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Divide Topics Amongst Yourselves to Dive Deep Into

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Divide Topics Amongst Yourselves to Dive Deep Into

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For your assigned topic, When is a key concept or fluency:

·      Introduced?

·      Explored?

·      Methods compared (efficient, sense making)?

·      Justifiable procedures stamped?

·      Where does practice occur?

·      Is there a grade level fluency in the Topic or Section?

Which Exit Tickets/Cool Downs are most essential and why?

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Based on our work today, what are 3 Headlines you want to remind yourself of as you are teaching this unit/module ?

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As a learner (and future facilitator):

What worked well during the Do the Math section for you?

What types of preparation is required to successfully facilitate this section of the Module/Unit Internalization (Do the Math!) with your leaders/teachers?

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What questions are coming up for you about the mathematics for this upcoming module/unit?

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What is the math story in this module, based on the visuals?

What are some checkpoints that will serve as strong checks for understanding along this Module?

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Post Visuals Image Here

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Post your solution(s) for problems 1, 3 & 5.  Then take time to look at each other's solutions

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Post your solution(s) for problems 1, 3 & 5.  Then take time to look at each other's solutions

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Facilitator stamps 2-3 solutions for all leaders to walk away with (solutions may or may not have been presented in small groups). Leaders should also stamp key understandings of the below questions:

Based on the mathematics you did and discussed, what would you want students to notice, wonder & figure out from these tasks and this unit/module.

What are the prerequisites for succeeding with the tasks in this module/unit?

What are the big ideas of the problems? How are they connected to the story of the module/unit?

What pushes or challenges students to think in this module/unit?

How did the big ideas show up from the problem solutions?

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What are the key ideas being developed in this unit?

How are these ideas being developed over the course of the unit/module?

Why are they developed this way?

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7 MINUTES:

What do you notice about the work and different solutions?

What do you wonder about the different solutions?

Did you find more than one solution path?

How do the solutions connect to each other?

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11 minutes

How would you describe what students have to understand in order to be successful with the problems?

How did solutions build on each other?

How did the solutions connect to students prior knowledge?

How does this mathematics support/enable future understandings?

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Please take 2 minutes to review your solutions to the following tasks on the end of Module.

Once you have identified them, please snap a picture & upload these work samples below.

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Grade 7_Module 2_ Operations with Rational Numbers _ Teach _ Great Minds Digital

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Grade 7_Module 2_ Operations with Rational Numbers _ Teach _ Great Minds Digital

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Getting students to rewrite subtraction expressions into addition expressions using the additive inverse is really important here!

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You want students to notice the operations being used in Module 2 and stop to properly digest the problem.

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Module 2_ Operations with Rational Numbers _ Teach _ Great Minds Digital

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Understanding the connection between addition and subtraction

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Understanding the connection between addition and subtraction

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Students use number lines to build their conceptual understanding of patterns with respect to addition, subtraction, multiplication, and division.

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Topic B Assessment: Adding and subtracting rational numbers

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Topic B Assessment: Adding and subtracting rational numbers

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After Topic B: Understanding of additive inverse

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After Topic B: Understanding of additive inverse

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After Topic D: Properties of multiplying and dividing rational numbers

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After Topic D: Properties of multiplying and dividing rational numbers