Job Alike ERPD
Middle School Math
Troutman Middle School
Cindy Farmer and Magdalena Steytler
Agenda
Norms
O Cell phones on Silent
O Remain positive and willing to share
O Respect the view and opinions of others
O Be on time for the start of sessions
O Participate in group activities
Movie Math
Come see a demonstrated lesson from the
book, “Movie Math Mania” published by Aims
Education. This resource includes lessons that
use movie clips to engage students as they
develop their understanding of estimation,
signed numbers, proportional reasoning,
statistics, geometry and algebra.
Modeling math
See how to use the
diagrams described in the CCSS unpacking to
model ratios, rates, proportional and nonproportional relationships, and problem
solving. Includes highlights from Singapore
Math and Thinkingblocks.com.
These are the models that CCSS asks for and
which bridge the gap between concrete and
abstract thought.
Manipulating Math
See a demonstration of “Hands-OnEquations”. Using this tool to make concrete
meaning of equations will help students
understand more deeply such concepts as
the meaning of equality, the concept of the
unknown and combining like terms. The
techniques used help students learn to
“explain” the math involved in equation solving
to others in a game-like format.
Mini-Math
How do we present deeper problems and
tasks, yet provide students the opportunity to
review and practice those basic skills
necessary for those deeper problems and
tasks? In this session, we will explore Mini
Math, a strategy that can be used daily to keep
students’ math skills sharp. Walk away with a
review you can use in your next class!
Learning targets
O I can continue to deepen my knowledge
about common core standards and new
instructional practices
O I can collaborate with teachers across the
district to modify existing resources to better
align with common core and new
instructional practices.
O I can use today’s learning to develop my own
common core aligned strategies and
learning tasks
http://iss.schoolwires.com/Page/40993
“Take fairly compelling
elements of problems from
textbooks and rebuild them
in a way that supports math
reasoning and patient problem
solving.” (Meyer, 2010)
TASK A
GEOMETRY: For exercises 1 and 2, use the diagram
below that shows the perimeter of the pattern consisting
of trapezoids.
1. Write a formula that can be used to find the
perimeter of a pattern containing n trapezoids.
2. What is the perimeter of the pattern containing 12
trapezoids?
(Glencoe (2005), Algebra 1, p.237, #45-46)
TASK A’
GEOMETRY: Use the diagram below that shows a pattern consisting
of trapezoids.
1. Make as many observations as you can about the trapezoid
pattern.
2. Find the perimeter of the first four trapezoid patterns shown above.
3. Find the perimeter of the pattern that contains 12 trapezoids
without drawing a picture.
4. Write a generalization that can be used to find the perimeter of a
pattern containing any number of trapezoids
5. Using words, numbers, and/or connections to the visual diagram,
prove that the generalization you created in #4 will always work.
(Glencoe (2005), Algebra 1, p.237, #45-46)
How to modify existing tasks:
1. Engage students in investigation and
conjecture.
2. Provide all students with access to a task by
first making observations about a situation.
3. Require students to provide mathematical
argument, proof, or explanation (not just
“show your work”).
4. Ask students to explore a situation by
examining structure and looking for patterns.
Give it a try
Task B
MAKING CONJECTURES: Complete the conjecture based on the
pattern you observe in the specific cases.
29. Conjecture: The sum of any two odd numbers is ____?____.
1+1=2
7 + 11 = 18
1+3=4
13 + 19 = 32
3+5=8
201 + 305 = 506
30. Conjecture: The product of any two odd numbers is
____?____.
1x1=1
7 x 11 = 77
1x3=3
13 x 19 = 32
3 x 5 = 15
201 x 305 = 61,305
How would you modify Task B?
(McDougal Littell (2004), Geometry, p.7 #29-30)
It is possible to take a question and rewrite it so
that students are more engaged in the text or
problem when answering the question. You are
going to examine how the quality of questions
are improved through revision.
I DO - facilitator shows old question, re-worded
question, and how the quality was improved
WE DO - facilitator shows old question & reworded question, teachers share how quality
was improved
YOU DO - teachers read old question, re-word
question, and share how quality was improved
Your Turn!
O Work with a same grade level partner from another
O
O
O
O
school.
Think about an upcoming skill or topic you will be
teaching.
Using the textbook(s) or resources you brought,
find an existing problem you would choose to
practice that skill or topic.
With your grade level partner, modify this problem
in order to ”rigor it up”!
Type your modified problem on the template found
on C. Farmer’s webpage and email it to either
Cindy or Magdalena.
Pulling it back together
O State testing
O Please complete the online
feedback form as a school
team so we can continuously
improve job-alike ERPD (see
link on IF webpage)
Online Resources
O Lessons from Sept ERPD:
http://iss.schoolwires.com/Page/38306
O I-SS Common Core Wiki:
www.commoncoreiss.pbworks.com
O NCDPI Wiki Symbaloo site:
http://www.symbaloo.com/mix/ncdpiwikisp
aces1
O NC Lessons for Learning
http://maccss.ncdpi.wikispaces.net/Middle
+School