Teaching Through Rich Tasks

Mathematics

Session 1: March 30, 2016

Task 1: Table Tennis Anyone?

PingPongResult
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The link below directs you to the desmos page for the Table Tennis problem


DESMOS TABLE TENNIS LINK

Making Space for Students to Think Mathematically

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Features of A Rich Task

Rich or Not Rich Activity

Task 2: Car Curling

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Cool Hunting Video: Hot Wheels Design Studio
CarCurling

Task 3: Would You Rather? The Money Bag Problem

Bank Bag Hunting US Coins
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Designing Rich Tasks (Jo Boaler)

  1. Open up the task so that there are multiple methods, pathways, and representations
  2. Include inquiry opportunities
  3. Ask the problem before teaching the method.
  4. Add a visual component and ask students how they see the mathematics
  5. Extend the task making lower floor and higher ceiling
  6. Ask students to convince and reason
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Session 2: April 13th, 2016

Task 1: Scaling Area Problem

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Five Practices for Orchestrating Productive Mathematical Discussions

Anticipating

In the Anticipating phase, the teacher predicts during planning how students will respond to a particular mathematic task. He or she considers possible alternative strategies that students may use, as well as potential misconceptions that may surface.

Monitoring

Monitoring occurs as the teacher circulates during the Explore of the lesson in a CMP classroom. He or she listens to student discussions while asking clarifying questions and posing new challenges.

Selecting

This Selecting phase involves choosing the strategies for students that occur during the Explore that will best illustrate and promote the desired understanding of the Focus Question.

Sequencing

In Sequencing, before the Summarize, the teacher plans which students will share their thinking, and in what order, so as to maximize the quality of the discussion.

Connecting

Finally, the Connecting practice which occurs during the Summarize involves posing questions that enable students to understand and use each other’s strategies, and to connect the Problem’s Big Idea to previous learning. Connecting practice may also foreshadow future learning.



References

[1] Margaret S. Smith and May Kay Stein, Five Practices for Orchestrating Productive Mathematics Discussions. NCTM. 2011

Task 2: The End of the Roll

How It's Made - Toilet paper
End of the Roll
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Session 3: April 27th, 2016

Task 1: The Ferris Wheel Photo

FerrisWheelCollaborationDouble

The Quietest Concert Ever - Serina Ryder

Serena Ryder | Quietest Concert Ever

The Math Processes

Information for the Math Processes here!

Creating Summative Tasks

  1. Identify the Overall Expectations
  2. Identify the Task
  3. Build the Rubric - The Math Processes
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Generic Processes Rubric - EduGains (MathGains)

Assessment Framework - Creating A Rubric Template

Task 3: Root Beer

Functions Root Beer Activity