Journal - 10 minutes

Yesterday, we considered issues of privilege/status,

collaboration, Catholic Social Teaching, and professional
engagement. In light of these ideas, please respond to the
following prompts:
1. You were asked to speak at the school board
meeting about the ways you see privilege, classroom
culture and Catholic Social Teaching coming
together in your classroom. What are three key
takeaways you would include in your talk?

2. What is one way you will engage with a

professional organization this academic year? 1
Task Design,
Cognition, and
Equitable Teaching

June 12, 2019

Mathematics Teaching Framework

Authority, Mathematical Identity, and Mathematical Agency

● What are the norms for participation in my

mathematics classroom? How are these
norms played out in my classroom?
● How do the tasks implemented in my
classroom help students see themselves as
doers and sense makers of mathematics?
● In what ways do students in my classroom use
each other as mathematical resources?
● How do I facilitate discourse in my classroom
that communicates to each and every student
that their ideas matter?
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NCTM Journal Article and MTF

Take about 7 minutes to consider the

Mathematics Teaching Framework in light of the
article you read last night.

What specific examples can you point to where

you saw the framework in action?

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Cognitive Demand of Tasks

Mean, Median, Mode Task Mrs. Hernandez’s Math Class

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 Cognitive Demand of Tasks
Lower-Level Demands
Memorization
What are the decimal & percent
equivalents for ½ and ¼?
Procedures without connections
Convert ⅜ to a decimal and percent.
Stein & Smith 1998
Higher-Level Demands
Procedures with connections
Using a 10x10 grid, identify the decimal
and percent equivalents to ⅗.
Doing mathematics
Shade 6 small squares in a 4 x 10
rectangle. Using the rectangle, explain
how to determine each of the following:
(a) the percent of area that is shaded
(b) the decimal part of area that is
shaded, c) the fractional part of area
that is shaded 6
SPLIT BY COHORT
ACE 26 ROOM: 478
ACE 25 ROOM: 378 7
Cognitive Demand (cont)
ACE 26 - First Years

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 Cognitive Demand of Tasks

Lower-Level Demands Higher-Level Demands

Memorization Procedures with connections
What are the decimal & percent equivalents Using a 10x10 grid, identify the decimal and
for ½ and ¼? percent equivalents to ⅗.

Procedures without connections Doing mathematics

Convert ⅜ to a decimal and percent. Shade 6 small squares in a 4 x 10 rectangle.
Using the rectangle, explain how to determine
each of the following: (a) the percent of area
that is shaded (b) the decimal part of area
that is shaded, c) the fractional part of area
that is shaded
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Stein & Smith 1998
Your Turn!
Cognitive Demand Task Sort

- In your groups, categorize the tasks provided

based on cognitive demand.

- Prepare to share out your group’s responses.

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Discussion
Task Planning
ACE 26

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Raising the Demand of a Task

Solve the Equation: 4p + 9 = 25

Standards - CCMS: 7.EE.4, 7.EE.4A, 8.EE.7, 8.EE.7B

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Cognitive Demand Take-Home

- Match the cognitive demand of your tasks

with your learning objectives & goals

- Be willing to try high level tasks even if you fail

the first time

- Persistence during a task is key

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Questions?
Debrief - TPS

1. In what ways do you see task design playing a role in

authority, mathematical identity and mathematical
agency?
2. How do these constructs influence student learning?

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COURSE
PLANNING
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19
Standards
Course Outcomes
- What students should be able to do at the end
of the year

- Standards that take more than a lesson or unit

to accomplish
- Often addressed in multiple units

- Consider the Standards for Mathematical

Practice 21
Course Outcomes - Format

- Begin with a SWBAT

- 1 Observable and Assessable Bloom’s Verb

- Roughly 5-9 per Course

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Course Outcomes - Guidelines
- Draft set is included on the Sakai page
https://tinyurl.com/y26pmnsv

- Due Friday at 5PM for 25’s and 26’s on Sakai

- If using Google Sheets, just put the
sharing link in the Sakai assignment

- Use ACE Planning Guide!

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Unit Concepts
Unit Concepts - 2nd Years

- Enduring Understanding

- Concept! Not a skill

- Be specific for common concepts such as

“Fractions” or “Functions”

- Include identifiable standards!

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For Tomorrow

1) Read Principles to Action Executive Summary

2) Work on NCTM Journal Review Paper - due by

11:59 PM Thursday night

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