Facilitator S Notes Module 4

Facilitator’s Notes Module 4

Sunnyside Math Training

Big Ideas:

Students need to be proficient at 1-2 step word problems before they move onto more complex problems.
Students need to struggle when solving word problems.
A teacher’s role is to facilitate students solving, not to assist too much.
A very purposeful scaffolding will give students the best chance to become proficient at tasks.

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Review the shifts.
Remind them that Focus and Coherence are how the standards are different.
Rigor is increased when teachers balance Procedural Skill, Conceptual Understanding and Application throughout their class.
Today will focus on the shift of Application, which refers specifically to doing real life word problems with students.

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Math practice 2: Reason abstractly and quantitatively connects to doing real-life word problems with students.

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Teachers read MP2 quietly and then discuss the prompted questions.
Quantitative Reasoning is when students are thinking about or discussing the meanings behind the numbers in a word problem. Example: Rather than just talking about multiplying 2 and 16, students say, “we need to double the 16 oranges that Jose has.”
Abstract Reasoning is when students discuss the numbers without context. As we work through equations, it is not efficient to keep referring to what the numbers mean.
When doing a word problem, students need to fluidly move between the abstract and quantitative reasoning.

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Today, we are going to focus on performance tasks, which are more complex word problems than the daily word problems that we worked on in Module 3.
These tasks should be complex enough to take students 45-60 minutes to solve (25-30 minutes K-1).
If teachers scaffold performance tasks over the course of the year and had students complete one every two weeks, it would take the entire year for students to be able to solve them independently.
When you first start tasks, teachers should do a whole-class model of one or two, then move to group or partner solving, then independent solving.

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We want to create a plan so that students can complete these on their own by the end of the year.

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These are some research-based steps that teachers can use when students are solving tasks.
When reading the word problem as a class, use close reading strategies.
Read it three times before beginning to solve.
No writing the first two times that we read it.
Teacher poses a question for students to consider each time it’s read.
Student groups should not be larger than 3.
During this entire process, teachers should not let on to the correct answer. If students know that one table or one student has it, they may stop critically thinking about the task. Teachers need to have a “poker face.”
There are many ways to share out their work.
On a construction paper rather than poster paper.
Spy time.
Conference time.

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When we first start doing tasks, we need to emphasize the process more than the final answer.
As students get better at tasks, you can emphasize the correct answer more heavily.
We are trying to create patient problem solvers who will not shut down when solving a complex problem.

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Before showing the task, have everyone clear their desk and get out a clean piece of paper to use for solving.
Have people partner up in twos or threes (no more than three).
Show the problem and read it through three times. During the first two readings, no one is allowed to write anything down.
First reading—prompt them to think about what the problem is about. After you read it aloud, have them do a 1-minute share with their partner about what is happening in the problem.
Second reading—prompt them to think about what their math job might be. Based on the information in the problem, what questions might it ask. Have them partner share, then whole group share. You can then show them the question on the next slide.
Third reading—They can now write things down on their paper. Prompt them to think of any questions they want to ask before beginning to solve.
Give them 4 minutes of independent work time where they are not allowed to talk to each other. Pass out the question to each person.
After 4 minutes, have them share with their group and then work toward solving.
It will probably take 30 minutes to solve. You will be monitoring each group and handing out hint cards or think beyond cards.
Once a group feels confident about their answer, have them put it on poster paper and put it on the wall.
Encourage groups to look at other’s work and compare to how they solved.

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Have them spend a few minutes reflecting on the process they went through using these questions. Share out as a whole class.
Highlight the following:
The teacher never said who was correct, but responded with more questioning.
When first starting performance tasks, it’s important to have students work in partners or triads. It increases their perseverance.

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Give teachers 10-15 minutes to find a task online to use with their students this month.
At this point, the tasks may be 3-4 step word problems that do not seem that hard, but will take students some time to solve when they are doing it on their own.

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