Rich Math Tasks Part 2

Teaching

Using

Tasks

Math

#CCA PD Day

April 5th, 2024

CCA Math Crew

Dan Carpenter

Janine Simek

Heather Sharp

Stacy Erdman

9-12 Content Specialist (Math)

6-8 Content Specialist (Math)

3-5 Content Specialist (Math)

K-2 Content Specialist (Math)

Tyler Petrouskie

Kelly Fahnestock

Sara Pawloski

Brian Lewandowski

Math Instructional Specialist

5th Grade Math Teacher

3rd Grade Math Teacher

5th Grade Math Teacher

INDEX

Intro

5 - Student Ownership

Review Rich Learning

Overview

Disrupt the Norm

Video

Mix it Up

Discuss

4 - Productive Struggle

6 -What's Next?

Overview

CCA Successes

Video

Learn More

Discuss

Thanks

Norms

Learning Targets

Identify the purpose of each step in the rich math task process.

Observe and evaluate real PBL lessons.

Examine and discuss how you could apply these practices to your teaching.

Where we are - where we're going

Synthesis

Own Learning

Struggle

Discover

Get Curious

Launch

Prepare

Anticipate

Extra Resources

Which plate?

Isolated lessons

Rich Math Tasks

Visual courtesy of MonaMath

Productive Struggle

O4

Discover

Building a Rich Task

Synthesis

Own Learning

Struggle

Discover

Get Curious

Launch

Prepare

Anticipate

Productive Struggle

"There is no try, only do" -Yoda

So that's productive struggle: making the math a puzzle that students want to solve together

Teacher Move: Intentionally select student work that guides other groups

The culture of your class is vital to allow for these interactions

Oh yeah... the IM lesson plans online provide prompts that align with the tasks

Liljedahl would say this is about making students THINK

It can be hard to step aside and let the students do the thinking

Resist the urge to be the answer key

Don't interfere, be their guide; their Jedi master

Struggle? Sounds hard...

Teaching ≠ talking Teaching = listening & asking questions

Discuss

8 mins

What does a teacher do during the productive struggle phase of the lesson?

Share some of your favorite lines/ questions to deflect the thinking back to students.

some ideas

In what ways can a teacher prepare their students in advance for productive struggle?

Student Ownership

Synthesis/Consolidation

O5

Building a Rich Task

Synthesis

Own Learning

Struggle

Explore

Get Curious

Launch

Prepare

Anticipate

Student Ownership

it developes skills like creativity, problem-solving, & collaboration

• Prepare
• Light curiousity
• Struggle
• Ownership

Teacher move:Intentionally leave time at the end of class for closure

I like how he makes a sense of community by bringing the students together

During class they should work harder than the teacher

There's hardly any "traditional" teaching done by the teachers

the teacher was strategic about which students would share

Students lead the discussion and critique others

Thanks Dan - I've learned so much!

Nim MASTER 👑

So give THEM credit for THEIR hard work!

Math is NOT just about the numbers...

Let's Review:

Hi Dan!

Discuss

8 mins

Estimate What percentage of the talking is done by students vs. by the teacher in these lessons? How about in your lessons?

How can we support and include students who are hesitant to participate?

What benefits are there to shifting our teaching practices to include more rich tasks?

What's next?

Rich Learning at CCA

O6

CCA Successes

HS Samples

Alyssa Shissler

Alg 1 - Simple, but powerful visual

Grade 5 Samples

Brian Lewandowski

AP Stats - Probability game

Dividing Fractions Mac & Cheese TASK

Grade 3 Sample

Kelly FahnestockArea - Bumper Car TASK

Multi-Digit Division (teammates as worked examples)

Credits

Rich Tasks Playlist

https://mathspathway.com/

https://mathforlove.com/

Australian-based math organization that produced the videos shared

Speaker, Dan Finkel's website

Part 1 - Rich LearningPart 2 - Sparking Curiosity Part 3 - Productive Struggle Part 4 - Student Ownership with breakdowns of each of the tasks featured

Dan's TED Talk

More Rich tasks

Learn More

Building Thinking Classrooms

Make Math Moments

Pam Harris

by Peter Liljedahl

Connect with a math coach: Tyler Petrouskie MS - Tiff Henry HS - Jillian Fletcher

Notice:

- Building connections: something abstract like a scatterplot can show something as simple and concrete as a box of oranges 🤯 - Students collecting and plotting data themselves gives them ownership - Plenty of student think time - Teacher is talking, but the discussion is student-led based on ideas shared in chat - Quick, time-efficient task

Alternate link to video

Videos are a simple, but powerful tool in our environment

Resource Padlet

Please add resouces that you think can help us with our Building Thinking Classrooms journey.

Notice:

- Warm-up = simple; quick; no "right" answer; low floor - high ceiling - Students bring ideas forward, teacher emphasizes key points - Students reflect and choose which strategy makes the most sense to them - Formative assessment throughout allows the teacher to build discussion based on student input even if learners don't want to share out themselves

Alternate link to video

We don't always have to use a task. Edio includes the "teammates" that essentially provide worked examples of various strategies. Leverage these sparingly when students are hesitant to bring their own ideas forward.

Notice:

- Task is introduced, not over-explained - Student think time - Student work shared & engaged with (even misconceptions) - Culture where participation feels safe and mistakes are respected - Students critique and explain other student work - Teacher anticipated: well thought out responses using math vocabulary

Alternate link to video

Notice:

- Clear directions: clarifying when needed; no clear strategy given - Students strategize on their own, exploring probability while trying to earn points for the game - Students build their own connections to the content (probability = gambling) allowing them to take ownership of the math - Teacher highlights key points and leads into deeper exploration of content

Alternate link to video

Enaging activities and educational games are still possible virtually - even with only chat participation!

Notice:

- Task is introduced - anticipated possible misconceptions - Clearly defined student think time - Does not allow the answer early in the discussion (even if students know it) - Student ideas shared & engaged with - Culture where participation feels safe and mistakes are respected - Students critique and explain other student work -Multiple representations to achieve the answer

Alternate link to video