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-What might be the mathematician's strengths?
-What might they be working on?
-What compliment might you give them?
-What question would you ask this mathematician to nudge them?

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Capturing our thinking.

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Verbs for Writing Conceptual Understandings

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Verbs for Writing Conceptual Understandings

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from this weblink: https://study.sagepub.com/sites/default/files/Modules%20Fillable.pdf

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Lincoln CS: Simplify to Amplify in the PYP

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jlt428@gmail.com

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Van de Walle, Karp, Lovin & Bay-Williams

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Van de Walle, Karp, Lovin & Bay-Williams 3-5

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Want more ways to turn Eureka into workshop.

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Got using verbs is necessary in concept building

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Got using verbs is necessary in concept building

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I look forward to reading some of the great reads and resources to up my game with conceptual understandings.

Useful mathematical verbs to capture conceptual understandings.

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Got: That verbs matter when writing concepts.

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Gots - using precise math verbs with conceptual statements; wants - breaking down standards into "I can" statements with conceptual language in maind

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Gots - using precise math verbs with conceptual statements; wants - breaking down standards into "I can" statements with conceptual language in maind

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Want: Practical ways to enhance  Math Workshop with rich hands-on tasks.

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Want: Practical ways to enhance  Math Workshop with rich hands-on tasks.

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To look at a unit and be able to accurately unpack it conceptually

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I know the big ideas, but struggle with using the language to match what we are doing. I just had my PYP training this week and need time to sort out all my thoughts. They are still downloading and processing in my mind.

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Practical examples to to look into after the meeting.

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Gots.
Using verbs like represent, utilize, evaluate instead of is .are and
will.

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Van de Walle references the research and work of Catherine Fosnot and Maarten Dolk in his book. I want to call this a timeless classic. It is an older book, but reads like a story, and is a powerful read for identifying the big ideas/concepts, strategies and models of addition and subtraction.

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Van de Walle references the research and work of Catherine Fosnot and Maarten Dolk in his book.  I want to call this a timeless classic. It is an older book, but reads like a story, and is a powerful read for identifying the big ideas/concepts, strategies and models of multiplication and division.

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Tools for Teaching Conceptual Understanding

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Capturing our thinking.

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Here are some examples in green from our units we unpacked last week.

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Unpacking Concepts from an Overview Example

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Unpacking Concepts from an Overview Example

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Question Stems from Learning that Transfers

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Question Stems from Learning that Transfers

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from this weblink:
https://learningthattransfers.com/chapter-4-resources/

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I got the 3 different types of questions. Factual, Conceptual, Debatable.

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Got - a better understanding of writing factual, conceptual, and debatable questions; Wants - examples of transferring concepts in the classroom

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Got - a better understanding of writing factual, conceptual, and debatable questions; Wants - examples of transferring concepts in the classroom

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I am wondering how the "I can..." statements we have been working on blends with this work.

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Got - more understandings of concepts. Wants - more "other ways" to talk about the concepts (decomposition/composition - regroup, bundle, etc)

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This is Which One Doesn't Belong?, a website dedicated to providing thought-provoking puzzles for math teachers and students alike. There are no answers provided as there are many different, correct ways of choosing which one doesn't belong. Enjoy!

Which One Doesn't Belong?

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This is Which One Doesn't Belong?, a website dedicated to providing thought-provoking puzzles for math teachers and students alike. There are no answers provided as there are many different, correct ways of choosing which one doesn't belong. Enjoy!

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A Three-Act Task is a whole-group mathematics task consisting of three distinct parts: an engaging and perplexing Act One, an information and solution seeking Act Two, and a solution discussion and solution revealing Act Three.

Why would I use this strategy?

To provide an engaging context for the use of mathematics and the development of mathematical understanding.

To reduce the literacy demand.

To add engagement. Students wonder what will happen next.

To create low barriers to entry, allowing the teacher to scaffold as necessary.

To provide an opportunity for estimation and reasonableness.

To provide opportunities to talk about mathematics.

To provide opportunities for reflective thought.

To build new knowledge from prior knowledge.

To encourage multiple approaches.

To honor diversity.

To create situations which require students to engage in mathematical modeling.

To build relational understandings among mathematics concepts.

To shift student ideas about justification of thinking and answers.​

How do I use this strategy?
​
ACT 1: Engage and Perplex

In Act 1, the teacher sharing with students an image, video, or other situation that is engaging and perplexing.

Students discuss what they notice and wonder. They generate question to ask about the situation.

Students decide on a question to answer and make estimates about the likely solution.

ACT 2: Seek Information and Solutions

In Act 2, students work on finding solutions to their problems.

They use information they have and ask for more information as needed.

The teacher supplies more information as requested by students.

They may adjust their question as they work.

​ACT 3: Reveal, Discuss, Extend!

In Act 3, students share their work, their thinking, and their solutions.

There is a reveal by the teacher of a solution, and the discussion that ensues may take many directions:

Students might compare their solutions to each others and to the reveal.

Students might compare their solutions to their estimates and discuss the comparison.

Students might discuss the assumptions that were made in the work.

Students might think of other questions they could pursue next

The teacher helps students connect their work to the core math of the task.

The design of a 3-Act Task is meant to help students see that the math they learn is power rather than punishment. Each of the 3 steps is critical:

1. Invite students to try a task that is intuitive, but inefficient or inaccurate.

2. Help them understand some math.

3. Invite them to re-try the task and see that with math it's more efficient and accurate.

More Resources for 3-Act Tasks:

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A Three-Act Task is a whole-group mathematics task consisting of three distinct parts: an engaging and perplexing Act One, an information and solution seeking Act Two, and a solution discussion and solution revealing Act Three. Why would I use this strategy? To provide an engaging context for the use of mathematics and the development of mathematical understanding.

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My shares tend to be the same flavour. I need to switch it up more.

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I aim to try having conceptual questions when sharing work.

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I aim to try having conceptual questions when sharing work.

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I'd like to do a 3 Act Task as a way to remediate some addition and subtraction misconceptions...

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I would like to try to have students grapple with the the day's application problem and use their findings as the mini-lesson.

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also using centers and stations more frequently

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also using centers and stations more frequently

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I would love to get tips for math conferring.

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Fantastic math conversations and games with parents.

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Trying to include a share, or at least a summary of the days lesson.

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Discussing math strategies with students during math running records' interviews

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The last few weeks have been so, so busy.  I am still in the process of finding the time to try out the 3 act tasks in terms of remediation for addition and subtraction.  But we had a great week having parents coming into math class.

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Trying to meet students where they are with differentiation or scaffolding of task/instruction

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Various ways of scaffolding

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differentiations and mini lesson number talks 

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differentiations and mini lesson number talks 

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more ways to scaffold for those with fluency (speed) troubles...

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Differentiation with 3-acts

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I want to make sure more voices are heard in my math workshop. Sometimes is always feels like the same students are sharing. Ideas on how to get different students to life their voice with confidence.

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Lincoln CS Ghana Session 4 & 5 G2-G3  (1)

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Every time I want to say an answer to a statement, think about how I can rephrase the "answer/statement" as a question instead. Thanks for everything Jennifer!

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Every time I want to say an answer to a statement, think about how I can rephrase the "answer/statement" as a question instead. Thanks for everything Jennifer!

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Making sure that I am using exact and clear language. When in questions, or when talking about student's models vs strategies.

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To always ask for the thinking behind an answer. The reasoning is a big part  of the answer.

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To always ask for the thinking behind an answer. The reasoning is a big part  of the answer.

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My biggest take away is amplifying mathematical voice using norms and  using the discourse clouds more often.

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My biggest take away is amplifying mathematical voice using norms and  using the discourse clouds more often.

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Empowering students with inquiry and reflection on how what we do can connect.

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I want to know more about this!
Natalie

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Use discourse clouds and collaborate with conceptual transferring in mind

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Asking deeper questions. Challenging students to show their thinking.

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An answer is as important as the process for getting it.

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It is always good to know how students understand the math problem and how they solve it.

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It is always good to know how students understand the math problem and how they solve it.

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I learned a tremendous amount of Eureka specific language (I am new to this program) as well as reframed some strategies that I have used in the past to facilitate and differentiate learning engagements for many students. I have been working in a Montessori school for a long time, so their math materials are so different and its nice to mere the concepts of many great thinkers together.

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Being intentional with differentiation/scaffolding with word problems/3-acts.