# Professional Learning - Claireville

### By: Elena Pagonis

## Today's Big Ideas

**Part 1 Examining Mathematical Processes & Mathematical Strategies**

** Looking at math diagnostics and finding evidence of processes and math strategies**

**Part 2 Reviewing our EQAO data (Grade 3's)**

** Reflecting on "Asking Effective Questions"**

**Part 3 Developing a Rich Task through a 3-part lesson**

## Part 1

2. Examining Mathematical Strategies

3, Revisiting Balanced Mathematics Instruction through the lens of an Assessment Observation Checklist

## Why do we use Mathematical Processes?

- They help make student thinking visible and permeate all math strands
- Students are actively engaged in applying these process expectations throughout all math courses and other content areas
- Processes are interconnected and interrelated, particularly Problem Solving and Communicating
- Students can monitor and reflect

## Processes to help in provoking Student Inquiry

Teachers **skillful **questioning plays a vital role in this context, helping students to identify the thinking processes, to see the connections between ideas and to build new understanding as they work their way to a solution that makes sense to them.

*(Asking Effective Questions, July 2011)*

## In Summary...

Although the Ontario curriculum documents for mathematics do not reference the term proportional relationships until Grade 4, activities in the primary grades support the development of proportional reasoning. For example, if we ask students to compare the worth of a group of four nickels to the worth of a group of four pennies, we are helping them to **develop proportional reasoning. **

## Let's explore a problem as Mathematicians! Gummy Bear Problem!

## Think about the activity you just did and how you could engage students in a problem solving approach using the processes?

## Identifying and Describing the Mathematical Proceses

1. TDSB's Mathematical Processes

**AND**

2. Peel's Assessment for and as Mathematical Processes (Based on Growing Success and Math Gains and TIPS4RM)

## Let's now examine some Mathematical Processes

## Wellman Strategy-Got it! Need it! Scan the documents in order to self asses your strengths and ares of need | ## Share on Padlet! Let's share as a group! | ## Big Picture approach How does this all fit? |

## Using Effective Strategies

## Examining our Diagnostics & Work Samples

## Asking Effective Questions (Capacity Building Series)

Instead of telling students what to do ...

“Never say anything a kid can say! This one goal keeps me focused. Although I do not think that I have ever met this goal completely in any one day or even in a given class period, it has forced me to develop and improve my questioning skills. It also sends

a message to students that their participation is essential. Every time I am tempted to tell students something, I try to ask a question instead.”

(Reinhart, 2000, p. 480)

## What does Lucy West have to say?

## Planning a Rich Task

## Understanding the Three Part Lesson

## Other Considerations when planning a Rich Task

## Three-Part Lesson in Mathematics: Co-planning, Co-teaching and Supporting Student Learning: A Problem-Solving Approach

*Literacy and Numeracy Secretariat*and offer a rich

**series of webcasts**to assist teachers in seeing the power of problem solving throughout planning. They are a variety of professionals that offer their perspectives such as Steven Katz and Marion Small. For more information including Teacher Instructions and additional readings check out the link provided.http://bit.ly/1uNnRDE