Good Afternoon!As you come in, please take a moment to complete the prompt below:

What is Algebraic Thinking?

Please describe what it means to you on your index card. You will be asked to share out.

De-constructing the Standards: Operations and Algebraic Thinking

Presenter:

Amy Powneypowneya@grps.org

Agenda De-constructing the Standards:

Operations and Algebraic ThinkingMay 22, 2015 – 3 hours

Welcome – GRPS Way/Outcomes/Norms (10 min.)

Warm-up Share-out (5 min.)

What is Algebraic Thinking? (15 min.)

Coherence of Progressions (45 min.)

Task Match (15 min.)

Break (10 min.)

“Digging In” (30 min.)

Showcase (45 min.)

Reflection (10 min.)

The GRPS Way Professionalism, Knowledge, Equity,

Achievement

Achievement◦ GRPS Academic Plan Learner Outcomes

Learner Outcome #4 ◦ All students will use facts, procedures and

operations to be efficient and flexible in solving complex problems, constructing viable arguments and critiquing the reasoning of others

Today’s Outcomes Participants will demonstrate an understanding of the

coherence and progression of learning expected within the standards of the Operations and Algebraic Thinking domain for students below, at, or above their grade level.

Participants will deconstruct what students need to know and be able to do for each standard and identify how this understanding can be demonstrated.

Participants will synthesize information from the documents utilized here to reflect upon how this work aligns with their current practice, what new understandings they have created in this experience, and what adjustments to practice and new learning they want to apply to their work going forward next year.

NormsBegin and end on

timeMute or turn off cell

phonesTake care of

personal needs as necessary  

Focus on the goal No sidebar

conversationsActively participate Listen to othersCommit to action  

Practice the seven norms of collaboration

Pause Paraphrase Probe Put ideas on the

table and pull them off

Pay attention to self and others

Presume positive intentions

Pursue a balance between advocacy and inquiry

Warm-up

Find someone in the room, other than a person at your table, who had similar thoughts about what Algebraic Thinking means and discuss what you wrote.

What is Algebraic Thinking?

Operations and Algebraic Thinking video

Read the excerpt from “Embedding Algebraic Thinking Throughout the Mathematics Curriculum”(2005)

At your tables, discuss the content topics you teach at your grade level that connect to the “big ideas” of Algebra shared in the article and video.

Domain Progression

Coherence through ProgressionsAll read pages 2-3 of the

progressions documentK – pages 4-5; 8 – 111st – 12-172nd – 18-19; 20-21 (Summary of

K-2)3rd – 22-284th – 29-31; 33-35 (Connections)5th – 32; 36-39 (Appendix)

Coherence through ProgressionsWith your grade level partners, create a poster

with the essential work of your grade level in Operations and Algebraic Thinking (3 Main Points)

Kindergarten create an additional poster with the essential work of Counting and Cardinality

4th Grade create an additional poster explaining connections among the strands

5th Grade create an additional poster explaining the levels of solving addition and subtraction problems

Progressions of Operations and Algebraic Thinking

Beginning with Kindergarten, each grade level explains the essential work of their grade in Operations and Algebraic Thinking

After sharing, as a whole group, discuss where you see progressions in the learning continuum for this domain.

Task MatchWorking with a partner, match

each task to its appropriate grade level

Discuss with a partner the progression of learning you see across those tasks.

Task MatchK – Christina’s CandiesWorking with addition through decomposition – acting out or drawing pictures

1st – Boys and Girls, var. 2Working with addition through decomposition – equations expected

2nd – Red and Blue TilesRecognizing even or odd by looking for equal groups and/or groups of two – precursor to multiplication

3rd – Gifts from Grandma, var.1Working with multiplication and division through equal groups – only drawings or explanations are required

4th – Comparing Growth, var. 1Working with word problems – considering situations differently, discussion/explanation only

5th – Video Game ScoresWorking with word problems – requires numerical expressions to represent situations

BREAK!!

“Digging In” to the StandardsCircle all of the verbs – Need to do

Underline all of the nouns and noun phrases – Need to know

Highlight all of the key points you want to remember – new learning to you

Identify relevant examples of problems for this standard

Identify mathematical models to be used with this standard

(Compile this information on the graphic organizer)

Example Graphic Organizer

Showcase a Standard Working with your grade

level partner(s), “showcase” the OA.2 standard for your grade level to your colleagues.

Be sure to convey - ◦ Learning targets – created from

what students need to know and be able to do

◦ Example problems◦ Mathematical models

You can choose to deliver this information any way you would like – posters, brief lesson, skit, power point, poem, song, etc….

Websites you may want to reference:◦ Illustrative math -

http://illustrativemathematics.org/

◦ Georgia - www.georgiastandards.org/Common-Core/Pages/Math.aspx

◦ Eureka - http://greatminds.net/maps/math/module-pdfs

◦ Engage NY - www.engageny.org/common-core-curriculum

◦ Inside mathematics - http://insidemathematics.org/index.php/mathematical-content-standards

Reflection – 3, 2, 1On your reflection sheet, please include:

3 significant learnings

2 applications for your classroom

1 thing you are wondering about

WebsitesLiveBinders - http://

www.livebinders.com/play/play/187117 (One-stop shopping; Excellent!!!)

http://www.ncpublicschools.org/acre/standards/common-core-tools/#unmath – North Carolina unpacking documents

http://www.insidemathematics.org/https://www.illustrativemathematics.org/http://achievethecore.org/

Please complete a PD evaluation form before you leave.