Beth SchefelkerMelissa Hedges

Judy Winn

Working in groups of 3. Select one topic rigid motion or congruency to discuss.◦ Share the CABS you gave.◦ Each group member selects 3-6 pieces of student

work.◦ Focus on one set of student work. Pass the

papers around the table. ◦ Discuss misconceptions/understandings that

surfaced.◦ Use a table sticky note to record the table

conversations for each pack of student work.

Think about the discussion from each set of student work…◦What theme surfaced as you looked at

the same mathematical idea?◦What surprised you? ◦What discussions did you have as you

analyzed work from students who struggle in your math classroom

In what way will this information help you think deeply about the lessons in your text?

How will it provide you with information for adjusting instruction?

How will it provide you with information for differentiating the key lessons? Moving from the concrete to the abstract experiences?

Project due May 17th

◦Part 1: As a Learner of Mathematics◦Part 2: Student CABS

rigid motion and congruency◦Part 3A: Critiquing the lessons◦Part 3B: Suggestions for instruction◦Part 3C: Critiquing the suggestions offered for Differentiation

Final data presentation and write-up Due April 26

Re-administer the tricky triangle assessment

Examine the new data identifying change from fall to spring.

Compare the performance of students with and without disabilities.

Be prepared to share:◦1. Change in data results◦2. Identify lessons/instructional opportunities that shifted student thinking.

1. Completed log of tricky triangle instruction.

2. 2-page write-up reflecting on the project. student changes from fall to spring (refer to van Hiele levels) key instructional tasks/strategies you

implemented and ideas for differentiation lessons learned as a teacher of

mathematics while you focused on this topic

Lessons learned on collaboration.