Welcome to ITP 524:

Secondary Math Methods

Class 9: Wednesday March 8

Agenda

1. Welcome!
2. What’s happening here?! (4:45 - 5:00pm)
3. Math Lesson (5:00 - 6:00pm)
4. Break (6:00 - 6:30pm)
5. Work Time (6:30 - 7:40pm)

Learning Objectives

Teachers will …

• Describe features of “current” math education (5 practices, productive student talk moves, questioning strategies, student development of academic language)
• (7.RP.A) Analyze proportional relationships and use them to solve mathematical problems in authentic contexts
• Develop and reinforce an understanding of multiplication and division aligned with the CCSS definitions of multiplication and division
• (Standards for Math Practice) Attend to precision (via using our definitions of multiplication and division)

Course Standards

Teachers will …

• Expand your mathematical understanding, your views regarding the nature of mathematics and mathematical activity
• Develop teaching strategies which can facilitate students’ mathematical thinking and understanding (observing and listening to students as they work individually and collaboratively, orchestrating whole-class discussions of students’ solutions in order to make salient key mathematical ideas, processes, and strategies)

What’s Happening Here?!

4:45 - 5:00pm

What’s Happening Here?!

Let’s chat about Michael’s student work:

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1. What do you notice and wonder?

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• What questions would you ask this student about their thinking?

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Community Building Activities Sign-up

What’s Happening Here?!

Math Lesson

5:00 - 6:00pm

Our Past Math Lessons

1. Measurement division (N is #/amount of people in the smallest group (Native Hawaiian), P is population compared to every group/of the next group, M is the decimal or percent you found)
2. This method is helpful because when compare to smallest group guarantee that the smallest groups get representation (versus if compare population to total population then might neglect contribution of smallest group)
3. Proportional reasoning
1. Set own unit rate as the lowest population and scale up in terms of that
2. Can pick any group and decide what the proportion is to each other (perhaps in simpler terms than millions of people)

Our Past Math Lessons

• Measurement division (N is the decimal or percent you found, M is the total (100 or 435) and P would give you the # of people in each group)
• e.g., white: 100 (m) * .59 (n) = 59 (p), 100 is the number of groups, .59 is number of things in each group; OR 435 is the number of groups, .59 is the number of things in each group
• What is constant in this problem? M is constant

Other Ideas:

• At times, we may be thinking of multiplication as repeated addition
• Be attentive to what the whole is:)

Our Last Math Lesson

Our Last Math Lesson

Math Lesson

Oregon Math Standards

Math Lesson

M = # of groups in product amount N = # units in 1 group

P = # of units in product amount

Math Lesson

Please do the following with your team:

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• Review your team norms as needed (see next slides)

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• Collectively, complete Part 2
• Jaya, Sarah, and Zack’s work
• Awen, Beck, Maddi, and Michael’s work
• Amanda, Luke, Omar, and Savannah’s work 1
• Amanda, Luke, Omar, and Savannah’s work 2

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Tm 1: Jaya, Sarah, Zack Tm 2: Awen, Beck, Maddi, Michael Tm 3: Amanda, Luke, Omar, Savannah

Our group norms:

• Participate with the group
• Be open to discussion, differing opinions, and constructive criticism…..Honest communication
• Understand that it’s okay to be wrong- these are rough draft thoughts
• Be each other’s thought partners

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Team 1: Jaya, Sarah & Zack

Team Name: The Mathletes

Our group norms:

-All ideas are rough drafts

-Be respectful of others’ contributions and ideas and give credit where due

-Don’t talk over each other, give space

-Everybody should contribute in some way

-Open and honest communication

-Be open to considering new ideas and be constructive with feedback

-Question everything

-Be chill, relax! Have fun with it!

Team 2: Awen, Beck, Maddi & Michael

Team Name: LF𝜋H (Live Free or 𝜋 Hard)

Our group norms:

1. be based and math-pilled

-be thought partners for each other

-active participation means success for everyone

-check on each other & give space

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Team 3: Amanda, Luke, Omar & Savannah

Team Name: Marionberry

Math Lesson

(Torrey’s thinking for selecting, sequencing and connecting)

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Whole-class discussion for 8 minutes:

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Math Lesson

Whole-class take-aways/big math ideas:

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Math Lesson

Talk with your group about the following:

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1. How have our math lessons this term helped us think about proportional relationships** (conceptually and procedurally)?
2. Our US Representation task was on a socio-political topic. What are you thinking about leading socio-political lessons in your own classroom?
3. What has been the purpose of our math lessons? (keep in mind the ideas about math learning and teaching we have learned about in our class this year)

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**A proportional relationship is one in which two quantities vary directly with each other. We say the variable y varies directly as x if: y=kx for some constant k, called the constant of proportionality .

6:00 - 6:30pm

Back at 6:30pm

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edTPA writing days:

Fri. 3.10 (9am-1pm) in Vanport 264 OR online

Sat. 3.11 (9am-1pm) in Vanport 264 - online option from 9:30-11:30am

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Break Time!

Work Time

6:30 - 7:40pm

My Math Instruction Assignment

How do we want to use our work time?

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Perhaps for My Math Instruction Assignment or edTPA

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(NOTE: let Torrey know if you will have 1-1 meeting with her OR do 10-minute flipgrid for the My Math Instruction Assignment)

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Group 1: Awen, Omar, Sarah, Savannah Group 2: Beck, Michael, Zack

Group 3: Amanda, Jaya, Luke, Maddi