WELCOME
September 24, 2015:
Timely Mathematics Interventions
(TMI)
Grant Sponsor: Kentucky Department of Education(KDE)
Math and Science Partnership (MSP) Funds
Facilitated by: PIMSER-UK College of Ed, Kentucky Center for
Mathematics, UK Mathematics Department
Please help yourself to some refreshments and get focused for our day of learning.
We will begin promptly at 9:01 a.m.
The Partnership Institute for Math and Science Education Reform (PIMSER) is part of
the College of Education at the University of Kentucky.
It was established by the UK Board of Trustees in 2005.
Our goal is to support effective teaching and learning in science and math through
providing high quality learning experiences and programmatic support for districts
and their educators in grades K-12.
@UKPIMSER
facebook.com/ukpimser
www.uky.edu/pimser
PIMSER FALL 2015 PROFESSIONAL LEARNING
MATH
Achieving Success in the Algebra II and Calculus Classroom with Underserved Students
For Algebra 2, Calculus, Pre-calculus and AP Calculus teachers
Academy for Effective Math Teaching
Intermediate/Middle School Academy for teachers grades 3-8
High School Academy for teachers grades 9-12
SCIENCE
NGSS Short Courses
For teachers grades K-12; 10 courses available
ACT Boot Camp for Science Teachers
2-day session
SparkFun Workshops
Elementary, Middle, and High School sessions
NEW TEACHERS
SMART Start – New Math & Science Teacher Academy
For teachers with 0-5 years experience, grades K-8
Registration and full information on our website, www.uky.edu/pimser
PIMSER can provide customized and targeted professional learning to your district or school. Contact us at 859-2574836 for more details.
Timely Mathematics Intervention (TMI)
Timeline: February 2014- September 2016
Overarching Goal:
1. To develop a deep understanding of strategies and tools used for
Tier I intervention (majority of students) at the classroom level.
2. To develop a deep understanding of number as it relates to success
in Algebra.
Community of Practice—making meaning to
improve our mathematics classroom practice
Tweet #PIMSERTMI
FACILITATORS
Kim Zeidler-Watters, PIMSER, Director
Dr. Carl Lee, Dept. of Mathematics, UK
Pam Harned, PIMSER Regional Teacher Partner
Jamie-Marie Miller, Lincoln MS and PIMSER Regional Teacher Partner
CLIMATE CONTROL
RULE OF TWO FEET
SILENCE YOUR CELL PHONE
KEEP THE WORK ABOUT THE MATH
KEEP SIDEBAR CONVERSATIONS TO A MINIMUM
TMI in Rewind…August Meetings
• Practiced using our TI N-Spires Calculators
• Learned about the high versus low cognitive demand tasks
• Learned about 3 Types of Questions that increase rigor in
classroom discourse
• Practiced writing the 3 Types of Questions in a carousel
• Played card games to build fluency
SEPTEMBER HOMEWORK
• Practice your question writing skills with using the three types of
questions:
• Bring the following:
• Questions you have written in the three types
• Reversibility
• Generalization
• Flexibility
• Samples of Student Responses
Today’s Learning Activities
3 Types of Effective Questions
Standards Dig
Table Top Strategy
Math Stations
Today’s Learning Targets
• I am learning three types of ways to pose more effective questions in
my class
• I am learning about ratios and proportional reasoning
PGES Connection
Today’s Focus!!!
Domain 1—Planning & Preparation
Component 1A:Demonstrating
Knowledge of Content and
Pedagogy
• Knowledge of Content and the
Structure of the Discipline
• Knowledge of Prerequisite
Relationships
• Knowledge of Content-Related
Pedagogy
Component 3B: Using
Questioning and
Discussion Techniques
• Quality of Questions
• Discussion Techniques
• Student Participation
Today’s Learning Power
HAVE A GO!
Have a growth mindset
Don’t worry if it goes wrong
Learn from mistakes
Be excited to try new things
Linear Lingo
• Look on p. 120: Group and Label
• Activity used to review our work with linear equations
and their multiple representations
• PLEASE TAKE 10 MINUTES TO COMPLETE
LET’S RE-EXAMINE…
QUESTIONING!!
• A typical measurement problem…
Find the area of a rectangle that has
a width of 4 inches and a length
of 5 inches.
Reversibility Questions
• HOW TO:
• Provide an answer and the student must provide the problem.
• HOW THIS COMPARES TO OUR EXAMPLE PROBLEM:
• A rectangle has an area of 20 inches square. What
dimensions are possible for a rectangle to have an area
of 20 inches square?
Generalization Questions
• HOW TO:
• Ask students to find or describe patterns they see.
• HOW THIS COMPARES TO OUR EXAMPLE PROBLEM:
• Examine the rectangles below. Describe how to calculate the area of each
one of these rectangles.
k
s
???????
Flexibility Questions
• HOW TO:
• Provide a question or task that can either be solved in multiple ways or
students find relationships between
• HOW THIS COMPARES TO OUR EXAMPLE PROBLEM:
• Describe how you would find the area of the
shape to the right.
Create Your Own High Cognitive Task
• Move into grade level groups (NO MORE THAN 3 PER GROUP)
• Think about a typical question you may pose for your students that is of a lower
cognitive demand. If you are stuck, look at Dr. Lee’s Algebra Tile handout for
ideas on math topics or think of your content
• Write to an algebraic or number computation concept
• Rewrite the concept using ALL of the questioning techniques:
• Reversibility
• Generalization
• Flexibility
• Write on poster paper. We will share in 15 minutes
FEEDBACK CAROUSEL
• Materials Needed: Post-it Notes and Pen/Pencil
• Stand in front of the poster your group created
• Move clockwise to the next poster
• For four minutes your group will review the questions on the poster.
Provide feedback for revisions on post-it notes. Leave for the group
on their poster
• Move to the next poster WHEN TIME IS CALLED TO MOVE
• When group gets back to poster, review feedback and make revisions
on new poster paper. DON’T THROW AWAY YOUR ORIGINAL WORK
Proportional Reasoning and the Bad Date
• http://mathsnacks.com/baddate-en.html
Standards Dig!!
• Brainstorm words that are synonyms for ratio and proportional
reasoning. You have 1 minute!!
• Stay in your grade level groups from the Questioning Carousel
activity
• 6th, 7th, 8th, HS (look at both algebra and geometry) will investigate
what their standards say about ratio/proportional reasoning. Write
and highlight on your copy of the Standards.
• Report out findings on chart paper and share out
Reflection Time: Standards Dig!!
• What did you learn about the progression of ratios and proportional
reasoning as a student moves middle to high school curriculum?
• What will you focus more on in your classroom instruction of ratios
and proportional reasoning?
• What will you change in your classroom instruction of ratio and
proportional reasoning as a result of this Standards Dig?
Table Top
• Partner or group strategy
• Materials needed:
• 1 piece of chart paper per group
• Markers
• Manipulatives (if needed)
• Show all work on the chart paper…it is a collective body of work!
• Purpose: To foster both individual and group work along with
mathematical discourse on a mathematical task
TABLE TOP HOW TO…
• After grouping students, provide each group with materials (chart
paper, markers, math task prompt, and any manipulatives)
• Provide the math prompt for each participant on a slip of paper.
• Teacher will read aloud the prompt and then have more 2 students to
read the prompt aloud to the class. Field any questions.
• Provide 2 minutes of individual work time…Students must write on
the corner of the chart paper.
• After individual work time, group works together to provide the
solution(s) for the task IN THE CENTER OF THE CHART PAPER.
• Teacher circulates the room to determine which groups will share out
their work to the group.
Festival Proportional Task
• Use your knowledge of ratios and proportional reasoning to
find the number of children in at least three ways:
•The ratio of adults to children at a
festival is 2:5, or 2/5. If there are 198
adults, how many children are there?
• From: Building Proportional Reasoning: Across Grades and Math Strands, K-8 by Marian Small
Reflection Time!
TABLE TOP STRATEGY
Have a 3 minute conversation with your table group.
• How could the Table Top strategy be useful in the classroom?
• What could be some issues with the Table Top strategy?
• What topics could lend themselves easier to the Table Top Strategy?
LUNCH
APPLY WHAT YOU’VE LEARNED
Proportionally Speaking
• Choose two of the four tasks from the handout:
Proportionally Speaking
• Solve the two tasks INDIVIDUALLY using as many methods
as possible.
• You have 10 minutes and then we will share with partners.
Ratio Rambling
• Fractions can be associated with any ratio situation. Write as many
fractions as possible along with a sentence describing the fraction
from the task below:
• Example: 4/7 describes the fraction of red circles to the total
number of circle represented.
• From: Building Proportional Reasoning: Across Grades and Math Strands, K-8 by Marian Small
•
Ratio Rambling and Diving into
Marian Small’s Proportional Reasoning
• Read p. 63-65 in Marian Small’s Proportional Reasoning book
• In light of the 3 Types of Questions
(Reversibility, Generalization and Flexibility),
• Look at Good Questions to Ask on p. 65.
• Classify each question based on the 3 Types of Questions.
MATH STATIONS
MATH STATIONS GROUPS
• Group A: Carrie, David F., Courtney, Pat
• Group B: Jake, Rebecca, Charla, Christel
• Group C: Maggie, Jonathan, Stephanie M., David N.
• Group D: Erin, Trey, DeWayne, Sarah
• Group E: Matt, Essien, Celena, Susan
• Group F: Sue, Lizzie, Jordan, Kellie
• Group G: MacKensie, Chris, Linda, Justin
• Group H: Tom, Stephanie B., Jeremy, Mark
OCTOBER HOMEWORK
• ?????
GAME TIME:
Ratio Game
HOW ARE WE DOING?
• Please provide us with a little formative feedback on today’s session
so that we can better meet your needs in October.
Enjoy the Fall weather and fun!! See you on OCTOBER 21st!!