Transcript Day 3

Number and Operations Day 3
Part 1
A research-based Canadian professional learning initiative
Coxheath Elementary
October 6, 2008
Day 3 Slide 1
Three-Day Agenda
Day 1
- Introduction
- Overview of PRIME
- Representing
a Number
- The Number Maps
- Key Ideas Across
the Phases
- Fractions Across
the Phases
- The Operations Map
- Getting Ready for
Day 2
Day 3 Slide 2
Day 2
Day 3
- Introduction
- Introduction
- Phasing Multiplication
Tasks
- Diagnostic Tools
from Day 2
- Student Tasks (Day 1)
- Fostering
Communication
- Algorithms Across
the Phases
- Open & Choice Tasks
- Planning
with PRIME
- Manipulatives Across
the Phases
- Problem Solving
with PRIME
- The Diagnostic Tools
- Getting Ready for
Day 3
- Reflecting Back/
Moving Forward
Matching Values
• Find other people with the same value and
form a group.
• In your group, think of more ways to
represent your value.
• How could you adapt this activity to other
number and operations concepts and skills?
to other math strands?
Day 3 Slide 3
Homework for Day 3
1. Read Section 1 of the Diagnostic
Tools booklet.
2. Administer a diagnostic tool
to some students. Score the tools.
2. Come prepared to plan a unit
of study on Day 3.
Day 3 Slide 4
Reflecting on the Tools
• Which tool(s) did you use and why?
• How did you prepare student(s)?
• Did you find the tool(s) easy or difficult to
score? Explain.
• Did you probe further for any questions?
Why? What did you find out?
• Were there any surprises?
Day 3 Slide 5
The Tools—Appropriate Use
• To confirm the phase
• Only one source of information
about a student’s phase
• Not for measuring achievement
or performance
Day 3 Slide 6
Communication
Communication is seen as both a way to learn
and a way to express ideas. When students
are asked to explain themselves, either in
writing or orally, they learn the importance of
being clear and the value of making
connections to other, more familiar ideas.
Day 3 Slide 7
Forms of Communication
• Oral (e.g., peer discussion)
• Written (e.g., journals)
• Symbolic (e.g., number sentences)
• Graphical (e.g., bar graph)
• Pictorial (e.g., drawing a picture to
explain something)
• Physical (e.g., using manipulatives to
explain something)
B&S, Section 6
Day 3 Slide 8
Communication
PRIME is about knowing how
students think.
Good communication is critical
to the successful use of PRIME.
B&S, Section 6
Day 3 Slide 9
Responding to Students
Day 3 Slide 10
Responding to Samples
Work in pairs or small groups.
• Choose two samples (from A, B, C,
and D).
• Describe each response—is it
incorrect, incomplete, and/or unclear?
• Create at least one question that
could be asked to probe further.
B&S, pp. 27 and 28
Day 3 Slide 11
Responding to Sample A
Tell what you know about multiplication.
Day 3 Slide 12
Responding to Sample B
Teacher: What is this number?
Student:
Teacher:
Student:
Teacher:
Student:
Twelve.
Is it a big or small number?
It’s big.
Why do you think it’s big?
I could write it a lot smaller.
12
Day 3 Slide 13
12
Responding to Sample C
Day 3 Slide 14
Responding to Sample D
Day 3 Slide 15
Ready to call it a day?
Plan for November 21, 2008
Day 3, Part 2
•- Fostering Communication (Frayer model)
•- Planning with PRIME
•- Problem Solving with PRIME
•- Reflecting Back/ Moving Forward
Meet at 8:30? Can we put in 3 hours?