Engaging Students in Rich Mathematics Tasks

Jenny Ray, KDE/NKCESDiane Culbertson, NKCES

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Targets for the Session

• I can describe the components of a formative assessment lesson.

• I can reflect on my experience as a learner in order to make adjustments in my everyday teaching practices to move students forward.

Activities

• Work through a formative assessment lesson– Preassessment– Collaborative Activity– Whole group discussion

• Reflect on the experience as a learner.• Explore resources for rich mathematics tasks.

Formative Assessment Lesson

• Preassessment – Students have 15 minutes to work on the

preassessment.– Collect papers and organize by common

misconceptions– To address misconceptions, create questions that

will cause the learner to find their own mistakes.

Collaborative Activity

• Students will be paired, according to COMMON misconceptions, so that they make work through those together.

• Student groups may work at different paces.• For this activity, all of the cards should remain

in sight; do not stack the cards.• Work in pairs or triads and take turns laying a

card and why you placed it where you did.

Whole Group Share-Out

• Engineering Classroom Discussion– While students are working, make note of the

understandings that students share– Start with the least complex understanding for a

group to share; everyone enters here– Move to the most complex understanding

Post Assessment

• After the whole group share, then students receive their 1st attempt of the Assessment (preassessment)

• Questions are shared (teacher-generated)• Students have opportunity to ‘fix’ their

mistakes on the 2nd try of the blank assessment.

Reflection on Teacher Practices

Some resources for rich math tasks…

• www.Map.mathshell.org• www.illustrativemathematics.org

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