Standards for Mathematical Practice Task Alignment Task: Dan Meyer 3-Acts Pyramid” “Penny Teacher: Dan Date: 7-30-12 Practice Teacher Move Evidence of Student Use of Practice Overarching Habits of Mind of a Mathematical Thinker 1. Make sense of Asked students to Students brainstormed. brainstorm question They had input into “I problems and saw this clip and I had developing questions. persevere in TONS of questions. Once question was solving them. What was the first decided, students had to question that came to determine what mind?” information was needed Wrote all questions on in order to answer the board, ranked them, and question. weighted by interest In order to figure out the Narrowed down to one information they needed, question. the students were forced students what to make sense of the information they needed problem. to answer that question. When teacher asked, (The teacher had you thought “Have anticipated ahead of about…”, the students time what questions were more comfortable would be asked and persevering rather than what information would giving up. Also, working be needed.) within a group helped Only gave out students to persevere. information as it was asked for. Listened in to groups working and guided them as necessary using questions such as “Have you thought about?” By doing this, the teacher made sure that the students stayed on task and that they were on the right track, but did
Standards for Mathematical Practice Task Alignment Task: Dan Meyer 3-Acts “Penny Pyramid” Teacher: Dan Date: 7-30-12 Practice Teacher Move Evidence of Student Use of Practice Overarching Habits of Mind of a Mathematical Thinker 1. Make sense of problems and persevere in solving them. Asked students to brainstorm question “I saw this clip and I had TONS of questions. What was the first question that came to mind?” Wrote all questions on board, ranked them, and weighted by interest Narrowed down to one question. students what information they needed to answer that question. (The teacher had anticipated ahead of time what questions would be asked and what information would be needed.) Only gave out information as it was asked for. Listened in to groups working and guided them as necessary using questions such as “Have you thought about?” By doing this, the teacher made sure that the students stayed on task and that they were on the right track, but did Students brainstormed. They had input into developing questions. Once question was decided, students had to determine what information was needed in order to answer the question. In order to figure out the information they needed, the students were forced to make sense of the problem. When teacher asked, “Have you thought about…”, the students were more comfortable persevering rather than giving up. Also, working within a group helped students to persevere.