Session 4: Range of Learners

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ALGEBRA SESSION

• Session 4 Range of Learners

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12 x 3

• Using the same picture, show 6 x 6 and prove that
  array also has the same value
• How did your representation change?
• What mathematical "rule" or property did you
  apply?
• How would this help students struggling with
  computational fluency?

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Computational Fluency

• Please read the first 2 paragraphs on page 68

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(No Transcript)
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Agree or Disagree

• Fluency is reached at specific grade levels.

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Agree or Disagree

• Fluency is found all throughout the Common Core
  at any given grade.

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Agree or Disagree

• Fluency in the common core means accurate and
  fast.

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Agree or Disagree

• Fluency is achieved as a result of skill
  development and conceptual understanding.

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Agree or Disagree

• Fluency in math is just like fluency in reading.

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CCSS Connections

• Our goal students learn computation strategies
  deriving from the operations' properties and the
  structure of the base ten system.
• Where do you see evidence of this goal across
  grade level standards?
• Where is it that we expect kids to master these
  ideas within the CCSS specifically?
• Stay in OA even though NBT would also be relevant

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What does the CCSS-M say?
At your tables have a brief discussion about what
you find in the common core standards across the
grade levels? How is fluency achieved?
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Fluency Expectations
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Karly (p. 69-70)

• What does she understand?
• What does she need to work on?

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Karly (pg. 71)

• What has changed?
• What property is she using when she talks about
  dispersing the 9 into 3 bags of 3?
• 4 x 9 4 x (3 x 3) (4x3) x 3
• What does this tell us about her progress?
• What are the teacher's next steps?

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Quick vs. Efficient

• What is the difference?

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How do we get students to reflect?

• Show Me - exciting for kids
• Is it different than "checking your work?"
• When I was doing this work, I was thinking
  about...
• Brainstorm some sentence starters students can
  use when expressing their ideas about strategies.

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Sharing Homework

• Sharing Protocol - 1 minute explanation,
  questions, rebuttal
• Talking chips - get rid of chips
• At the end of your discussion, please highlight
  the work of your team

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HW Share Out

• Recognizing each other's work
• Comparing what we saw at different schools
• How will we share our work? Everyone? Small
  groups? Jigsaw?