Recent Changes

Tuesday, April 18

  1. file 2 Step Equation Maze.pdf (deleted) uploaded Deleted File
    11:06 am

Monday, September 28

  1. page MS Math Placement Documents (deleted) edited
    10:45 am
  2. page home edited Welcome to Durham Durham Public Schools Middle School Math Wiki 6-8 Mathematics Blueprint …

    Welcome to DurhamDurham Public Schools Middle School Math Wiki
    6-8 Mathematics Blueprint
    {Rigor.pptx}
    http://as.dpsnc.net/
    http://cia.dpsnc.net/
    Do Now – 10%
    Students work on problems that review the previous day’s lesson in order to build on those standards.
    Students work on standards that have not been master as shown from data on formative assessments.
    Mathematics Lesson
    Rigorous Problem/Task
    In order for a problem/task to be rigorous
    it must meet the following criteria:
    The problem/task
    Site has important, useful
    mathematics embedded in it. (Where is
    it in the standards?)
    The problem/task requires higher-level
    thinking and problem solving.
    The problem/task contributes to the
    students' conceptual development of the
    important mathematics.
    The problem/task creates an opportunity
    for the teachers to access what his or her
    students are learning and where they are
    experiencing difficulty.
    Classroom Discourse
    Meaningful classroom dicourse is imperative to
    extend students' thinking and connect mathematical
    ideas.
    "Discourse includes ways of representing, thinking,
    agreeing, and disagreeing; the way ideas are exchanged
    and what the ideas entail; and as being shaped by the
    tasks in which students engage as well as by the
    nature of the learning environment." - NCTM
    Implementing The Mathematics Lesson
    ENGAGE – (whole group) 5% - This portion of the lesson is the “hook” or “launch” of an investigation or exploration, setting the stage for the major work of the class period. (Teacher-centered)
    A rigorous problem/task is presented that requires reasoning with focus concept(s) for the day.
    Questions/conjectures are posed.
    A meaningful context/connection is provided.
    Direct instruction is provided where needed.
    EXPLORE - (guided) 35% (Investigative Work Period – Student-Centered, Teacher-Facilitated)
    Students work through a set of problems or tasks focused on the skills and/or concepts of the lesson.
    Rigorous Questioning – Before, during, and after the carefully selected tasks, teachers pose meaningful questions to scaffold, extend, and promote conceptual understanding and continuous exposure to good mathematics.
    Independent Work – Students may work independently or with self-motivated assistance from their peers, where applicable and appropriate.
    Small Group Instruction – While students persevere in problem-solving, the teacher may pull a small group to focus on a previously identified skill deficit.
    Individual Conferences – While students persevere in problem-solving, the teacher poses probing questions to individual students and may conference with individuals based on needed skills.
    The teacher facilitates small group discussion, holds individual student conferences, asks probing questions to deepen understanding, identifies student strategies that should be shared with the whole group, and makes decisions about next steps for instruction.
    It is here that the teacher makes decisions about and prepares for the closing by carefully scaffolding student presentations of their findings and understanding of the mathematics.
    EXPLAIN - (whole group) 25% (Summarizing the Learning – “Closing” – Still Student-Centered, Teacher-Facilitated)
    The teacher facilitates student-led class discussion based on the work done in the investigation with careful attention paid to making meaningful connections and drawing conclusions about the mathematics explored.
    Students are exposed to various strategies including student-invented algorithms and teacher-introduced strategies and explain through informal presentations how those strategies were used as well as determining connections between (or among) strategies and representations (when appropriate).
    It is here that the teacher facilitates presentations of students’ findings and understandings of the mathematics concepts explored, allowing yet additional opportunities for students to make and articulate connections.
    ELABORATE- (independent- reviewing homework) 15%
    Students work independently on differentiated sets of problems or tasks to further explore the concept.
    The teacher and students work on issues from previous homework tasks and highlight any misconceptions that arose.
    EVALUATE- 10%
    Minute-by-minute assessments occur throughout the lesson.
    Exit tickets are used to determine next instructional steps.
    Conferring with students provides opportunities for differentiation.
    Analysis of students’ notebooks provides more opportunities for gradual release of shared responsibility for learning to the student.
    Common formative assessments are PLC-created and are used to inform instruction.
    Quizzes are given periodically and are used effectively to gauge student understanding and to hold students accountable.
    Tasks are also PLC-created, evaluated with a rubric, and are used to determine the level of student understanding.
    Number Talk
    Teacher presents various scenarios for students to solve mentally or a quick image for students to determine the relationships between two quantities and numerical, algebraic, and geometric relationships.
    Students compute sometimes mentally using a variety of strategies in a short amount of time (to promote fluency).
    Teacher facilitates discussion by having various students share strategies. Teacher may record strategies or students may present/record their own strategies.
    Teacher facilitates discussion regarding efficiency of strategies presented.
    Intervention
    Strategically identified interventions should be prevalent in every mathematics block. Time for providing intervention strategies for individual students and/or small groups of students may be found during the task or lesson portion of the block. . Intervention strategies may focus on…
    Fact fluency (decomposing/composing games, decomposing/composing formulas and other algebraic relationships between quantities, student-created fact cards with known/unknown facts, work with various quantities and their relationships, etc.)
    Procedural fluency (mental computation activities, exposure to various strategies, etc.)
    Conceptual understanding (small group or individual corrective instruction, scaffolded tasks, etc.)
    Problem-solving (presenting action-based problems for direct analysis, intermixing easy and difficult problems, graphic organizers, etc.)
    Homework
    Suggested Formats
    should be discussed the following day in order to provide feedback for students and identify and address (at the appropriate time) any misconceptions
    should require less than 10% of the class period for discussion, review, and reflection.
    Number of problems
    purpose
    1
    review/deepen understanding of current skill or concept
    at least 2 problems should be open-ended
    2
    cumulative/spiral review of skills
    1
    revisit a skill or concept learned the previous week
    Number of problems
    purpose
    2
    review/deepen understanding of current skill or concept
    at least 2 problems should be open-ended
    4
    cumulative/spiral review of skills
    2
    revisit a skill or concept learned the previous week
    moved!
    Please visit: http://central.dpsnc.net/math-secondary

    (view changes)
    10:41 am

Tuesday, June 16

  1. page home edited ... Students work on standards that have not been master as shown from data on formative assessmen…
    ...
    Students work on standards that have not been master as shown from data on formative assessments.
    Mathematics Lesson
    Rigorous Problem/Task
    In order for a problem/task to be rigorous
    it must meet the following criteria:
    (view changes)
    12:34 pm

Thursday, February 5

Thursday, October 2

  1. file 5 Pillars of Mathematics session #1.ppt (deleted) uploaded Deleted File
    1:44 pm

More