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You are on page 1of 67

:

Looking for Structure and Noticing Regularity in Repeated Reasoning

**Jennifer Wilson Jill Gough
**

Black Mountain, NC Trinity School, Atlanta, GA

@jwilson828 @jgough

http://easingthehurrysyndrome.wordpress.com http://jplgough.wordpress.com

**http://bit.ly/slowmathmp78
**

Who’s in the room?

● Name

● Building/Location

● Course(s)

● Your school year, in one word ...

**● One outcome you hope for
**

Learning Intentions

**● How do you give your learners the opportunity to look for
**

and make use of structure, to look for and express

regularity in repeated reasoning?

**● How might you give your learners the opportunity to look
**

for and make use of structure, to look for and express

regularity in repeated reasoning?

Norms

All students need time to think

before responding to a teacher’s

question, talking with a partner, or

following a classmate’s strategy

presented to the whole group.

Grace Kelemanik, Amy Lucenta, Susan Janssen

Kelemanik, Grace, Amy Lucenta, Susan Janssen. Creighton, and Magdalene Lampert.Routines for Reasoning: Fostering the Mathematical

Practices in All Students. Portsmouth, NH: Heinemann, 2016. Print.

Add a reflective pause because our

extroverts need to learn to listen.

Our introverts need to learn to talk.

**Cain, Susan. Quiet. New York: Broadway, 2013. Print.
**

9ax+9b–6=21

SAT Question

**Based on the equation above,
**

what is the value of ax+b?

A. 3

B. 6

C. 8

D. 12

**“SAT Practice Tests.” SAT Suite of Assessments, 24 Apr. 2017,
**

collegereadiness.collegeboard.org/sat/practice/full-length-practice-tests.

9ax+9b–6=21

SAT Question

**Based on the equation above,
**

what is the value of ax+b?

A. 3

B. 6

C. 8

D. 12

**“SAT Practice Tests.” SAT Suite of Assessments, 24 Apr. 2017,
**

collegereadiness.collegeboard.org/sat/practice/full-length-practice-tests.

SAT Question

Which of the following expressions is equal to 0

for some value of x?

SAT Question

A. |x–1|–1

B. |x+1|+1

C. |1–x|+1

D. |x–1|+1

**“SAT Practice Tests.” SAT Suite of Assessments, 24 Apr. 2017,
**

collegereadiness.collegeboard.org/sat/practice/full-length-practice-tests.

Which of the following expressions is equal to 0

for some value of x?

SAT Question

A. |x–1|–1

B. |x+1|+1

C. |1–x|+1

D. |x–1|+1

**“SAT Practice Tests.” SAT Suite of Assessments, 24 Apr. 2017,
**

collegereadiness.collegeboard.org/sat/practice/full-length-practice-tests.

If x2+14x=51 and x>0, what is the value of x+7?

SAT Question

**“SAT Practice Tests.” SAT Suite of Assessments, 24 Apr. 2017,
**

collegereadiness.collegeboard.org/sat/practice/full-length-practice-tests.

If x2+14x=51 and x>0, what is the value of x+7?

SAT Question

x2+14x+49=51+49

(x+7)2=100

**“SAT Practice Tests.” SAT Suite of Assessments, 24 Apr. 2017,
**

collegereadiness.collegeboard.org/sat/practice/full-length-practice-tests.

Odell Beckham Jr.

NFL Catch of the Year

**NFL. “Odell Beckham Jr. Makes Catch of the Year! | NFL.” YouTube, YouTube, 24 Jan. 2015,
**

www.youtube.com/watch?v=zxbz3DDQzHU.

Question

Odell Beckham Jr.

Pre-game Practice | NFL

bit.ly/ccsssmp

SMP 7: I can look for and

make use of structure.

Gough, Jill, and Jennifer Wilson. "#LL2LU Learning Progressions: SMP." Experiments in Learning by Doing or Easing the Hurry Syndrome.

WordPress, 04 Aug. 2014. Web. 11 Mar. 2017. Used with written permission

SMP 7: I can look for and

make use of structure.

m p la t e, t h e n

Conte

calculate

**Look before you le
**

ap!

Visualize – Verbalize

–

@jgough

Verify

Contemplate then Calculate Primer, BPE Boston Teacher Residency.

Look before you leap, Gail Burrill

Visualize, Verbalize, Verify, H/T Jules Bonine-Ducharme

Which shaded region is larger? Explain your reasoning.

Illustrative Mathematics

**Grade 8, Unit 8, Lesson 1
**

6–8 Math

**Download for free at openupresources.org:
**

https://im.openupresources.org/8/teachers/8/1.html#activity-1

Illustrative Mathematics One Square

Grade 8, Unit 8, Lesson 2

6–8 Math

**Download for free at openupresources.org:
**

https://im.openupresources.org/8/teachers/8/2.html#activity-2

Illustrative Mathematics

**Grade 8, Unit 8, Lesson 2
**

6–8 Math

**Download for free at openupresources.org:
**

https://im.openupresources.org/8/teachers/8/1.html#activity-1

Illustrative Mathematics The Sides and Areas of Tilted Squares

Grade 8, Unit 8, Lesson 2

6–8 Math

**Download for free at openupresources.org:
**

https://im.openupresources.org/8/teachers/8/2.html#activity-3

Grade 8, Unit 8, Lesson 6

Illustrative Mathematics

6–8 Math

**Download for free at openupresources.org:
**

https://im.openupresources.org/8/teachers/8/6.html#activity-2

Carved Triangles

brilliant.org

**If the two triangles above are congruent, equilateral
**

triangles, which is greater, the total area of the three

red regions or the total area of the six purple regions?

https://brilliant.org/100day/day37/

is Don’t Talk about Octagon Club

The First Rule of Octagon Club

brilliant.org

**What fraction of the regular octagon is shaded red?
**

https://brilliant.org/100day/day33/

The First Rule of Octagon Club

is Don’t Talk about Octagon Club

brilliant.org

**https://brilliant.org/100day/day72/
**

What is the area of the blue figure?

Carved Triangles

brilliant.org

**If the two triangles above are congruent, equilateral
**

triangles, which is greater, the total area of the three

red regions or the total area of the six purple regions?

What fraction of the regular

octagon is shaded red?

**https://brilliant.org/100day/day37/
**

https://brilliant.org/100day/day33/

https://brilliant.org/100day/day72/ What is the area of the blue figure?

Carved Triangles

brilliant.org

**https://brilliant.org/100day/day37/
**

The First Rule of Octagon Club

is Don’t Talk about Octagon Club

brirlliant.org

**https://brilliant.org/100day/day33/
**

The First Rule of Octagon Club

is Don’t Talk about Octagon Club

brilliant.org

**https://brilliant.org/100day/day72/
**

One-handed Catch and Ray Lewis TD Dance

Odell Beckham Jr.

**BreedingEntrtainment. “Odell Beckham One Handed Catch Pregame Routine. And Ray Lewis TD Dance
**

Celebration. Awesome!!!” YouTube, YouTube, 14 Dec. 2015, www.youtube.com/watch?v=UigHzEIG_F4.

Research on expertise suggests the

importance of providing students

with learning experiences that

specifically enhance their abilities

to recognize meaningful patterns of

information.

Bransford, J. D., Brown, A. L., & Cocking, R. R. (2001). How people learn: Brain, mind, experience and school. Washington, D.C.: National

Academy Press.

Grade 7, Unit 1, Lesson 10 Algebra Talk: Solve Each Equation

Illustrative Mathematics

6–8 Math

**Download for free at openupresources.org:
**

https://im.openupresources.org/7/teachers/6/10.html#activity-1

bit.ly/ccsssmp

SMP 8: I can look for and express

regularity in repeated reasoning.

Gough, Jill, and Jennifer Wilson. "#LL2LU Learning Progressions: SMP." Experiments in Learning by Doing or Easing the Hurry Syndrome.

WordPress, 04 Aug. 2014. Web. 11 Mar. 2017. Used with written permission

Student Expectations

Visible Learning for Mathematics

**If students know where they are going and
**

how they’ll know when they get there,

they are better able to set their own

expectations, self-monitor, and predict or

self-report their own achievement.

EFFECT SIZE FOR

SELF-REPORTED/STUDENT

EXPECTATIONS =1.44

Hattie, John A. (Allan); Fisher, Douglas B.; Frey, Nancy; Gojak, Linda M.; Moore, Sara Delano; Mellman, William L.. Visible Learning for

Mathematics, Grades K-12: What Works Best to Optimize Student Learning (Corwin Mathematics Series) (p. 35). SAGE Publications.

Kindle Edition.

MathNspired: Exploring the Equation of a Circle

MathNspired: Exploring the Equation of a Circle

MathNspired: Exploring the Equation of a Circle

Using multiple representations in

instructional materials can facilitate

self-explanations. Thus, if you have

students self-explain a certain concept

or procedure, try to include diagrams

or technology-enhanced

representations like simulations to

help students generate

self-explanations and learn with

understanding.

**~Jennifer L. Chiu, Michelene T.H. Chi
**

Chiu, J. and Chi, M. (2014). Supporting self-explanation in the classroom. In V. A. Benassi, C. E. Overson, & C. M. Hakala (Eds.). Applying science

of learning in education: Infusing psychological science into the curriculum. Retrieved from the Society for the Teaching of Psychology web site:

http://teachpsych.org/ebooks/asle2014/index.php

Prompting self-explanations may

help students use multiple

representations in complementary,

constraining, or constructing roles to

fill in missing pieces or revise their

understanding.

~Jennifer L. Chiu, Michelene T.H. Chi

Chiu, J. and Chi, M. (2014). Supporting self-explanation in the classroom. In V. A. Benassi, C. E. Overson, & C. M. Hakala (Eds.). Applying science

of learning in education: Infusing psychological science into the curriculum. Retrieved from the Society for the Teaching of Psychology web site:

http://teachpsych.org/ebooks/asle2014/index.php

MathNspired: Exploring the Equation of a Circle

Although solving a problem could be

a measure of some kind of transfer of

the conceptual knowledge,

conceptual items should be included

if one is interested in the direct

impact of self-explaining.

~Jennifer L. Chiu, Michelene T.H. Chi

Chiu, J. and Chi, M. (2014). Supporting self-explanation in the classroom. In V. A. Benassi, C. E. Overson, & C. M. Hakala (Eds.). Applying science

of learning in education: Infusing psychological science into the curriculum. Retrieved from the Society for the Teaching of Psychology web site:

http://teachpsych.org/ebooks/asle2014/index.php

Prentice Hall Geometry Section 12-5, Circles in the Coordinate Plane, page 798 from Pearson Education.

Mathematics Assessment Project: Circles of Equations 1. Retrieved from http://map.mathshell.org/lessons.php?unit=9350&collection=8

Multiple studies show that including

incorrect solutions or examples in

study materials can be particularly

helpful for learning with

self-explanation: recognize gaps in

understanding or repair faulty

information, whereas explaining

correct examples may be more likely

to reaffirm students' existing

understanding.

~Jennifer L. Chiu, Michelene T.H. Chi

Chiu, J. and Chi, M. (2014). Supporting self-explanation in the classroom. In V. A. Benassi, C. E. Overson, & C. M. Hakala (Eds.). Applying science

of learning in education: Infusing psychological science into the curriculum. Retrieved from the Society for the Teaching of Psychology web site:

http://teachpsych.org/ebooks/asle2014/index.php

Prentice Hall Geometry from Pearson Education

What's My Rule?, TI

Blue Point Rule, desmos

What's My Rule?, TI

Blue Point Rule, desmos

What's My Rule?, TI

Blue Point Rule, desmos

Labeling Tick Marks on a Number Line

Grade 8, Unit 7, Lesson 10

Illustrative Mathematics

6–8 Math

**Download for free at openupresources.org:
**

https://im.openupresources.org/8/teachers/7/10.html#activity-2

Problem String

Pam Harris

Problem String

Pam Harris

**Harris, P. W. & Imm, K. L. (2017). Algebra Problem Strings. Dubuque, IA: Kendall Hunt Publishing Company.
**

Problem String

Pam Harris

**Harris, P. W. & Imm, K. L. (2017). Algebra Problem Strings. Dubuque, IA: Kendall Hunt Publishing Company.
**

Problem String

Pam Harris

**Harris, P. W. & Imm, K. L. (2017). Algebra Problem Strings. Dubuque, IA: Kendall Hunt Publishing Company.
**

Problem String

Pam Harris

Deep practice is built on a paradox:

struggling in certain targeted ways

— operating at the edges of your

ability, where you make mistakes

— makes you smarter.

~Daniel Coyle

Coyle, Daniel (2009). The Talent Code: Greatness Isn't Born. It's Grown. Here's How. (p. 18). Random House, Inc. Kindle

Edition.

Or to put it a slightly different way,

experiences where you’re forced to

slow down, make errors, and

correct them —as you would if you

were walking up an ice-covered

hill, slipping and stumbling as you

go— end up making you swift and

graceful without your realizing it.

~Daniel Coyle

Coyle, Daniel (2009). The Talent Code: Greatness Isn't Born. It's Grown. Here's How. (p. 18). Random House, Inc. Kindle

Edition.

Learning Mode Poster

**Northwest Rankin High School Math Department Learning Mode Poster
**

#SlowMath:

Looking for Structure and Noticing Regularity in Repeated Reasoning

**Jennifer Wilson Jill Gough
**

Black Mountain, NC Trinity School, Atlanta, GA

@jwilson828 @jgough

http://easingthehurrysyndrome.wordpress.com http://jplgough.wordpress.com

http://bit.ly/slowmathmp78

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