!
Reflection
Home Activity or Further Classroom Consolidation
Individual  Perspective Passport / Math Map
Provide time for participants to individually reflect on their learning/ possible next steps
and record in their Perspective Passport or on their Math Map. Allow about 5 minutes.
Breakout 9-12
Materials
 BLM PR2.1
 BLM PR2.2 (copy for
facilitators only)
 Highlighters
 Chart Paper and
Markers
 Curriculum documents
 Powerpoint
Note: The purpose of the
house is activity is to
highlight the importance of
knowing the
purpose/learning goal of the
lesson.
The facilitator will need to
cut out the various
perspectives from BLM
PR2.2 Reading
Perspectives and give one
to each table.
Note: Facilitators may
choose to use different
pages and different
examples from the
resource. The purpose of
this discussion is to provide
participants with exemplars
for the activity which
follows.
One facilitator leads the
discussion while the second
facilitator records responses
on chart paper.
(auditory/visual)
PR2.1: The House
The House
The two boys ran until they came to the driveway. “See, I told you
today was good for skipping school,” said Mark. “Mom is never home
on Thursday,” He added. Tall hedges hid the house from the road so
the pair strolled across the finely landscaped yard. “I never knew your
place was so big,” said Pete. “Yeah, but it’s nicer now than it used to
be since Dad had the new stone siding put on and added the
fireplace.”
There were front and back doors and a side door that led to the
garage, which was empty except for three parked 10-speed bikes.
They went in the side door, Mark explaining that it was always open in
case his younger sisters got home earlier than their mother.
Pete wanted to see the house so Mark started with the living room.
It, like the rest of the downstairs, was newly painted. Mark turned on
the stereo, the noise of which worried Pete. “Don’t worry, the nearest
house is a quarter mile away,” Mark shouted. Pete felt more
comfortable observing that no houses could be seen in any direction
beyond the huge yard.
The dining room, with all the china, silver, and cut glass, was no
place to play so the boys moved into the kitchen where they made
sandwiches. Mark said they wouldn’t go to the basement because it
had been damp and musty ever since the new plumbing had been
installed.
“This is where my Dad keeps his famous paintings and his coin
collection,” Mark said as they peered into the den. Mark bragged that
he could get spending money whenever he needed it since he’d
discovered that his Dad kept a lot in the desk drawer.
There were three upstairs bedrooms. Mark showed Pete his
mother’s closet that was filled with furs and the locked box that held
her jewels. His sisters' room was uninteresting except for the color TV
that Mark carried to his room. Mark bragged that the bathroom in the
hall was his since one had been added to his sisters' room for their
use. The big highlight in his room, though, was a leak in the ceiling
where the old roof had finally rotted.
(Reference: Cris Tovani, I Read It, But I Don’t Get It, Stenhouse Publishers, 2000)
PR2.2: Reading Perspectives
The following is to be used with The House reading activity. Cut the table below into strips and give one
strip to each table group. Explain to them that this is their ‘assigned perspective’ to use when reading
the passage.
Read the passage The House and
highlight important information from the
perspective of a House Buyer.
Read the passage The House and
highlight important information from the
perspective of a Burglar.
Read the passage The House and
highlight important information from the
perspective of an Insurance Agent.
Read the passage The House and
highlight what you consider to be
important information that the writer is
trying to convey.
Read the passage The House and
highlight important information from the
perspective of a House Buyer.
Read the passage The House and
highlight important information from the
perspective of a Burglar.
Read the passage The House and
highlight important information from the
perspective of an Insurance Agent.
Read the passage The House and
highlight what you consider to be
important information that the writer is
trying to convey.