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?