Wednesday, December 11

Class work: Community lessons

  • Discuss Standard V
  • Owen’s presentation
  • Present community lessons

Presentation of the lesson plans: Each group will present segments of its final lesson to the class. These presentations will include the following components: a) explicitly state the central problems or task in the lesson (i.e., what is the mathematics problem that the lesson is built around), and explain why you chose that particular task, b) highlight the key mathematical ideas that the lesson address, and discuss how the lesson will support students’ understanding of those key math ideas, and c) highlight how the lesson connects to and draws upon important settings, contexts, activities, issues and/or practices in students’ communities. In other words, your presentation should make it clear how you used what you learned in your community visits to inform the design of your lesson. 

Whole Class Discussion:

  • What was it like to think about the community in mathematical terms?
  • What did you learn?
    •   …… about the community / the neighborhood?
    •  ……. about using mathematics to investigate community contexts?
    •  …….. about using math as a tool to investigate issues of equity or social justice?
  • As you participated in this project, what surprised you?
  • As you were planning your mathematics lesson, what kinds of things did you think about and consider? What did you find to be useful connections to the community? How did you use knowledge gained from your community walk, interviews or visits to inform your lesson?
  • As you were planning your lesson, what challenges did you face? How did you respond to those challenges? (focus here on challenges specific to making connections between particular math content/concepts and community knowledge, practices, activities or settings)
  • Would you like to do a similar community math exploration with your own students? Why or why not?  What would students gain from a project like this?  What adaptations would you need to make? What challenges do you think you might face, and how might you respond to those challenges?

Monday, December 9

Class work: Differentiation and equity

  • Do now: What are your thoughts about equity? Have they changed since the beginning of the semester? What are the steps you can take to help bring about equity in your classroom?
  • Something we forgot last time: what is the area of the classroom?
  • Math activity: Lance’s statistics worksheet. Making a Flush with 5 cards from a standard deck
  • Last lesson: Owen, Ailua, and Lance
  • Discuss readings
  • If there is time, I will give you some time to plan the community lessons

Wednesday, December 4

Class work:

  • Do now: Tyler’s statistics problem:Research has shown that as the year progresses and the number of ice cream bars bought at the store increases, so does the number of drowning cases at Lake Meridian. Answer the following questions:
    1. Is there a correlation between number of ice cream bars bought and drowning cases at Lake Meridian? If yes, is it a positive correlation or a negative correlation?
    2. Does buying ice cream bars cause there to be more people drowning? If no, what could be a potential cause?


  • Look at the progression document for probability and statistics, and look at the explanations of the standards you do not feel comfortable with.
  • Finish teaching lessons: Shelby; Lance, Ailua, Owen; and Rachel
  • Quick check-in about standardized testing

Monday, December 2

Class work: Community lessons and lesson teaching

  • Do now: Discuss student interviews. What were the lessons learned? Share with others.
  • Presentations about community visits. Brainstorm ideas for lessons.
  • Continue lesson teaching: Maggie and Shelby.