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October 4
Part A
Part B - K-3
Part B - 4-12
Q & A

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Powerful Problem Solving, Part B for K-3

Friday, October 4
Gibraltar Area Schools
    Suzanne Alejandre, Philadelphia, Pennsylvania

Why is it important?
Introduction moving from NCLB (teacher-centered instruction) to CCSS (student-centered instruction) and, in particular, helping students embrace the Mathematical Practices
  • 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™ - scenario-only experience
How to help students connect to their own way of thinking, build their ideas and experiences, and develop confidence in problem-solving.
    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 Weigh-in: 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

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