Grade+3+Collaboration+2014-15

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September 22, 2014
ELA gap analysis and test item deconstruction-

October 6, 2014
Math gap analysis and test item deconstruction-

October 16, 2014
Present: Monica, Marty, Sue S., Sue L., Scott, Frank, Holly PowerPoint-

__Accountable Talk Overview/ Conversation__

Many resource spresent on Google Drive- [|Accountable Talk Resources]
 * Use of the talk move are important. Some students have lots of trouble focus and then listening making paraphasing difficult.
 * Many kids don't have conversation experiences prior to school.
 * Important to slow down, provide explicit instruction and practice
 * Importance of listening
 * Do students see the importance of conversation? (i.e. learning from other, helping you understand things see that you would not see yourself, growing your thinking)
 * Students like to report rather than have a conversation

What is accountable talk?
 * Everyone talking- Questioning
 * Conversation back and forth- building, equal ownership without losing meaning of the initial conversation
 * Personal interest
 * Engaged in the topic

Reading- section from: __Comprehension Through Conversation__- pp. 6-12 (Read Purposeful Talk... to Voice from Education. Thoughts from the text:
 * Difference between conversation and dialogue
 * "whole is greater than some of the parts."
 * Student might benefit from a shared inquiry
 * Purposeful talk to co-produce meeting
 * Frank- share an example from math where two student learn from one another.
 * Important to reconstruct the conversation for the class. Make the implicit- explicit

March 16, 2015
Grade 2/3 Math Session w/ Frank Present: Sue S, Susan L, Jackie S, Frank L., Jen W., Michelle O., Marty S


 * Using Count Around Strategy**

Idea and Strategies Discussed Scribe, Scribe, Scribe!

Having students make predictions and or conjectures allows them to construct arguments and critique each other's reasoning...think about how we were able to evaluate the prediction about who would say 180...this allowed us to use the structure of 90 and the amount of people in our group to determine a pattern of the 5 groups of 18's...90,180,270, etc... It also laid the ground work for making a prediction about 216...which leads us to another big idea...

Landmarks Landmarks help us make better predictions

Sharing Strategies.. by sharing predictions, strategies and scribing them, students learn different ways of approaching the same problem

Recognizing patterns helps develop students develop fluency

Writing the multiples in different patterns when the kids say them allows them to: a.) have the numbers to help them on a second round b.) recognize patterns that will help them see structure and repeat reasoning (Math practice 7 and 8) Writing them in different ways will help you see the patterns you want the students to uncover...

3 6 9 12 15 18

3 6 9 12 15 18 21 24 27

3 6 9 12 15 18 21 24 27 30 33 36 39 Each of these ways allow student to see different patterns

Asking students to write/offer equations helps develop:

The relationship between skip counting, repeated addition and multiplication.

The relationship between multiplication and division.

Properties of multiplication:

Distributive Property: Today...when Marty expressed 216 as (10x18) + (2x18), he was decomposing 216 into groups of 18 (10 x18) and (2x18) that he knew.

Commutative Property: Today..when we described and discussed whether it was 5 x 18 or 18 x 5, we can address the commutative property allows us to get the same answer but context is represented by one or the other. When given context, the commutative property allows us to change the order to make it easier...Think 7 x 5 is easier than 5 x 7.

Associative Property: If we pursued it, we could have described 180 as 2 x (5 x 18). If we regroup the factors, we can make the problem much easier (2x5) x 18.

Doubling /Halving and other relationships like it: 5 x 18... if we followed that up with a 9 count around we would have 10 x 9 also equal 90...the 5 doubled to 10 and the 18 halved to 9 and we still had the same answer. This is also easy to see with thewhispers and projections variation (every other kid stands up)

Models, Models, Models Students benefit from seeing the relationship of a model..double number line, number grid, even ten frames

Have students write down their number on a white board This allows students to make their own prediction and self evaluate as to whether they are right. It will give each person an opportunity to evaluate their own prediction and the predictions of others as it might apply to a pattern. This will also allow you to quickly formatively assess. Finally, it allows all students to revise thinking...

I know this is alot but feel free to add anything I missed and ask any questions if any of this is not clear.- Frank