Unit 2 Learning Outcomes
Grade 7
CLAIMS
1-Concept and Procedures
2-Problem Solving
3-Communicating
4-Modeling and Data Analysis
CLUSTERS
(SBAC TARGETS)
TARGET C:
Use properties of
operations to generate
equivalent expressions.
TARGET D:
Solve real-life and
mathematical problems
using numerical and
algebraic expressions
and equations.
MATHEMATICAL PRACTICES
1.
2.
3.
4.
5.
6.
7.
8.
Make sense of problems and persevere in solving them
Reason abstractly and quantitatively
Construct viable arguments and critique the reasoning of others
Model with mathematics
Use appropriate tools strategically
Attend to precision
Look for and make use of structure
Look for and express regularity in repeated reasoning
STANDARDS
7th Framework Pages 24-27, 8th p.15
Benchmark
Blueprint
Notes
Use this section to write information from the
framework
7.EE.1 Apply properties of operations as strategies to add, subtract, factor,
and expand linear expressions with rational coefficients.
3 SR
•
7.EE.2 Understand that rewriting an expression in different forms in a
problem context can shed light on the problem and how the quantities in it
are related. For example, a + 0.05a = 1.05a means that “increase by 5%” is
the same as “multiply by 1.05.”
3 SR
1 CR
•
3 SR
PT (Part A)
•
7.EE.3 Solve multi-step real-life and mathematical problems posed with
positive and negative rational numbers in any form (whole numbers,
fractions, and decimals), using tools strategically. Apply properties of
operations to calculate with numbers in any form; convert between forms as
appropriate; and assess the reasonableness of answers using mental
computation and estimation strategies. For example: If a woman making $25
an hour gets a 10% raise, she will make an additional 1/10 of her salary an
hour, or $2.50, for a new salary of $27.50. If you want to place a towel bar 9
3/4 inches long in the center of a door that is 27 ½ inches wide, you will need
to place the bar about 9 inches from each edge; this estimate can be used as
a check on the exact computation.
1
•
•
Distribute property plays a
prominent role in
understanding of placement,
where coefficient can be
placed before or after
parenthesis.
Ample opportunities should be
provided for students to
rewrite expressions in
different ways. This will grant
students the ability to
approach a task from multiple
perspectives.
Ensure that tasks include
multiple forms of values to
warrant student use of various
strategies for problem-solving.
Encourage students to explain
and justify validity of
solutions.
Opportunities exist for
mathematical practices within
problem-solving.
8th TARGET D:
Major: Analyze and
solve linear equations
and pairs of
simultaneous linear
equations.
7.EE.4 Use variables to represent quantities in a real-world or mathematical
problem, and construct simple equations and inequalities to solve problems
by reasoning about the quantities.
a. Solve word problems leading to equations of the form px + q = r and p(x+q)
= r and where p, q, and r are specific rational numbers. Solve equations of
these forms fluently. Compare an algebraic solution to an arithmetic solution,
identifying the sequence of the operations used in each approach. For
example, the perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its
width?
b. Solve word problems leading to inequalities of the form px + q > r or px + q
< r, where p, q, and r are specific rational numbers. Graph the solution set of
the inequality and interpret it in the context of the problem. For example: As
a salesperson, you are paid $50 per week plus $3 per sale. This week you
want your pay to be at least $100. Write an inequality for the number of sales
you need to make, and describe the solutions.
8.EE.7 Solve linear equations in one variable.
a. Give examples of linear equations in one variable with one solution,
infinitely many solutions, or no solutions. Show which of these possibilities is
the case by successively transforming the given equation into simpler forms,
until an equivalent equation of the form x = a, a = a, or a = b results (where a
and b are different numbers).
b. Solve linear equations with rational number coefficients, including
equations whose solutions require expanding expressions using the
distributive property and collecting like terms.
4 SR
PT (Part B)
•
•
4 SR
PT (Part C & D)
•
Students solve problems that
result in basic linear equations
and inequalities.
Opportunities exist for
mathematical practices within
problem-solving.
Students demonstrate success
with this skill by simplifying
expressions into combined like
terms, using properties and
decomposition methods.
Major (Priority)- Areas of intensive focus where students need fluent understanding and application of the core concepts. These clusters require greater emphasis than the others based on the
depth of the ideas, the time that they take to master, and/or their importance to future mathematics or the demands of college and career readiness
Supporting- Rethinking and linking; areas where some material is being covered, but in a way that applies core understanding; designed to support and strengthen
Additional- Expose students to other subjects; may not connect tightly or explicitly to the major work of the grade
6th
6.EE.3
6.EE.4
6.EE.6
6.EE.8
6.NS.3
Benchmark Item
Types and Points
Grade Level Progressions
7th Accelerated
8th/8th Algebra
7.EE.1
8.EE.4
7.EE.2
8.EE.7
7.EE.3
A-CED
7.EE.4
N-Q
8.EE.7
A-SSE
A-REI
17 Selected Responses
(1 point each)
1 Constructed Response
(2 points)
1 Performance Task with 4 parts
(6 points)
2
Mathematical Task Development
Purpose: At the end of the unit, students should be able to make connections with the learning of concepts and skills, problem solving, modeling, analysis,
communication and reasoning. Students should be able to perform at higher levels of complexity in their thinking and application of the math content.
Task Development
Mathematical tasks should…
•
•
•
•
•
•
Integrate knowledge and skills across multiple claims and targets
Measure depth of understanding, research skills, complex analysis
Take age appropriate development into consideration
Engage students in relevant and interesting topics
Have an authentic purpose and connected components
Accessible to all learners
Professional Learning Community will…
Step 1: Consider the learning targets needed to be mastered throughout the unit.
Step 2: Consider the Depth of Knowledge or level of complexity that students will need to perform.
(DOK 1)
Recall and Reproduction
(DOK 2)
Skills and Concepts/
Basic Reasoning
• Recall of a fact, information or
procedure
• Recall or recognize fact
• Recall or recognize definition
• Recall or recognize term
• Recall and use a simple procedure
• Perform a simple algorithm.
• Follow a set procedure
• Apply a formula
• A one-step, well-defined, and straight
algorithm procedure.
• Perform a clearly defined series of steps
• Identify
• Recognize
• Use appropriate tools
• Measure
• Students make some decisions as to
how to approach the problem
• Skill/Concept
• Basic Application of a skill or concept
• Classify
• Organize
• Estimate
• Make observations
• Collect and display data
• Compare data
• Imply more than one step
• Visualization Skills
• Probability Skills
• Explain purpose and use of experimental
procedures.
• Carry out experimental procedures
Performance Task Expectations
(DOK 3)
(DOK 4)
Strategic Thinking/
Extended Thinking/ Reasoning
Complex Reasoning
• Requires reasoning, planning using
evidence and a higher level of thinking
• Strategic Thinking
• Freedom to make choices
• Explain your thinking
• Make conjectures
• Cognitive demands are complex and
abstract
• Conjecture, plan, abstract, explain
• Justify
• Draw conclusions from observations
• Cite evidence and develop logical
arguments for concepts
• Explain phenomena in terms of concepts
• Performance tasks
• Authentic writing
• Project-based assessment
• Complex, reasoning, planning,
developing and thinking
• Cognitive demands of the tasks are high
• Work is very complex
• Students make connections within the
content area or among content areas
• Select one approach among alternatives
• Design and conduct experiments
• Relate findings to concepts and
phenomena
To view full list of DOK descriptors, visit http://education.ky.gov/curriculum/docs/documents/cca_dok_support_808_mathematics.pdf
3
Mathematics Depth of Knowledge Levels
by Norman L. Webb
Level 1 (Recall) includes the recall of information such as a fact, definition, term, or a simple procedure, as well as performing a simple algorithm or applying a
formula. That is, in mathematics a one-step, well-defined, and straight algorithmic procedure should be included at this lowest level. Other key words that signify a
Level 1 include “identify,” “recall,” “recognize,” “use,” and “measure.” Verbs such as “describe” and “explain” could be classified at different levels depending on
what is to be described and explained.
Level 2 (Skill/Concept) includes the engagement of some mental processing beyond a habitual response. A Level 2 assessment item requires students to make some
decisions as to how to approach the problem or activity, whereas Level 1 requires students to demonstrate a rote response, perform a well-known algorithm, follow
a set procedure (like a recipe), or perform a clearly defined series of steps. Keywords that generally distinguish a Level 2 item include “classify,” “organize,”
”estimate,” “make observations,” “collect and display data,” and “compare data.” These actions imply more than one step. For example, to compare data requires
first identifying characteristics of the objects or phenomenon and then grouping or ordering the objects. Some action verbs, such as “explain,” “describe,” or
“interpret” could be classified at different levels depending on the object of the action. For example, if an item required students to explain how light affects mass
by indicating there is a relationship between light and heat, this is considered a Level 2. Interpreting information from a simple graph, requiring reading information
from the graph, also is a Level 2. Interpreting information from a complex graph that requires some decisions on what features of the graph need to be considered
and how information from the graph can be aggregated is a Level 3. Caution is warranted in interpreting Level 2 as only skills because some reviewers will interpret
skills very narrowly, as primarily numerical skills, and such interpretation excludes from this level other skills such as visualization skills and probability skills,
which may be more complex simply because they are less common. Other Level 2 activities include explaining the purpose and use of experimental procedures;
carrying out experimental procedures; making observations and collecting data; classifying, organizing, and comparing data; and organizing and displaying data in
tables, graphs, and charts.
Level 3 (Strategic Thinking) requires reasoning, planning, using evidence, and a higher level of thinking than the previous two levels. In most instances, requiring
students to explain their thinking is a Level 3. Activities that require students to make conjectures are also at this level. The cognitive demands at Level 3 are
complex and abstract. The complexity does not result from the fact that there are multiple answers, a possibility for both Levels 1 and 2, but because the task
requires more demanding reasoning. An activity, however, that has more than one possible answer and requires students to justify the response they give would
most likely be a Level 3. Other Level 3 activities include drawing conclusions from observations; citing evidence and developing a logical argument for concepts;
explaining phenomena in terms of concepts; and using concepts to solve problems.
Level 4 (Extended Thinking) requires complex reasoning, planning, developing, and thinking most likely over an extended period of time. The extended time
period is not a distinguishing factor if the required work is only repetitive and does not require applying significant conceptual understanding and higher-order
thinking. For example, if a student has to take the water temperature from a river each day for a month and then construct a graph, this would be classified as a
Level 2. However, if the student is to conduct a river study that requires taking into consideration a number of variables, this would be a Level 4. At Level 4, the
cognitive demands of the task should be high and the work should be very complex. Students should be required to make several connections—relate ideas within
the content area or among content areas—and have to select one approach among many alternatives on how the situation should be solved, in order to be at this
highest level. Level 4 activities include designing and conducting experiments; making connections between a finding and related concepts and phenomena;
combining and synthesizing ideas into new concepts; and critiquing experimental designs.
4
Collaborative Team Planning Guide
SEGMENT 1: Algebraic Expressions
What do I want my students to know and be able to do?
Questions to Consider
•
•
•
•
•
•
•
Application of Mathematical Practices (Behaviors/Actions)
How can framework examples help make sense of mathematical
tasks?
How will we use number talks along with conceptual strategies to
check for reasonable responses and build fluency?
What tools/models are appropriate in demonstrating mastery
towards the skills addressed by the standard/cluster?
What misconceptions/errors do the frameworks anticipate with
this particular skill set?
Which correlating lessons are appropriate in rigor in alignment to
clusters and standards as presented in the frameworks?
What does the framework say about grade-level specific
mathematical practices and implementation?
What previous skills/concepts were addressed in previous grade(s)
in order to make connections to current learning?
Standard
7.EE.1
7.EE.2
Content Objective
Language Objective
Social Objective
What will my students learn?
What language will my students use?
What will my students do as they learn?
7.EE.1
7.EE.2
5
Language Functions and Considerations
Vocabulary (specialized, technical): (7.EE.1, 7.EE.2)
I can use the following math words: coefficient, constant, distributive property, equivalent expressions, factor, factored form, like terms, linear expression, simplest
form, simplifying the expression, term
Structure/Syntax (The way words and vocabulary are used to express ideas): (7.EE.1, 7.EE.2)
I will use the following sentence frame to explain my reasoning when writing equivalent expressions:
The expression ____ can be simplified as ____ because ____.
Example: The expression 5y + 3 + 2y can be simplified as 7y + 3 because 5y and 2y are like terms.
Function (The intended use of language): (7.EE.1, 7.EE.2) I can explain my thinking about writing equivalent expressions.
Language Function: Explain—Phrases or sentences to express the rationale, reasons, causes, or relationships related to one or more actions, events, ideas, or
processes. (nouns, coordinating conjunctions – so, for, adverbials – therefore, subject-verb agreement)
Sample Problem: Explain another approach to the representation of a + 0.05a = 1.05a.
I know that _____ is the same as ______, so _______ is the same as ________. Therefore, this expression can be represented as ___________.
Example: I know that 0.05a is the same as 5% of a, so a is the same as 100% of a. Therefore, this expression can be represented as a + 5% of a = 105% of a.
Curricular Connections:
Chapter 7
• Lesson 1 The Distributive Property
• Inquiry Lab: Simplifying Algebraic
Expressions
• Lesson 2 Simplifying Algebraic
Expressions
• Lesson 3 Adding Linear Expressions
• 21st Century Career in Design
Engineering
• Lesson 4 Subtracting Linear
Expressions
• Inquiry Lab: Factoring Linear
Expressions
• Lesson 5 Factoring Linear Expressions
Unit Connections:
Ready Common Core
Unit 3.14
Unit 3.15
Unit Connections:
iReady:
Equivalent Expressions – Level F
6
Vocabulary:
coefficient, constant, distributive
property, equivalent expressions,
factor, factored form, like terms, linear
expression, simplest form, simplifying
the expression, term
How will we know if they have learned it?
Teachers will plan and implement daily formative assessments in order to provide specific immediate feedback in the classroom.
Grade level teams will develop and implement common formative assessment.
Claim
Claim 1
Concepts and
Procedures
Claim 2
Problem Solving
Claim 3
Communicating
Claim 4
Modeling and
Data Analysis
Claim Descriptor
Students can explain and apply mathematical concepts and interpret
and carry out mathematical procedures with precision and fluency.
MPs
1-8
*5, 6, 7, 8
Students can solve a range of complex well-posed problems in pure
and applied mathematics, making productive use of knowledge and
problem solving strategies. Relevant Verbs: Understand, Solve,
Apply, Describe, Illustrate, Interpret, Analyze
Students can clearly and precisely construct viable arguments to
support their own reasoning and to critique the reasoning of others.
Relevant Verbs: Model, Construct, Compare, Investigate, Build,
Interpret, Estimate, Analyze, Summarize, Represent, Solve,
Evaluate, Extend, Apply
1-8
*1, 5, 7, 8
1-8
*3, 6
SBAC TARGET
Target A
Major: Use properties of operations to generate
equivalent expressions. ( 7.EE.1-2)
Target B
Select and use appropriate tools strategically.
Target A
Test propositions or conjectures with specific examples.
Target C
State logical assumptions being used.
Target F
Base arguments on concrete referents such as objects,
drawings, diagrams, and actions.
(can use Targets A-G if needed)
Students can analyze complex, real-world scenarios and can construct
and use mathematical models to interpret and solve problems.
Relevant Verbs: Understand, Explain, Justify, Prove, Derive, Assess,
Illustrate, Analyze
1-8
*2, 4, 5
Target B
Construct, autonomously, chains of reasoning to justify
mathematical models used, interpretations made, and
solutions proposed for a complex problem.
*All practices may be integrated in each claim, however certain practices are emphasized above
http://www.cde.ca.gov/ci/ma/cf/draft2mathfwchapters.asp
http://bcsd.com/cipd/sbac-item-specification-tools-2/
7
How will we respond when learning has not occurred?
Professional Learning Communities will develop and implement Response to Intervention.
How will we respond when learning has already occurred?
Professional Learning Communities will develop and implement Enrichment.
8
Collaborative Team Planning Guide
SEGMENT 2: Equations and Inequalities
What do I want my students to know and be able to do?
Questions to Consider
•
•
•
•
•
•
•
Application of Mathematical Practices (Behaviors/Actions)
How can framework examples help make sense of mathematical tasks?
How will we use number talks along with conceptual strategies to check for
reasonable responses and build fluency?
What tools/models are appropriate in demonstrating mastery towards the skills
addressed by the standard/cluster?
What misconceptions/errors do the frameworks anticipate with this particular skill
set?
Which correlating lessons are appropriate in rigor in alignment to clusters and
standards as presented in the frameworks?
What does the framework say about grade-level specific mathematical practices
and implementation?
What previous skills/concepts were addressed in previous grade(s) in order to make
connections to current learning?
Standard
7.EE.4
8.EE.7
Content Objective
Language Objective
Social Objective
What will my students learn?
What language will my students use?
What will my students do as they learn?
7.EE.4
8.EE.7
9
Language Functions and Considerations
Vocabulary (specialized, technical): (7.EE.4, 8.EE.7)
I can use the following math words: empty set, equivalent expressions, inverse operations, identity, null set, solution, two-step equation
Structure/Syntax (The way words and vocabulary are used to express ideas): (7.EE.4, 8.EE.7)
I will use the following sentence frame the solutions of an equation:
The equation ____ has (no/an infinite number of/one) solution(s) because it simplifies to ____.
Example: The equation 5x + 8 = 5x + 3 has no solution because it simplifies to 8 = 3, and there is no situation where 8 and 3 are equal.
Function (The intended use of language): (7.EE.4, 8.EE.7) I can explain my thinking about solving equations (using sequencing).
Language Function: Sequencing—Words, phrases, or sentences to express the order of information. (nouns, adverbials – first, next, then, finally, subject-verb agreement)
i.e. I can ______. First, ____. Next, _____. Then, _____. Finally, ________.
Sample: Salvatore purchased a computer for $682.20. He paid $105.40 initially and will pay $20.60 per month until the computer is paid off. Solve $105.40 + $20.60x =
$682.20 to find the number of months Salvatore will make payments for the computer.
Example: I can use inverse operations to find the number of months Salvatore will make payments for the computer. First, I subtract the initial payment of $105.40 from
each side of the equation to get $20.60x = $576.80. Next, I can divide both sides of this equation by $20.60 to isolate x, so $576.80 ÷ $20.60 = 28. Finally, since x is the
number of months, the solution x = 28 means Salvatore will be making payments for his computer for 28 months.
Curricular Connections:
Chapter 8
• Lesson 1 Solving Equations with Rational Coefficients
• Inquiry Lab: Solving Two-Step Equations
• Lesson 2 Solving Two-Step Equations
• Lesson 3 Writing Equations
• Inquiry Lab: More Two-Step Equations
• Lesson 4 More Two Step Equations
• Inquiry Lab: Solving Equations with Variables on Each Side
• Lesspn 5 Solving Equations with Variables on Each Side
• Lesson 6 Inequalities
• Lesson 7 Solving Inequalities
• Lesson 8 Solving Multi-Step Equations and Inequalities
Unit Connections:
Ready Common Core
7th
Unit 3.16
Unit 3.17
8th
Unit 3.13
Unit 3.14
10
Unit Connections:
iReady
Using Equations to Solve Problems
(Level F)
Problem Solving with Inequalities
(Level G)
Solving Linear Equations with
Rational Coefficients (Level H)
Vocabulary: empty set,
equivalent expressions,
inverse operations,
identity, null set, solution,
two-step
How will we know if they have learned it?
Claim
Claim 1
Concepts and
Procedures
Claim 2
Problem Solving
Claim 3
Communicating
Claim 4
Modeling and
Data Analysis
Teachers will plan and implement daily formative assessments in order to provide specific immediate feedback in the classroom.
Grade level teams will develop and implement common formative assessment.
Claim Descriptor
MPs
SBAC TARGET
th
Students can explain and apply mathematical concepts and interpret
1-8
7 Target F
and carry out mathematical procedures with precision and fluency.
*5, 6, 7, 8
Major: Solve real-life and mathematical problems using
numerical and algebraic expressions and equations. (7.EE.4)
th
8 Target D
Major: Analyze and solve linear equations and pairs of
simultaneous linear equations. (8.EE.7)
Students can solve a range of complex well-posed problems in pure
1-8
Target B
and applied mathematics, making productive use of knowledge and
*1, 5, 7, 8
Select and use appropriate tools strategically.
problem solving strategies. Relevant Verbs: Understand, Solve,
Target C
Apply, Describe, Illustrate, Interpret, Analyze
Interpret result in the context of a situation.
Students can clearly and precisely construct viable arguments to
1-8
Target A
support their own reasoning and to critique the reasoning of others.
*3, 6
Test propositions or conjectures with specific examples.
Relevant Verbs: Model, Construct, Compare, Investigate, Build,
Target C
Interpret, Estimate, Analyze, Summarize, Represent, Solve, Evaluate,
State logical assumptions being used.
Extend, Apply
Target F
Base arguments on concrete referents such as objects, drawings,
diagrams, and actions.
(can use Targets A-G if needed)
Students can analyze complex, real-world scenarios and can construct
1-8
Target B
and use mathematical models to interpret and solve problems.
*2, 4, 5
Construct, autonomously, chains of reasoning to justify
Relevant Verbs: Understand, Explain, Justify, Prove, Derive, Assess,
mathematical models used, interpretations made, and solutions
Illustrate, Analyze
proposed for a complex problem.
Target C
State logical assumptions being used.
*All practices may be integrated in each claim, however certain practices are emphasized above
http://www.cde.ca.gov/ci/ma/cf/draft2mathfwchapters.asp
http://bcsd.com/cipd/sbac-item-specification-tools-2/
11
How will we respond when learning has not occurred?
Professional Learning Communities will develop and implement Response to Intervention.
How will we respond when learning has already occurred?
Professional Learning Communities will develop and implement Enrichment.
12
G.R.R. (Gradual Release of Responsibility) Lesson Delivery Model
“You do it together” collaborative component is infused throughout the Focus Lesson, Guided Instruction and Independent delivery stages.
GRR
Claims &
Targets
MP’s
Instructional Lesson Sequence:
Focus- Coherence- Rigor
Infuse Mathematical Practices throughout lesson delivery/ learning
Infuse Claims and Targets throughout lesson delivery/ learning
Modeling
Focused Lesson
Step 1: Introduce Content, Language and Social Objective: as determined by PLC
Step 2: Connect to real world problems and/or prior learning
(i.e. concepts that link across grade spans, future learning, or construction justification of a concept) :
• Teacher presents the problem
• Teacher overtly explains purpose of strategies, tools/models, etc. for the day’s learning
Engage in Collaborative Conversations and use Language Functions (Develop within PLC and embed within steps) :
• The learning objective for today is ____________.
• I think that we will learn about _________.
• ________ reminds me of __________.
• One strategy for _______ is _________.
• _________________________________________________
Step 1: Introduce and Contextualize Vocabulary (Continue throughout the learning):
Step 2: Model how and why the math works using Skills and Concepts along with Think A Louds:
Step 3: Deconstruct the math problem and state the operations needed to solve the problem(s):
• Teacher and students share thinking
• Teacher asks students what is their understanding of the problem
• Teacher asks students the skills needed to get to the solution
• A way of thinking about solving this problem is____________.
• The most important thing to remember in this problem is____________.
• I believe the question is asking us to____________.
• _________________________________________________
Engage in Collaborative Conversations and use Language Functions ( Develop within PLC and embed within steps):
• In order to add two numbers you need to____________.
• _______ and _______ are accomplished by____________.
• This first step in _____ is to _______, followed by ______.
___________________________________________________
13
Infuse Mathematical Practices throughout lesson delivery/ learning
Infuse Claims and Targets throughout lesson delivery/ learning
You Do Together
We Do
Step 1: Revisit or introduce a new real world math problems that are connected to Content, Language and Social Objective:
Step 2:
•
•
•
•
•
Provide students with opportunities to engage in the learning process:
Solving real-world problems
Describing and illustrating their understanding (speaking and writing)
Justifying and explaining their reasoning in solving problems (speaking and writing)
Asking questions to generate mathematical thinking
_________________________________________________
Step 3: Differentiation and Feedback
• Provide differentiated problems and Think A Louds
• Specific feedback and scaffolding
• Multiple explanations for solving particular problems
• Aide in the processing of the content for students (Questions, Prompts and Cues)
• Assessing students’ progress and adjusting teaching
• Determine student grouping or pairing
• Intervene as needed (responsibility begins to shift)
Engage in Collaborative Conversations and use Language Functions ( Develop within PLC and embed within steps):
• Based on _____, I determined that____________.
• Given that_____ we can deduce that____________.
• I agree/disagree with ___ that____________.
• Given that_____ we can deduce that____________.
• I agree/disagree with ___ that____________.
• ___________________________________________________
Step 1: Revisit Objectives. Clearly define expectations and structures for collaborative conversations. Provide appropriate Mathematical Tasks.
Step 2:
•
•
•
•
•
•
•
•
Teacher Role
Teacher facilitates
Teacher Questions, Prompts, Cues appropriately
Teacher provides Corrective Feedback
Provide Enrichment Opportunities as needed
Student Role
Students communicate thinking and understanding
Students will problem solve and reason
Students will process, justify, explain, prove, critique, etc. (Utilize mathematical practices)
Students will use and discuss strategies to extend/deepen understanding of learning
Engage in Collaborative Conversations and use Language Functions ( Develop within PLC and embed within steps):
14
Do it Alone
Step 1: Provide students time to work individually or in pairs in order to assess mastery of the skills and concepts presented to them:
• Teacher facilitates learning with specific immediate feedback
• Teacher provides differentiation if needed
• Teacher provides students with the opportunity to write, justify, and explain their reasoning (math journal)
• Students practice and apply skills using curriculum/resources
• Students apply problem solving strategies
• ____________________________________________________
Step 2: Assess and Close
• Assess the students on the learning for the lesson
• Revisit the Content, Language and Social Objectives
• Extend
• Connect the concepts to future lessons
15