Post on 18-Jan-2018
description
Day 3 Slide 1
Number and Operations Day 3 Part 1
A research-based Canadian professional learning initiative
Coxheath ElementaryOctober 6, 2008
Three-Day AgendaDay 1
- Introduction- Overview of PRIME- Representing
a Number- The Number Maps- Key Ideas Across the
Phases- Fractions Across
the Phases- The Operations Map- Getting Ready for
Day 2
Day 3- Introduction- Diagnostic Tools
from Day 2- Fostering
Communication- Planning
with PRIME - Problem Solving
with PRIME- Reflecting Back/
Moving Forward
Day 2- Introduction- Phasing Multiplication
Tasks- Student Tasks (Day 1)- Algorithms Across
the Phases - Open & Choice Tasks- Manipulatives Across
the Phases- The Diagnostic Tools- Getting Ready for
Day 3
Day 3 Slide 2
Matching Values
• Find other people with the same value and form a group.
• In your group, think of more ways to represent your value.
• How could you adapt this activity to other number and operations concepts and skills? to other math strands?
Day 3 Slide 3
Homework for Day 3
1. Read Section 1 of the Diagnostic Tools booklet.
2. Administer a diagnostic tool to some students. Score the tools.
2. Come prepared to plan a unit of study on Day 3.
Day 3 Slide 4
Reflecting on the Tools
• Which tool(s) did you use and why?• How did you prepare student(s)? • Did you find the tool(s) easy or difficult to
score? Explain.• Did you probe further for any questions?
Why? What did you find out?• Were there any surprises?
Day 3 Slide 5
The Tools—Appropriate Use
• To confirm the phase• Only one source of information
about a student’s phase• Not for measuring achievement
or performance
Day 3 Slide 6
Communication is seen as both a way to learn and a way to express ideas. When students are asked to explain themselves, either in
writing or orally, they learn the importance of being clear and the value of making
connections to other, more familiar ideas.
Communication
Day 3 Slide 7
Forms of Communication•Oral (e.g., peer discussion)•Written (e.g., journals)•Symbolic (e.g., number sentences)•Graphical (e.g., bar graph)•Pictorial (e.g., drawing a picture to explain something)•Physical (e.g., using manipulatives toexplain something)
Day 3 Slide 8
B&S, Section 6
PRIME is about knowing how students think.
Good communication is critical to the successful use of PRIME.
Communication
Day 3 Slide 9
B&S, Section 6
Responding to Students
Day 3 Slide 10
Responding to Samples
Day 3 Slide 11
Work in pairs or small groups.• Choose two samples (from A, B, C,
and D).• Describe each response—is it
incorrect, incomplete, and/or unclear? • Create at least one question that
could be asked to probe further.B&S, pp. 27 and 28
Responding to Sample A
Day 3 Slide 12
Tell what you know about multiplication.
Responding to Sample B
Teacher: What is this number? 12Student: Twelve.Teacher: Is it a big or small number?Student: It’s big.Teacher: Why do you think it’s big?Student: I could write it a lot smaller.
12
Day 3 Slide 13
Responding to Sample C
Day 3 Slide 14
Responding to Sample D
Day 3 Slide 15
Ready to call it a day?
Plan for November 21, 2008
Day 3, Part 2•- Fostering Communication (Frayer model)•- Planning with PRIME •- Problem Solving with PRIME•- Reflecting Back/ Moving Forward
Meet at 8:30? Can we put in 3 hours?