Overview
October 4
Part A
Part B  K3
Part B  412
Q & A
Problems of the Week
Ask Dr. Math
Teacher2Teacher

Powerful Problem Solving, Part B for K3
Friday, October 4
Gibraltar Area Schools
Suzanne Alejandre, Philadelphia, Pennsylvania
 Sensemaking
 Why is it important?
Introduction moving from NCLB (teachercentered instruction) to CCSS (studentcentered instruction) and, in particular, helping students embrace the Mathematical Practices
 ThinkPairShare:
 What shifts do we see?
 What are we worried about?
 What are we confident in?
 Let's Do Math
 Eating Grapes

 Strategy for engaging students in rich math tasks
 I Notice, I Wonder™  scenarioonly experience

 How to help students connect to their own way of thinking, build their ideas and experiences, and develop confidence in problemsolving.
unsilence students' voices
training vs learning
students taking accountability for their own learning

 Common Core Implementation in Gibraltar Area Schools
 How does the CCSSM align with your mission statement?

 1. Make sense of problems and persevere in solving them.
 3. Construct viable arguments and critique the reasoning of others.

 Types of I Notice, I Wonder™ Activities
 Eating Grapes: What did you hear?
 [links to teacher resources]: Scenario  Problem  Packet  Rubric

 Sports Weighin: What do you see?
 [links to teacher resources]: Scenario  Problem  Packet  Rubric

 Charlie's Gumballs: What do you see? What do you hear?
 [links to teacher resources]: Video Scenario (YouTube)  Scenario  Problem  Packet  Primary Rubric

 Additional Primary Level Activities (also linked within the individual strategy pages of our Problem Solving and Communication Activity Series)

 What's the Same? What's Different? [PDF]
 Getting Unstuck [PDF]
 I Don't Know If I'm Right [PDF]
 I Don't Know What to Do [PDF]
 Testing 1, 2, 3, 4 [PDF]
 What Has To Be Organized [PDF]
 Must, Can't, Might [PDF]
 Brainstorming Representations [PDF]

 Preview of conversations to have during Part A session and how questions will be gathered
