When do they Accelerate in Japan? After 8 th Grade!!!!!!! 35.

When do they Accelerate in Japan?

After 8th Grade!!!!!!!1

Where to Accelerate????

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When do we Accelerate?????

The Only Reasonable Answer for Learning: 9th Grade!!!!3

GoalsIdeas for Transitioning to a Common Core Curriculum

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Unit of Study

Pre- assessment Instruction

Final AssessmentInstructionInstructionExpert

Investigation FAL

1 day 5 - 10 days 2 days 1 day

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Problems of the Month

A program to foster

school-wide participation in math and

problem solving.

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Mathematics, you see, is not a spectator sport. To understand mathematics means to be able to do mathematics. And what does it mean doing mathematics? In the first place it means to be able to solve mathematical problems.

George Polya, (1887 - 1985) Father of Problem Solving; “How to Solve It”, 1945

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Celebrating Problem Solving

School Wide Use of POM’s8

Problem of the Month

Party Time

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Problem of the Month

Party Time

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Second Grade - Working on Party Time Level C

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Celebrating Problem Solving

School Wide Use of POM’s12

Gallery Walk for Party Time

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“Mathematics is not a careful march down a well-cleared highway, but a journey into a strange wilderness, where the explorers often get lost.”

Fermat’s Enigma, p. 71

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Curriculum inspired by the CCSSMAP’s Formative Assessment Lessons and Professional Development Modules

Assessment For Learning Formative Assessment Lessons (2 days) for High School and Middle

School 15

Optimizing: Security Cameras

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Security Cameras

A shop owner wants toprevent shoplifting.

He decides to install asecurity camera on theceiling of his shop.

The camera can turnright round through 360°.

The shop owner places the camera at point P, in the corner of the shop.

The plan view shows where ten people are standing in the shop.

P-1

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Plan View

P-2

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Sharing Individual Solutions

1. Take turns to share your work.

2. Describe how you did the task and how you think it could be improved.

3. If explanations are unclear, ask questions until everyone in the group understands the individual solutions.

P-3

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Security Cameras1. Which people cannot be seen by the camera at P?

Explain your answer, showing clearly on the diagram how you know.

2. The shop owner says, “15% of the shop is hidden from the camera.” Show clearly that he is correct.

3. The shop owner decides to move the camera so that it can see as much of the shop as possible.

a. Show on the plan view the best place for the camera, so that it can see as much of the shop as possible.

b. Explain how you know that this is the best place for the camera.

P-4

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Sample Response to Discuss

1. What mistakes have the students made?

2. What assumptions have the students made?

3. In what ways could the students’ work be improved?

4. To help you to understand the students’ work, what questions could you ask them?

P-5

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Sample Responses to Discuss: Simon

P-23

Sample Responses to Discuss: Ellie

P-24

Sample Responses to Discuss: Rhianna

P-25

Classroom Challenges: Formative Assessment Lesson – Security Cameras

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MATH TALKS

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Number Talk: Word Problem Number Talk: Word Problem

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Other Types of Math TalksOther Types of Math Talks

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Professional Development Opportunities 2012-2013

Silicon Valley Mathematics Initiativewww.svmimac.org

David FosterSilicon Valley Mathematics Initiative

www.svmimac.org

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• SVMI’s Resources and ProgramsProfessional Development

Summer Institutes and Math Workshops throughout the school year.

Problems of the Month

School-wide Problem Solving

School Team Mini - Grants

Lesson Study Project

Math Coaching

Math Network Meetings and Workshops for Coaches and Principals

Performance Assessments Promoting Classroom Discourse and Conceptual Understanding

Math Talks

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This site gets 17,000 hits each week. Approximately 10,000 to download POMs.

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Inside Mathematics Website

http://www.insidemathematics.org

Silicon Valley Mathematics Initiative

http://www.svmimac.org

Mathematics Assessment ProjectUC Berkeley & Shell Centre for Mathematical Education

http://map.mathshell.org/materials/lessons.php

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