Chapter 4

What is included in the three-phase format in lesson planning and what happens in each phase?

• Before/getting ready: Activate prior knowledge, be sure the problem is understood, and establish clear expectations; during/student work: notice students' mathematical thinking, provide appropriate support and provide worthwhile extensions; and after/class discussion: promote a mathematical community of learners, listen actively without evaluation, and summarize main ideas as well as identify future problems.

• Before/getting ready: notice students' mathematical thinking, provide appropriate support and provide worthwhile extensions; during/students work: promote a mathematical community of learners, listen actively without evaluation; and after/class discussion: be sure the problem is understood, and establish clear expectations

• Before/getting ready: promote a mathematical community of learners, listen actively without evaluation, and summarize main ideas as well as identify future problems; during/student work: notice students' mathematical thinking, provide appropriate support and provide worthwhile extensions;

  and after/class discussion: Activate prior knowledge, be sure the problem is understood, and establish clear expectations

What are the two components to establishing expectations?

• (1) Effective think-pair-share and (2) Note taking

• (1) How students are to work and (2) what products they are to prepare for the discussion.

• (1) Use of tools such as models, images, diagrams and notation and (2)Planning to make time for a discussion.

Tags

CCSS.RI.1.1

CCSS.RI.2.1

CCSS.RI.3.1

CCSS.RL.2.1

CCSS.RL.3.1

Which is not why the "after phase" of lesson planning is an important time?

• It is an important time to make drawings, notations, and writing visible to others

• To make connections between the ideas that have emerged

• Provide worthwhile extensions

Tags

CCSS.RF.5.3A

CCSS.RF.5.4A

CCSS.RF.5.4B

CCSS.RF.5.4C

CCSS.RF.4.4A

What are the steps for the process for planning a lesson?

• Determine the learning goals; consider your students’ needs; select, design, or adapt a worthwhile task; design lesson assessments; plan the before phase of the lesson; plan the during phrase of the lesson; plan the after phrase of the lesson; and reflect and refine.

• Before/getting ready: Activate prior knowledge, be sure the problem is understood, and establish clear expectations; during/student work: notice students' mathematical thinking, provide appropriate support and provide worthwhile extensions; and after/class discussion: promote a mathematical community of learners, listen actively without evaluation, and summarize main ideas as well as identify future problems

• (1) How students are to work and (2) what products they are to prepare for the discussion

What is the different between formative assessment vs summative assessment?

• There is no difference: They are the same

• Formative assessments allow teacher to gather information that can be used for adjusting the direction of the lesson the direction of the lesson midstream or making changes for the next day, as well as informing the questions you pose in the discussion of the task for the after phase of the lesson. In contrast, summative assessment captures whether students have learned the objectives teachers have listed for the lesson.

• Formative assessments captures whether students have learned the objectives teachers have listed for the lesson. In contrast, summative assessments allow teacher to gather information that can be used for adjusting the direction of the lesson the direction of the lesson midstream or making changes for the next day, as well as informing the questions you pose in the discussion of the task for the after phase of the lesson

What does it mean to be differentiating instruction

• Ways in which the teacher’s lesson plans includes strategies to support the range of different academic backgrounds found in classrooms that are academically, culturally, and linguistically diverse.

• Ways in which teachers assign homework

• Ways in which teachers have students practice their fluency skills

Tags

CCSS.RF.5.3A

CCSS.RF.5.4A

CCSS.RF.5.4B

CCSS.RF.5.4C

CCSS.RF.4.4A

What is the difference between tiered lessons and parallel tasks?

• Tiered lessons focus on students' choice. In contrast, parallel tasks include a set of similar problems focused on the same mathematical goals, but adapted to meet the range of learners, with different groups of students working on different tasks

• Tiered lessons include a set of similar problems focused on the same mathematical goals, but adapted to meet the range of learners, with different groups of students working on different tasks. In contrast, parallel tasks focus on students' choice.

• Parallel tasks are another name for tiered lessons

Tags

CCSS.RF.5.3A

CCSS.RF.5.4A

CCSS.RF.5.4B

CCSS.RF.5.4C

CCSS.RF.4.4C

There are five ways teachers can justify the use of cooperative groups-which one is not one of the ways?

• Share the one-page parent overview from the NCTM Families Ask department titled "Cooperative Learning"

• Determine the learning goals

• Invite parents to assist in mathematics group assignment

It is encouraged teachers ask families to make what is called, the Math Promise. What does it entail?

• Family members make this promise to one another/ explicitly agree they will only give their child the answers to math problems based on what they find online

• Family members make this promise to one another/ explicitly agree they will not even try the math homework because they hate and do not understand Common Core

• Family members make this promise to one another/ explicitly agree they will do math together-get to know each other's mathematical reasoning, play math games, and notice mathematics in their daily lives

Tags

CCSS.8.EE.C.7B

Teachers can build a strong rapport with all families by doing all but what?

• Honor different strategies for doing mathematics

• Communicate with negative notes and phone calls

• Host informal gatherings to discuss mathematics teaching and learning

Tags

CCSS.RI.4.7

CCSS.RI.5.7

CCSS.RI.6.7

CCSS.RL.4.7

CCSS.RL.5.7