Day3_SecondaryII

Day 2 Day 4

To print:


 * TB or Not TB || [[file:TB_Not_TB.pdf|TB_Not_TB.pdf]] ||
 * Grandma Addam's Birthday Party || [[file:eucc2011/Grandma's_Birthday.pdf|Grandma's_Birthday.pdf]] ||
 * Sally's Error || [[file:eucc2011/SallysError.pdf|SallysError.pdf]] ||
 * Titanic Tragedy || [[file:eucc2011/Titanic_Tragedy.pdf|Titanic_Tragedy.pdf]] ||
 * Screaming and Throwing || [[file:eucc2011/Screaming_throwing.pdf|Screaming_throwing.pdf]] ||
 * Representations of Categorical Data || [[file:Representations_Categorical_Data.pdf|Representations_Categorical_Data.pdf]] ||
 * Teaching Notes || [[file:Teaching_Notes_LC3.docx|Teaching_Notes_LC3.docx]] -- place in CA12/Day3/ on thumbdrive ||
 * Day 3 Reflection || [[file:eucc2011/Day3_Daily_Reflection.pdf|Day3_Daily_Reflection.pdf]] ||




 * Day 3: How are students thinking about mathematics? **


 * Time || Activity || Focus and Goals || Notes ||
 * 8:30-8:45 || **Morning Debrief ** ||  ||   ||
 * 8:45-9:00 || **Session 5: **

 **Make sense of data and the need for precision** || Understanding of data requires the knowledge of context. || Have your computer hooked up and project: ð

|| See Facilitation_Notes_LC3 || Discuss anticipating student thinking for this task || Hand out TB or Not TB? ||
 * 9:00 - 10:00 || **<span style="font-family: 'Times New Roman',serif;">Session 5: **
 * <span style="font-family: 'Times New Roman',serif;">Develop **<span style="font-family: 'Times New Roman',serif;"> **Understanding:** **TB or Not TB?**
 * <span style="font-family: 'Times New Roman',serif;">10:00-10:15 || <span style="font-family: 'Times New Roman',serif;">Break ||  ||   ||
 * <span style="font-family: 'Times New Roman',serif;">10:15-11:30 || **<span style="font-family: 'Times New Roman',serif;">Session 5 **

<span style="font-family: 'Times New Roman',serif;"> **Solidify Understanding:** **Grandma Addam's Birthday Party!** <span style="font-family: 'Times New Roman',serif;">See Facilitation_Notes_LC3

<span style="font-family: 'Times New Roman',serif;">Sally’s Error discussion || <span style="font-family: 'Times New Roman',serif;">Discuss monitoring student work and look for different representations.

<span style="font-family: 'Times New Roman',serif;">Conditional Probability using Two Way Tables

<span style="font-family: 'Times New Roman',serif;"> Develop Understanding of Venn Diagrams || <span style="font-family: 'Times New Roman',serif;">Hand out Grandma Addam's Birthday Party!

<span style="font-family: 'Times New Roman',serif;">Calculators

<span style="font-family: 'Times New Roman',serif;">Hand out Sally’s Error ||
 * <span style="font-family: 'Times New Roman',serif;">11:30-12:15 || <span style="font-family: 'Times New Roman',serif;">Lunch ||  ||   ||
 * <span style="font-family: 'Times New Roman',serif;">12:15-1:00 || **<span style="font-family: 'Times New Roman',serif;">Session 6: Getting to know the Utah Core **

<span style="font-family: 'Times New Roman',serif;"> Launch: Look at the Core in adjacent grade. What skills are necessary for the learning cycle you are developing, where were they developed, where are these ideas going? What are the connections between the grades?

<span style="font-family: 'Times New Roman',serif;"> Initiate discussion by clarifying that standards’ writers have thought about the development of ideas through grades, and organized the core accordingly. We can follow the learning progressions through the grades for each conceptual category.

<span style="font-family: 'Times New Roman',serif;"> Overall view of Core vs. Particular Content is presented through the pptx. || <span style="font-family: 'Times New Roman',serif;"> Consider mathematical knowledge for teaching.

<span style="font-family: 'Times New Roman',serif;">Consider learning progressions. || <span style="font-family: 'Times New Roman',serif;">Back into (Day 1) working groups.

<span style="font-family: 'Times New Roman',serif;">Have the Utah Core available

<span style="font-family: 'Times New Roman',serif;">Have your computer hooked up and project: ð

||
 * <span style="font-family: 'Times New Roman',serif;">1:00-2:00 || **<span style="font-family: 'Times New Roman',serif;">Develop Understanding: **<span style="font-family: 'Times New Roman',serif;">Titanic Tragedy Part I&II

<span style="font-family: 'Times New Roman',serif;">See Facilitation_Notes_LC3 <span style="font-family: 'Times New Roman',serif;">How do the 5 Practices fit into the teaching cycle? || <span style="font-family: 'Times New Roman',serif;">Independence and comparing Representations

<span style="font-family: 'Times New Roman',serif;">Discuss selecting, sequencing, and connecting. || <span style="font-family: 'Times New Roman',serif;">Titanic Tragedy Part I&II

||
 * <span style="font-family: 'Times New Roman',serif;">2:00-2:15 || <span style="font-family: 'Times New Roman',serif;">Break ||  ||   ||
 * <span style="font-family: 'Times New Roman',serif;">2:15-3:15 || **<span style="font-family: 'Times New Roman',serif;">Session 6 **

<span style="font-family: 'Times New Roman',serif;"> **Solidify/Practice Understanding**: **Titanic Tragedy III & Representations of Categorical data**

<span style="font-family: 'Times New Roman',serif;">See Facilitation_Notes_LC3 ||  || <span style="font-family: 'Times New Roman',serif;">Hand out Titanic Tragedy III

<span style="font-family: 'Times New Roman',serif;"> Hand out Representations of Categorical data || <span style="font-family: 'Times New Roman',serif;">Actively read and highlight the article. Be prepared to share the items that were highlighted. || <span style="font-family: 'Times New Roman',serif;">Hand out Day3_Daily_Reflection. Collect and respond in the morning as needed. <span style="font-family: 'Times New Roman',serif;">Hand out the article. ||
 * <span style="font-family: 'Times New Roman',serif;">3:15 - 3:30 || **<span style="font-family: 'Times New Roman',serif;">Daily Reflection ** || **<span style="font-family: 'Times New Roman',serif;">Homework: **<span style="font-family: 'Times New Roman',serif;">Read
 * <span style="font-family: 'Times New Roman',serif;">Chapter 6 and 7 in the book.
 * <span style="font-family: 'Times New Roman',serif;">Never Say Anything a Kid Can Say by Steven C. Reinhart, Mathematics Teaching in the Middle School, April 2000, Volume 5, Issue 8, Page 478