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Hook

CRA Math Strategies CASE

Navigator Schools Core 3

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Resources / Materials

Paper & Pencil
Energy for Practice
Participant Notes
Question Prompting Guide
One Pager

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Do Now

Get into teams of 3
Be prepared to take notes
Begin working as soon as I advance the slide

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Question:Simone sees two red birds (r) for every blue bird (b) If Simone sees a total of 12 red birds which equation can show how many blue birds she sees?

b/2 = r
b = 24
r*b = 12
2b = 12

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Thought Question

What process did you go through to decode this problem?
What worked well?
Were there any misconceptions? Why?

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Academic Vocabulary

Concrete - Hands on models/ manipulatives

Representational - pictorial representations of mathematics problems

Abstract- mathematics problems with numbers and symbols

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Watch this video that describes CRA

As you watch this video be prepared to define concrete, representational and abstract using examples.

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Objectives

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Participants will be able to:

Support the conceptual understanding of math through having students use the CASE method for all math problems.

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See It

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Watch as this 5th grade student models CASE

As you watch take notes in your participant packet about what each letter of CASE stands for and why each is important.

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CASE

What does each letter of this acronym stand for and why are each of them so important?

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Watch as this teacher creates a CASE exemplar.

Think about why this process of creating CASE exemplars for each standard would be incredibly helpful to a teacher.

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CASE

Why is it important for the teachers to create their own CASE exemplars for each standard?

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See the Student Work

Notice how K-2 students model their thinking using CASE.

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(8 min slide, total 17 min presentation)

Say: “As we watch the video, keep in mind these questions. What norms are evident in the classroom to result in a strong start? What does the teacher do while the students are completing the Do Now? What are the students doing after entering the classroom?”

Watch Video (1 min)

Say: “We are going to give you 1 minute to talk about the first question with a partner. Pair/Share.” (1 min)

Grab attention: (whole class share, 2 min)

Ideal response: “The students know where to look for the do now, the teacher has taken the time to teach the students the routine, no one is coming in quietly and not wasting time, the teacher can focus on positive narration….”

Cold Call - Question 2

Say: “I am going to cold call for some thoughts about question 2” (2 min)

Whole table talk - Question 3 “We are going to give you 1 minute to talk about question three as a whole table”. (2 min)

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See the Student Work

Notice how 3-5 students model their thinking using CASE.

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(8 min slide, total 17 min presentation)

Say: “As we watch the video, keep in mind these questions. What norms are evident in the classroom to result in a strong start? What does the teacher do while the students are completing the Do Now? What are the students doing after entering the classroom?”

Watch Video (1 min)

Say: “We are going to give you 1 minute to talk about the first question with a partner. Pair/Share.” (1 min)

Grab attention: (whole class share, 2 min)

Ideal response: “The students know where to look for the do now, the teacher has taken the time to teach the students the routine, no one is coming in quietly and not wasting time, the teacher can focus on positive narration….”

Cold Call - Question 2

Say: “I am going to cold call for some thoughts about question 2” (2 min)

Whole table talk - Question 3 “We are going to give you 1 minute to talk about question three as a whole table”. (2 min)

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See the Student Work

Notice how 6-8 students model their thinking using CASE.

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(8 min slide, total 17 min presentation)

Say: “As we watch the video, keep in mind these questions. What norms are evident in the classroom to result in a strong start? What does the teacher do while the students are completing the Do Now? What are the students doing after entering the classroom?”

Watch Video (1 min)

Say: “We are going to give you 1 minute to talk about the first question with a partner. Pair/Share.” (1 min)

Grab attention: (whole class share, 2 min)

Ideal response: “The students know where to look for the do now, the teacher has taken the time to teach the students the routine, no one is coming in quietly and not wasting time, the teacher can focus on positive narration….”

Cold Call - Question 2

Say: “I am going to cold call for some thoughts about question 2” (2 min)

Whole table talk - Question 3 “We are going to give you 1 minute to talk about question three as a whole table”. (2 min)

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The CASE Continuum

Compare and contrast the use of CASE in the different grade levels
What was constant?
Why is this important?

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Name It

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The CASE process holds students accountable for:

Close reading
Demonstrating their thinking through representational drawings
Defending their thinking

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Break It Down

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CASE Variations

C - Chunk important

information

A - Annotate a model

S - Solve

E - Explain

C - Circle key information

A - Annotate a model

S - Solve

E - Explain

B - Box key chunks of info

A - Annotate a model

S - Solve

E - Explain

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CASE

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Step #1: Circle Key Chunks of Information

In the animal shelter ⅔ of the animals are cats and ⅔ of the cats are male. What fraction of the animals at the shelter are male cats?

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Step #2: Annotate a Model (as you chunk)

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Step #3: Solve

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Step #4: Explain (oral or written)

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Student Online Testing Expectations

Fold white paper into four squares
Use 1 square for each question
Use CASE to solve

“Explain” can be written or oral (Teacher Choice)
Every problem needs an annotated model

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The CASE Expectation

How often should students use CASE?

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The CASE Expectation

If students are using a process such as CASE to tackle math, what are some curriculum and pacing challenges that may arise?
How can you mitigate those challenges?

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Do It

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C - Chunk important

information

A - Annotate a model

S - Solve

E - Explain

DO IT

Student Practice

Directions:

Spend 5 minutes independently solving problem #1 using CASE
Remember to cross each CASE letter off as you complete the step
Compare with tablemates and discuss where you could have expanded/improved

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K-2 Practice

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Tim has 10 fish. He bought 3 more. How many fish does he have altogether?

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CASE

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Brenda has 18 M&M’s and Paola has 10.

How many more M&M’s does Brenda have than Paola?

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CASE

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NS G2 MATH OA 1

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3-5 Practice

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Sarah designed a rectangular board to play a new game. She segmented the board into 8 equal parts and shaded in 4 parts blue.

Write an expression represents the total amount of the board she shaded in?

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CASE

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Raul biked 5/12 of a mile on Saturday and 3/12 of a mile on Sunday. In simplest terms, which model below represents the fraction of a mile Raul biked in all?

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C.

D.

CASE

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Ms. Keshmiri ate 1 slice of the pizza shown. Ms. Nancy ate 2 slices of the same pizza. How much more pizza did Ms. Nancy eat than Ms. Keshmiri?

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CASE

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6-8 Practice

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A pattern has 5 blue triangles to every 80 yellow triangles. What is the ratio of blue triangles to all triangles?

CASE

7.RP.1

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Richard is saving up to buy a new laptop that costs $945. He has $ 257 and is saving $25 each week. How many full weeks will it take for him to save enough money to buy the laptop?

CASE

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Reflect

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Cause

Effect

Thinking Map

Students use CASE to model and explain their thinking on every problem.

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Resources

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Resources

Elementary Story Problem Guide

CASE Quick Reference

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See the Technique

As you watch, notice how students model their thinking.

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(8 min slide, total 17 min presentation)

Say: “As we watch the video, keep in mind these questions. What norms are evident in the classroom to result in a strong start? What does the teacher do while the students are completing the Do Now? What are the students doing after entering the classroom?”

Watch Video (1 min)

Say: “We are going to give you 1 minute to talk about the first question with a partner. Pair/Share.” (1 min)

Grab attention: (whole class share, 2 min)

Ideal response: “The students know where to look for the do now, the teacher has taken the time to teach the students the routine, no one is coming in quietly and not wasting time, the teacher can focus on positive narration….”

Cold Call - Question 2

Say: “I am going to cold call for some thoughts about question 2” (2 min)

Whole table talk - Question 3 “We are going to give you 1 minute to talk about question three as a whole table”. (2 min)

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K-2 CASE

Student Exemplar

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As you watch the video, think about the following.

1. What do you notice about the student’s affect throughout the lesson? When and why does it change?

2. What do you notice the students doing when they only used the algorithms? What is the risk in relying only on algorithms?

3. What led students to conceptually understand the math?