CAMPPP+2011+K-4+Breakout

Here is the MATCH and the power point for the fifth PR breakout. The links are resources for particpants to explore during the Action phase of the lesson. I'll delete the earlier versions of these ppts and Match templates. []
 * __Proportional Reasoning Breakout #5__**

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Here is the MATCH and the power point for the third PR breakout. The Responding to Students template can be used as a viewing guide by participants. It does not need to be copied-we can put it up on the doc camera and they can jot it in their journals (or create their own if they wish).
 * __Proportional Reasoning Breakout #3__**

Here is the MATCH and power point for the second PR breakout. I'm also attaching the story to be read (about hitting the target with your eyes closed) and the possible lesson goals for The Butterfly House and Centipede's 100 Shoes. Lesson goal attachment can be printed once and cut up to be given to the grade groupings. We can add these two pieces to the stick - no need to copy. Cassie
 * __Proportional Reasoning Breakout #2__**







__**Proportional Reasoning Breakout #1**__ I've made a few changes and added more detail to the presenter notes in the power point. I've also included the definitions Lori emailed us back in July to be put on chart paper. Cassie

Hi everyone! Having large problems uploading my stuff. Came to the Public Library and that is helping a bit. Had to take the pics out of the powerpoint or it would not upload. Also the handouts linked below (for PR breakout 5) would not load so I posted the links. I have one more article I will send you via e-mail. Not to be shared with participants-just if you want to skim to help with discussion at the end of PandA 1. I changed the match slightly (esp. the Home activity). Laurie PS Lori has had a lookie at PR breakout 5.
 * __Patterning and Algebra Breakout #1__**





P&A Breakout #4 Struggling Learners Here is a PDF of the MATCH in case you can't open the other one.





Mix and Mingles

Article for B1 PR

Laurie wants a 3-2-1 feedback sheets for B3 PR The Brookhart chart on 1 page

Will do Laurie. Here are my latest versions 081011 at 6:00 on Wednesday I replaced documents 3PA MATCH and Frayer Model Breakout 2 PA

Breakout 3 PA

Hey there! Got it ML!! Can you take a look at Breakout 3 and see if it makes sense in terms of what we talked about today? It is rough still but I need to get on the road again! Talk soon. LM

The Butterfly House samples from Grade 1

Article for P and A B1 Using Repeating Patterns to Explore Functional Thinking The Kindergarten Curriculum

PandA MaryLou MATCH for Breakout 2, PPT for PandA B2, handouts for PandA B2(three) I am deleting the files below as I replaced them with new docs up top...

& Algebra ||~ Problem Student Samples ||~ Articles & Materials ||~ Prop. Reasoning ||~ Student Samples ||~ Articles & Materials ||
 * ~ Breakout ||~ Title ||~ Length ||~ Patterning
 * 1 || What’s the Focus Responding to Students in the Moment || 1.5 hours || Laurie Notawasaga - Mix & Mingle || Photos of student repeating patterns - take photos of campers patterns to put on power point for breakout 2 ||  || Cassie Kempenfelt - Mix & Mingle || 6 Dinner Sid || K-12 CLIPS Continuum (pg. 3-4), Top Section of Multiplicitive Thinking Stages, emailed quotes from Lori ||
 * 2 || Building Learning Goals & Consolidating Questions || 1.25 hours || MaryLou || One Duck Stuck ||  || Cassie || ML’s Butterfly House/Centipede’s 100 Shoes || • Recognizing Multiplicative vs Additive Thinking (part) ||
 * 3 || Responding to Students Over Time || 2 hours || MaryLou || Right Number of Elephants (?) || • Recognizing Multiplicative vs Additive Thinking (part) • Freyer Model • Tongue dipresers • DI cards • Generalization Continuum || Laurie || Will Decide || Popsicle Sticks ||
 * 4 || Working With Struggling Students || 1.5 hours || Lori ||  ||   || Laurie ||   ||   ||

So, you will see the chart of breakout sessions above. There are some empty cells - if I've missed something or something needs to be added please do so. Points to Consider: • When will we include time to discuss success criteria? * When/if will we include "Teacher Feedback Self-Reflection"? • Include journal reflections. e.g., what is one thing you might change, what is one thing you have learned, what is one questions you still have, what will you use "tomorrow" in your class? etc. • Variety of consolidation strategies for Proportional Reasoning? • Reflect on movement and activity level in each breakout. • Patterning & Algebra inclusion of Assessment theme? • Timing? • Artifacts on wall? That's all for now! Great working with you this week!! See you in a couple of week! :-)

Cassie

Hi Lori!

Unfortunately I don't have .docx - any chance you can save it as an earlier version of word?

Cassie

Hi Folks, Hope you enjoy your weekend with family and friends. I found the John Mason article (from Ruth and/or Cathy) had ideas that I think are really important for us to talk about at CAMPPP. It is about the sensing we want teachers to bring to teaching and learning math. BTW I do not get the fraction pattern idea referred to in the Ferrini-Mundy articl - someone please help. MLK

//Hello,// //It was great to meet and work with both of you as well! Even though I felt a tad overwhelmed I thought that our team was on the same wavelength. I have started asking teachers about collecting work. I for sure have some grade one/two samples of the elephant problem and the cube sticker problem. I will see if I can get some other samples too. I just need a day or two for people to get back to me. I am going to try to have some pictures of students building patterns with coloured tiles as well since I know that this will link to Ruths lessons very nicely. My plan is to do the Centipede's 100 Shoes with a class as well. I would rather have too much work to choose from.// //I have put a bit of it in the chart and should know more shortly. Lori//

Hi Lori and Laurie, It was a treat working with you for a week the other day. I am uploading the adapted document I made yesterday as we talked about the problems for which we want to gather student work. And student discourse. I saw, you, Laurie, read what you had written and I want to model that in the classrooms I visit. I hope to get permission tomorrow. I ordered many of the books from Amazon today!

Now, the two of you have to populate this chart as I am taking your leads as to what books we use where. This is what I thought I heard we had. (Sorry that I do not remember all.) I think we want to look at work all across the grades for at least 2 problems. Which ones? And I do not, at this point know, which fits better with which Topic: Proportional Reasoning / Algebraic Thinking?

students in these grades || We need work from students in there grades || Will try to get ||
 * Book || We have work from
 * My Little Sister Ate One Hare || Laurie (K, 1) ||  ||   ||
 * The Gigantic Turnip || Laurie (K, 1) ||  ||   ||
 * One Duck Stuck || Laurie (K, 1) ||  ||   ||
 * Centipede's 100 Shoes || Lori (??) ||  || Lori (3/4) ||
 * The Right Number of Elephants ||  ||   || Lori (1/2) ||
 * The Butterfly Problem - The Butterfly House || Laurie (K, 1) and student discourse for (K, 1) ||  || MLK (2-4) ||
 * The Table Problem - Spaghetti and Meatballs for All ||  ||   || MLK (2-4) ||
 * The Cube Sticker Problem - no book ||  ||   || Lori (?) ||
 * Repeating Patterns ||  ||   || MLK (K-4) ||
 * Two of Everything ||  ||   || Lori (3) ||
 * Six Dinner Sid ||  ||   || Lori (3) ||
 * Six Dinner Sid ||  ||   || Lori (3) ||

Which book(s) should I start with? And I am willing to try to get into as many classrooms as I can. We can decide at Nottawasaga which we use where and for what.

Before I go into a classroom, I'm thinking I would create a MATCH template for any one of the lessons (books) to use in starting the conversation with the teacher with whom I would co-teach. Then we (the 3 of us) could grow and morph the Lesson Plan (MATCH) as we have more and more teachers implementing the lesson it. .We could use these for our lesson goals and consolidation notes creation Breakout.

Any way, hope this helps us sort out this iss ue about collecting student work. Remembering that we will have work for the greater / lesser problem and the money problem. MaryLou