1 Math CAMPPP 2012 Breakout Session 4A Gr. 9-12. Session Goals Participants will have the...
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Transcript of 1 Math CAMPPP 2012 Breakout Session 4A Gr. 9-12. Session Goals Participants will have the...
![Page 1: 1 Math CAMPPP 2012 Breakout Session 4A Gr. 9-12. Session Goals Participants will have the opportunity to explore, practice, and discuss: Listening and.](https://reader035.fdocuments.in/reader035/viewer/2022062800/56649e045503460f94af085a/html5/thumbnails/1.jpg)
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Math CAMPPP 2012Breakout Session 4A
Gr. 9-12
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Session Goals
Participants will have the opportunity to explore, practice, and discuss:
• Listening and questioning strategies• The role of teachers and students in a learning
community• The connection between number sense,
fractions and algebra• How the area model supports math reasoning
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Group Norms
• All ideas will be listened to carefully and responded to respectfully.
• Everyone will have a voice.• All questions and comments will be presented
with the intent to move the collective forward.• Clarifying questions are welcome.• Everyone will engage fully in the moment.
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Session Agenda
Listening : Why? How? Who?
Learning Activity
- fraction concepts and the area model
- fractions and algebraic reasoning
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Classroom Vignettes
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• Watch this video
Jerry Sienfeld teaches History
• And this
Grade 8 : The Pythagorean relationship
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What do you Notice?
What are the key differences between the two “classes”
What is the role of the teacher?
What is the role of the students?
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Math Talk Learning Community
Read the Research Synopsis
– High light key ideas
– Review the Action Trajectory
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Wonder
• What is the role of Listening in a Learning Community ?
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Interpretive Listening
Create a Frayer Model for Interpretive Listening.
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Interpretive Listening
Definition Characteristics
Examples Non-Examples
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Learning Activity: Goals
1. To understand how work with fractions supports relational thinking and algebraic reasoning.
2. To explore the area model to represent part to whole relationships and fraction operations
3. To practice interpretive listening and responding as students and teachers
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Conceptual Understanding Matters
• “Fractions offer students the opportunity to grapple with fundamental mathematical relationships that constitute the core of Algebra”
• Tight integration of number and operatorex. is 2 plus , it is also 2.5
ex. is 3 divided by 5, it is also 3 times , it has a value of 0.6
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Extending Children's Mathematics Fractions and Decimals: Innovations in Cognitively Guided Instruction
By Susan B. Empson and Linda Levi
![Page 12: 1 Math CAMPPP 2012 Breakout Session 4A Gr. 9-12. Session Goals Participants will have the opportunity to explore, practice, and discuss: Listening and.](https://reader035.fdocuments.in/reader035/viewer/2022062800/56649e045503460f94af085a/html5/thumbnails/12.jpg)
Reasoning about the unit….
Seven “units” plus 4 “units” gives 11 “units”
Grade 2 Grade 7 Grade 9
70 + 40 + 7x+3x
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37
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Reasoning about relationships…
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Extending Children's Mathematics Fractions and Decimals: Innovations in Cognitively Guided Instruction
By Susan B. Empson and Linda Levi
![Page 14: 1 Math CAMPPP 2012 Breakout Session 4A Gr. 9-12. Session Goals Participants will have the opportunity to explore, practice, and discuss: Listening and.](https://reader035.fdocuments.in/reader035/viewer/2022062800/56649e045503460f94af085a/html5/thumbnails/14.jpg)
Reasoning about Multiplication
• Think of “groups of” and repeated addition
Ex. Multiply
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six groups of two and two thirds…
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Distributive Intuition
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6 groups of 2
6 groups of 2/3
12 4
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Introduction to Area Model
• From Counting
Groups / Arrays
• To Measurement
Dimensions / Area
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4 + 4 + 4 = 12
3 x 4 = 12
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Choose your Teacher!• Pick one person from your group to act as the
“teacher” for the next activity
• Teachers go away to “prep” the activity
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Question Stems for Students
• As a group, come up with a set of question “stems” that you will use as students during the learning activity
• Write your stems on a tent card at you table for quick reference
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Learning Activity
• Work through the questions as a group• Practice Listening and Questioning to build
on each other’s thinking• Students:• Teachers:
• Record your thinking on chart paper
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Consolidate
• Teacher consolidation or Gallery Walk
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Exit Card• Teachers: What did you notice about
listening / questioning while you were playing the role of the teacher?
• Students: What was your experience with listening / questioning while you were learning?
• Both: Do you have any Lingering Wonderings?
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