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509A Unit 1-week2

509A Unit 1-week2. Dr. Hasan Fall 2012. Classroom Observation Unit 1. In your small groups, reflect on your observation of the classroom video lesson using the guided questions below: Teachers provided explicit models to teach math vocabulary;

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509A Unit 1-week2

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  1. 509A Unit 1-week2 Dr. Hasan Fall 2012

  2. Classroom Observation Unit 1 In your small groups, reflect on your observation of the classroom video lesson using the guided questions below: • Teachers provided explicit models to teach math vocabulary; • Students were provided opportunities for practice vocabulary; • Teachers provided feedback for students to develop further language proficiency. • In addition, include in your analysis, an articulation about if you think the instructional strategies that the teachers have chosen are likely to support aspects of students’ language develop proficiency. Why or Why not?

  3. Conceptual Reading Maps In small groups • Upload your Conceptual Reading Maps • Use your map to describe, explain and define: “Mathematical Disposition”. • How would you describe the mathematical disposition of the students in the class that you are observing?

  4. Math Lab Discussion Main Classroom: Debrief Unit 1 Math Lab In Math Lab Groups: • Use this time to begin to look at Unit 2 Math Lab. • Synthesize questions that you may have about Unit 2. • Dr. Hasan will visit each group and respond to any questions that you may have.

  5. Standards of Student Practice • 1. Make sense of problems and persevere in • solving them. • 2. Reason abstractly and quantitatively. • 3. Construct viable arguments and critique • the reasoning of others. • 4. Model with mathematics. • 5. Use appropriate tools strategically. • 6. Attend to precision. • 7. Look for and make use of structure. • 8. Look for and express regularity in repeated • reasoning.

  6. Common Core Standards (CCS) Mathematics • Use the CCS to list the progression of proportionality and similar figures concepts from grades 6-12. • What changes and what remains the same? • How can you use this knowledge to support student learning of the concepts of proportionality and similar figures?

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