Day+1

Theme: Building Background Knowledge
8:45 - Goals and Objectives
 * Share the goals (the What and the What For included in the handouts) from the eight step design page appropriate to your grade level. Emphasize the fractions progression and how their goals feed into that progression.
 * Expectations

9:00 - The Joy of Mathematics - Grade level video clips from last year showing students enjoying mathematics. Why? They are fully involved, exploring, seeking knowledge, understanding the math, having fun!

9:05 - Task on Shipping Blocks. Finding the Volume of a Rectangular Prism. Do the task with all the steps.

What does it look like when kids do it? Show the video. Discuss what you saw in small groups using such questions as:
 * What was the mathematics focus of the lesson?
 * What pedagogical moves did you see the teacher make?
 * How were the students reacting?
 * Where would they need to go from here?
 * How do the Utah Core State Standards in Mathematics get us there?

10:15 - Core Review Time: Instructional shifts that the Utah Core State Standards make to help students and teachers understand mathematics. Take your time with this module. It is critical to the understanding your participants will need for the rest of the week. See the facilitator's guide on the Facilitator Guides page. Use the Introduction to the Math Shifts PowerPoint on your flash drive and the activities in your handouts.

10:30 - Break

10:45 - Continue with the instructional shifts work.

12:00 - Lunch for Grades K-5 12:15 - Lunch for Grade 6

12:45 or 1:00 - Progressions Work - Part of the common core are the progressions from which the core was built. Progressing through coherent mathematical experiences got the students to the place where they could do the volume task. Our work this week will be to understand how work in grades K-5 leads to an understanding of fractions, which leads to understanding of algebra. So, we have to work on the progressions.

Show the Importance of Progressions video (on your flash drive).

K - Study the Counting and Cardinality progression and the OA progression. Start with a task, then discuss how students get to the understanding they need to do the mathematics in the task. Then study the progression together, using dialogue as your major tool. Write this portion of the day in the training sessions.

1 - Study the OA and the fraction connected Geometry progressions. Start with a task, then discuss how students get to the understanding they need to do the mathematics in the task. Then study the progression together, using dialogue as your major tool. Write this portion of the day in the training sessions.

2 - Study the OA and the fraction connected Geometry progressions. Start with a task, then discuss how students get to the understanding they need to do the mathematics in the task. Then study the progression together, using dialogue as your major tool. Write this portion of the day in the training sessions.

3 - 5 - Study the Fractions Progression using the Fractions progressions. Start with a task, then discuss how students get to the understanding they need to do the mathematics in the task. Then study the progression together, using dialogue as your major tool. Write this portion of the day in the training sessions.

6 - Study the Expressions and Equations progression for 6th grade. Start with a task, then discuss how students get to the understanding they need to do the mathematics in the task. Then study the progression together, using dialogue as your major tool. Write this portion of the day in the training sessions.-

2:00 Break

2:15 Continue with progression

3:00 Show grade level video to show how task based instruction looks on their grade level. The video is on your flash drive. Point out the Launch, Explore, Discuss portions and ask participants for experiences using it this past year.

3:25 - Four point Evaluation for Today: What worked for you? What didn't work for you? What do you need more work on? What can we do better tomorrow?

3:30 - Dismiss

Homework: Decide which cluster you will write a unit for within the focus above in the progressions work.