teaching beyond the task
play

Teaching Beyond the Task Using Yesterdays Lesson to Prepare for - PowerPoint PPT Presentation

Sep 28, 2023 •120 likes •871 views

Teaching Beyond the Task Using Yesterdays Lesson to Prepare for Today Graham Fletcher gfletchy@gmail.com @gfletchy www.gfletchy.com ? 3 Questions ? 1 Billion Circles ? 100 circles : minute 144,000 circles : day

  1. Teaching Beyond the Task Using Yesterday’s Lesson to Prepare for Today Graham Fletcher gfletchy@gmail.com @gfletchy www.gfletchy.com

  2. ? 3 Questions

  3. ? 1 Billion Circles

  4. ? 100 circles : minute 144,000 circles : day 1,000,000,000 would take 6944 days 19+ years with no sleep

  5. ? 2nd Question

  7. Where does 1 billion go on the number line? 0 1 trillion

  8. Where does 1 billion go on the number line? 0 1 trillion

  9. ? 3rd Question

  10. Procedural Conceptual Fluency Understanding Application http://www.corestandards.org/other-resources/key-shifts-in-mathematics/

  15. 2000 o ff ered to buy for $50M 1.1 Billion Loss 24 Million Value 13 Billion Value

  16. adapt : to become better suited to survive in ones environment.

  17. adapt static

  18. adapt static ME YOU

  19. adapt YOU ME

  20. MathMaker.com The place where lonely math teachers go to find task.

  22. ?

  25. 4 full bags & 3 Whoppers from the 5th bag 19 19 19 19 3

  27. 3-Act Tasks Act 1: • Real world problem or scenario presented • What do you notice? What do you wonder? • Make estimates Act 2: • Identify missing variables and missing variables to solve • Define solution path using variables Act 3: • Solve and interpret results of the solution • Validate answer

  28. Most asked questions: • How often should we use 3-Act Tasks? • When should we use 3-Act tasks? How do they fit into the scope of a unit? • How long does one task usually take? • What if we don’t have the time?

  30. 5 The practices are: 1. Anticipating student responses to challenging mathematical tasks; 2. Monitoring students’ work on and engagement with the tasks; 3. Selecting particular students to present their mathematical work; 4. Sequencing the student responses that will be displayed in a specific order and; 5. C onnecting different students’ responses and connecting the responses to key mathematical ideas. MTMS: Vol. 14, No. 9, May 2009-5 Prac8ces for Orchestra8ng Produc8ve Mathema8cs Discussions

  31. 4 full bags 3 Whoppers from the 5th bag 19 Whoppers : bag

  34. 1 3 4 2 18 19 8 5 6 7 12 9 10 11 13 14 16 17 15

  48. 1-draw all count all

  49. 2-count all 1-draw all count all 2-count all

  50. 2-count all 1-draw all 3-count on count all 2-count all

  51. 2-count all 4-making tens from ones 1-draw all 3-count on count all 2-count all

  52. 2-count all 5-Place value 4-making tens partitioning from ones 1-draw all 3-count on count all 5-Place value partitioning 2-count all

  53. 6-Compensation 2-count all 5-Place value 4-making tens partitioning from ones 1-draw all 3-count on count all 5-Place value partitioning 2-count all

  54. What do we know?

  57. What do we know?

  58. Hundreds and 0-99 Charts

  59. Opening Work Session Closing

  60. Opening Work Session Closing

  61. Procedural Conceptual Fluency Understanding Application http://www.corestandards.org/other-resources/key-shifts-in-mathematics/

  62. Using the digits 1-9 at most one time each, create 4 numbers that have a sum of 87. + + +

  63. Estimation Station

  66. 16 100 20 20 1002 50 14 19 200 20 32

  67. 30 21 20 20 20 20 20 20

  70. Hundreds and 0-99 Charts

  71. Sounds of Imaging Numbers

  75. Teaching Beyond the Task Using Yesterday’s Lesson to Prepare for Today Graham Fletcher gfletchy@gmail.com @gfletchy www.gfletchy.com

Recommend

TEACHING MATTERS MOST Task Force on Teacher Preparation & Professional Learning: Literacy

TEACHING MATTERS MOST Task Force on Teacher Preparation & Professional Learning: Literacy

TEACHING MATTERS MOST Task Force on Teacher Preparation & Professional Learning: Literacy & Numeracy in Primary Grades Meeting #3 October 8 th , 2020 Recommend and elevate policies and practices that support teachers both

130 views • 9 slides
Recovering, Renewing and Rebuilding July 2020 Learning, Teaching, and Growing - Together Task

Recovering, Renewing and Rebuilding July 2020 Learning, Teaching, and Growing - Together Task

Recovering, Renewing and Rebuilding July 2020 Learning, Teaching, and Growing - Together Task Force Team Members Suzanne Guntlow, Superintendent, Chair Michael Brennan, Business Manager John Wilary, ICTA President Steve Marotta, Director of

456 views • 23 slides
Mulidisciplinary teaching of natural radioactivity using example of Radon. The task of education

Mulidisciplinary teaching of natural radioactivity using example of Radon. The task of education

Mulidisciplinary teaching of natural radioactivity using example of Radon. The task of education is to change the negative attitude toward it. To teach natural radioactivity module I chose the discussion of the problem of radon as it is

452 views • 34 slides
K-12 ELA Task Force - Curriculum Materials Spring, 2018 MCPS Vision for 21st Century Teaching

K-12 ELA Task Force - Curriculum Materials Spring, 2018 MCPS Vision for 21st Century Teaching

K-12 ELA Task Force - Curriculum Materials Spring, 2018 MCPS Vision for 21st Century Teaching & Learning We communicate; we collaborate; we think critically; and we create. We are Missoula County Public Schools- education leaders in a

720 views • 47 slides
Teaching Formal Set Theory with Regard to Students Comprehension Libor Bhounek Workshop on

Teaching Formal Set Theory with Regard to Students Comprehension Libor Bhounek Workshop on

Teaching Formal Set Theory with Regard to Students Comprehension Libor Bhounek Workshop on Modern Teaching, May 16, 2019 Libor Bhounek (U Ostrava) Teaching Set Theory 1 / 15 Situation The task Ive been given since 3 years ago:

551 views • 15 slides
CGO Task Presentation CGO Task Presentation CGO Task Presentation Effective Task Presentation

CGO Task Presentation CGO Task Presentation CGO Task Presentation Effective Task Presentation

CGO Task Presentation CGO Task Presentation CGO Task Presentation Effective Task Presentation Should be clear Should be concise CGO Method C=Content G=Goal O=Organization Content The skill that is being taught

247 views • 6 slides
GPs and GP trainees Introduction Expanding GP teaching Importance of GP teaching &

GPs and GP trainees Introduction Expanding GP teaching Importance of GP teaching &

Teaching opportunities for GPs and GP trainees Introduction Expanding GP teaching Importance of GP teaching & students time spent in practice Association between clinical GP teaching and students career destination of

294 views • 10 slides
Inclusive Teaching Practices Alicia Cundell Teaching Consultant Centre for Teaching &

Inclusive Teaching Practices Alicia Cundell Teaching Consultant Centre for Teaching &

Inclusive Teaching Practices Alicia Cundell Teaching Consultant Centre for Teaching & Learning Centre for Teaching & Learning (FB 620) Todays Goals & Objectives Provide a space for participants to discuss issues of diversity

625 views • 21 slides
Principles to Ac.ons Effec.ve Mathema.cs Teaching Prac.ces The Case of Jamie Bassham and the

Principles to Ac.ons Effec.ve Mathema.cs Teaching Prac.ces The Case of Jamie Bassham and the

Principles to Ac.ons Effec.ve Mathema.cs Teaching Prac.ces The Case of Jamie Bassham and the Missing Func6on Task Algebra 2 This module was developed by Melissa Boston and Stephen Miller at the University of Pi;sburgh. Video courtesy of

489 views • 20 slides
Teaching-Research NYCity model Teaching Research Cycle Teaching-Research NYCity Model

Teaching-Research NYCity model Teaching Research Cycle Teaching-Research NYCity Model

Teaching-Research NYCity model Teaching Research Cycle Teaching-Research NYCity Model Czarnocha, Prabhu,2006 , Dydaktyka Matematyki It is the classroom investigations of learning processes conducted simultaneously with teaching by the

540 views • 16 slides
iDASH - Secure Genome Analysis Task 1A Competition Using ObliVM Task 1B Set union Task 2A Xiao

iDASH - Secure Genome Analysis Task 1A Competition Using ObliVM Task 1B Set union Task 2A Xiao

ObliVM iDASH - Secure Genome Analysis Task 1A Competition Using ObliVM Task 1B Set union Task 2A Xiao Shaun Wang, Chang Liu, Kartik Nayak , Yan Huang Task 2B and Elaine Shi University of Maryland, College Park Indiana University, Bloomington

579 views • 38 slides
Task adjustment options: You may select one of the poems provided by your teacher, however, please

Task adjustment options: You may select one of the poems provided by your teacher, however, please

ASSESSMENT TASK NOTIFICATION _______________________ SUBJECT: English Student Name YEAR GROUP: 7 Submitted To: TASK TITLE: Multi Modal Presentation __________________________ Name of Unit: The Wonder of Words Type of Task: Multi Modal

343 views • 5 slides
Zero Traffic Fatalities Task Force Workshop #3 October 22, 2019 10:00 am 4:00 pm Task

Zero Traffic Fatalities Task Force Workshop #3 October 22, 2019 10:00 am 4:00 pm Task

Zero Traffic Fatalities Task Force Workshop #3 October 22, 2019 10:00 am 4:00 pm Task Force Introductions Name Organization Welcome Elissa Konove CalSTA Undersecretary and Task Force Chair Progr gres ess to Da Date e Task Force

580 views • 38 slides
UC UCb b 1 2 methods a b c 3 4 & Tools b c 3 4 UPPAAL Model 2 DISC Summer

UC UCb b 1 2 methods a b c 3 4 & Tools b c 3 4 UPPAAL Model 2 DISC Summer

UCb Validation & Verification Timed Automata Construction of UPPAAL models & Controller Program Plant Model Checking Discrete Continuous Using UPPAALx : x {1,2,3,4} sensors Task Task Task Task Model actuators of tasks

486 views • 11 slides
Church Health & Growth Task Force Acts 2:42, 4647 (NIV84) 42 They devoted themselves to

Church Health & Growth Task Force Acts 2:42, 4647 (NIV84) 42 They devoted themselves to

Church Health & Growth Task Force Acts 2:42, 4647 (NIV84) 42 They devoted themselves to the apostles teaching and to the fellowship, to the breaking of bread and to prayer. 46 Every day they conFnued to meet together in the temple

138 views • 10 slides
Statistical Analysis of Non-Deterministic Fork-Join Processes task 1 task 1 task 1 task 2

Statistical Analysis of Non-Deterministic Fork-Join Processes task 1 task 1 task 1 task 2

Martin Ppin Joint work with Antoine Genitrini & Frdric Peschanski Accepted for publication at ICTAC20 October 13, 2020 Sorbonne Universit LIP6 Paris Statistical Analysis of Non-Deterministic Fork-Join Processes task 1

688 views • 51 slides
WASC 2019 Findings Presentation to stakeholders February 2019 2 3 Process Task 1 Task 2

WASC 2019 Findings Presentation to stakeholders February 2019 2 3 Process Task 1 Task 2

WASC 2019 Findings Presentation to stakeholders February 2019 2 3 Process Task 1 Task 2 Update the Task 3 Update and progress report Assess the analyze our on our 2013 school program school profile action alan Task 4 Task 5

373 views • 15 slides
Who are we teaching and Who are we teaching and how do we teach them? how do we teach them?

Who are we teaching and Who are we teaching and how do we teach them? how do we teach them?

Who are we teaching and Who are we teaching and how do we teach them? how do we teach them? William O. Bond and John C. Mayer University of Alabama at Birmingham Greater Birmingham Mathematics Partnership 1 Sept 2008 Motivating Questions

518 views • 27 slides
Teaching Vocabulary Pre-Teaching Vocabulary + Pre-Teaching Vocabulary: An Example for 2 nd -5 th

Teaching Vocabulary Pre-Teaching Vocabulary + Pre-Teaching Vocabulary: An Example for 2 nd -5 th

Teaching Vocabulary Pre-Teaching Vocabulary + Pre-Teaching Vocabulary: An Example for 2 nd -5 th Grades Teacher says the word and asks students to repeat the 1. word three times. Teacher states the word in context from the text. 2. Teacher

524 views • 31 slides
Human-Computer Interaction April 16, 2011 Assignment observations Task, task, task! Predict

Human-Computer Interaction April 16, 2011 Assignment observations Task, task, task! Predict

4/17/2012 Human-Computer Interaction April 16, 2011 Assignment observations Task, task, task! Predict what the user will do and... Only display what is necessary Reveal information incrementally Provide feedback instantly (e.g.,

169 views • 6 slides
task models what people do what things they work with what they must know An

task models what people do what things they work with what they must know An

What is Task Analysis? chapter 15 Methods to analyse people's jobs: task models what people do what things they work with what they must know An Example Approaches to task analysis Task decom position in order to clean

679 views • 6 slides
AI2 - Module 3 Task 5: Learning from Data Overview Task 5: Learning from Data Task 6: Coping

AI2 - Module 3 Task 5: Learning from Data Overview Task 5: Learning from Data Task 6: Coping

Artificial Intelligence 2Bh course overview AI2 - Module 3 Task 5: Learning from Data Overview Task 5: Learning from Data Task 6: Coping with Incomplete Information 1. Introduction Lecturer: Mark Steedman 2. Learning with Decision Trees.

1.09k views • 37 slides
CUPPAAL UPPAAL Plant C Discrete Continuous sensors l a m Task i t p Task o

CUPPAAL UPPAAL Plant C Discrete Continuous sensors l a m Task i t p Task o

and Beyond Synthesis of Control Program Controller Program CUPPAAL UPPAAL Plant C Discrete Continuous sensors l a m Task i t p Task o Synthesis Task Task of Scheduling & actuators tasks/scheduler (automatic)

409 views • 11 slides
The Power of Progressions: Untangling the Knotty Areas of Teaching and Learning Mathematics

The Power of Progressions: Untangling the Knotty Areas of Teaching and Learning Mathematics

The Power of Progressions: Untangling the Knotty Areas of Teaching and Learning Mathematics Graham Fletcher gfletchy@gmail.com @gfletchy www.gfletchy.com Mornings Goals Understand the structure of 3-act task and see

1.47k views • 121 slides

More recommend