Grade+7-12+Math

=**__Math Professional Learning Menu: Meeting Diverse Leaner Needs in 3-Part Lessons__**=

This two session series from the Mathematics Professional Learning menu will be led by Tony Corvinelli and Dwight Stead. The goals of these sessions are to allow secondary teachers of mathematics to:
 * demonstrate thorough understanding of open questions and parallel tasks to differentiate instruction
 * in course groupings to co-plan 3-part lessons featuring DI strategies and structures, teach them in their classes and co-debrief the lessons

The two sessions will be held on:
 * March 26, 2012 @ St Roch S.S. Room 215 (Code 60)
 * April 12, 2012 @ St Roch S.S. Room 215 (Code 60)

Check out the other wikis to support Mathematics in DPCDSB: http://dpcdsb-math-stuff.wikispaces.com/

For more information on Ministry DI resources including TLXs check out the DI section of the GAINS web site at [|www.edugains.ca]

Day 1: Open Questions & Parallel Tasks and Co-planning 3-Part Lessons
Parallel Tasks Summary || || (Thanks Maggie Boss) || || Questions Template || ||
 * Day 1 Notebook || [[file:Math Menu 2012 DI Math Day 1.notebook]] ||
 * Open Questions and
 * Questions to Probe Mathematical Thinking
 * GAINS Math Processes Package || [[file:TIPS4RMProcesses.pdf]] ||
 * Questions aligned with the Math Processes || [[file:Questions for Math Processes.doc]] ||
 * TIPS Questioning || [[file:TIPS Questioning.pdf]] ||
 * GAINS Tips Posing Powerful
 * TIPS 2.0 Template with **NO** instructions on page 2 || [[file:TIPS 2.0 Template.doc]] ||
 * TIPS 2.0 Template with Instructions on page 2 || [[file:TIPSTemplateandIinstructions.doc]] ||
 * One Approach to Questions, Dr Michael Hardt || [] ||
 * Effective Questioning Digital Paper || [|http://www.tmerc.ca/digitalpapers/#learning] ||

DI Resources:
Robert Marzano, ISBN 978-0871205049 || [] || ISBN 978-0-13-206913-7 || You can access the electronic book on Board computers by: Click on **Start**, scroll to **Programs**, scroll to **Start Where They Are** ||
 * __Classroom Instruction That Works__,
 * __Start Where They Are__, Karen Hume
 * Karen Hume BLM 4.4 How Do I learn Best? || [[file:How Do I Learn Best.doc]] ||
 * Karen Hume BLM 4.5 VAK Inventory || [[file:VAK Inventory.doc]] ||

**Homework for Day 2:**

 * 1) Teach your co-planned lesson in and bring in samples of student work
 * 2) Review the DI resources on the EDU GAINS site

Co-Planned Lessons: Fall 2011
Gabriela F Giuliana D || 7 Patterning & Algebra || Patterning || Four Corners Accountable Talk Gallery Walk BANSHO || || Boris B || 8 Patterning & Algebra || Patterns & Relationships || Think/Pair/Share Manipulatives Smartboard || || Francesca G Pauline N Michelle N Henry V || 8 Measurement || Introduction to the Circle || Placemat Manipulatives SMART Board || || Thilaka F Bill S || 7/8 Patterning & Algebra || Patterns || Tiering Co-operative Learning || || Traffic Lights Parallel Task || || Rocco D || MHF4U || Trigonometric Identities || Parallel Task Exit Ticket || || Tony D || 8 Geometry || Pythagorean Relationship || Learning Centres Exit Ticket || || Paul D || 7 Geometry || Area of a Parallelogram || Exit Ticket || || Jessica D || MPM2D || Review of Quadratics || Parallel task Tiering Exit Cards || || Mark B || MPM2D || Vertex Form of a Parabola || Grouping Tiering Group Quiz || ||
 * **Group** || **Members** || **Grade & Strand**
 * Course** || **Lesson Tile** || **DI Structure**
 * Strategy Used** || **File(s)** ||
 * A || Sil S
 * B || Rosina C
 * C || Paola C
 * D || Blair T
 * E ||  || MCR3U || Sinusoidal Functions || Cubing
 * F || Joanne P
 * G || Anthony M
 * H || Greg M
 * I || AnnMarie C
 * J || George K

Structure Used || File(s) || Scott C Terryl C || Grade 8 || Fraction Addition || Open question Parallel Task || || Mary P Maria S Francisco T Stephanie F || Grade 7 || Evaluating Expressions || Parallel Task & Open Question || ||
 * Group || Names || Grade/Course || Topic || DI Strategies or
 * A || Paola S
 * B || Caroline M || MCF3M || Completing the Square || Parallel Task || [[file:Caroline.docx]] ||
 * C || Ida L
 * D || Terry P || TFJ4C || TV Cooking show || Parallel Tasks and Open Questions || [[file:3 part lesson plan tv show.doc]][[file:How to write a recipe.ppt]] ||  ||

Next Steps:

 * continue to make more 3-part lessons that feature DI strategies & structures
 * make use of exit tickets
 * consciously try each structure and strategy in class
 * use open questions and parallel task more frequently
 * try the traffic lights strategy to develop student self-assessment
 * ask for days at school to do deeper into DI
 * regularly check out the DI wiki and the DI section of [|www.edugains.ca]

Online Multiple Intelligences Survey:
http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks3/ict/multiple_int/index.htm

Grade 10 Graphing Review Choice Board
Thanks Rosalba Z.


 * Choice Board Picture || [[image:dpcdsb-di/Choice_Board_colours.jpg width="320" height="240"]] ||
 * Choice Board Colours Picture || [[image:dpcdsb-di/Choice_Board_Picture.jpg width="320" height="240"]] ||
 * Choice Board Signs || [[file:Choice Board Colour Signs.docx]] ||
 * Graphing Intro Question || [[file:Graphing Intro Question.docx]] ||
 * Graphing Review Question || [[file:Graphing Review (Red).docx]] ||
 * Graphing Application Questions || [[file:Graphing application quest.docx]] ||
 * Self Assessment & Exit Ticket || [[file:Self Assessment & Exit Ticket.docx]] ||

Open Questions & Parallel Tasks Created by Participants on Day 2 (Nov 9, 2010):
__**Grade 7 & 8**__ __**Grade 9 Applied**__ Connect various representations of linear relations and solve related problems The cost of producing a book is $50 plus $5 per book. Create a table and graph to find the rate of change. Choose one option (A, B or C) and find the rate of change for the relation. A hot air balloon starts at a height of 300 m and descends at 60 m/s. Represent this relation as (a) a table of values (b) a graph (c) an equation. State the similarities and differences in these two graphs. Create a situation that could be modelled by each graph. Represent the relation (in the original question) in another way. || **Sticky Note Comments:** -Consider making one of the options a partial variation || **Feedback/Comments/Suggestions:** ||
 * **Lesson Goal:**
 * Original Question 1:**
 * Parallel Task:**
 * Original Question 2:**
 * Open Question:**

__**Grade 9 Academic**__ Find an equation of a line given 2 points Find an equation of a line that passes through the origin and (2, 4). Option A: Find an equation of a line that passes through the origin and (2, 4) Option B: Find an equation of a line that passes through the origin and (-2, -4) and (0, -5) || **Sticky Note Comments:** -offer a 3rd task that has no points specified -for Option B, give a 2nd point that is no on the y-axis (e.g. (1, -5)) || **Feedback/Comments/Suggestions:** ||
 * **Lesson Goal:**
 * Original Question:**
 * Parallel Task:**

__**Grade 10 Applied**__ Solve problems from realistic situations using linear systems. Sa = 32500 + 500n; Sb = 28000 + 1000n where S = salary; n = # of hours worked After how many hours would they have the same salary? y = 32500 + 500 x; y = 28000 + 1000x Create a realistic scenario involving the two equations and interpret the solution to the system. (a) Create a scenario to represent the data in the graph. (b) Explain why you would choose option A over option B. Solve one of the linear systems using elimination. (a) 2x + 3y = 4; 2x - 6y = 5 (b) 4x - 5y = 9; 3x + 10 y = 18 (c) 3x - 2y - 7 = 0; y = 4x + 5 . || **Sticky Note Comments:** -open question 1: ask students to write the two equations to match the realistic scenario -open question 2: reword (b) to: "explain when..." or "under which conditions would you choose A or B?" -parallel task: using a method of your choice || **Feedback/Comments/Suggestions:** ||
 * **Lesson Goal:**
 * Original Question 1:**
 * Open Question 1:**
 * Open Question 2:**
 * Parallel Task:**

__**Grade 10 Academic**__ Solve problems involving acute triangles using the sine law and cosine law. Option 1: A triangle has one side 10cm, another 4cm, and another 12cm. What are its angles? Option 2: A triangle has one side of length 12cm between angles of 40 degrees and 60 degrees. What are the other angle measures and side lengths? Analytic Geometry Two of the vertices of a quadilateral are (1,3) and (5,3). The other vertices are also in quadrant 1. What kind of quadilateral could it be? Explain. Factor using a variety of tools. Using your choice of # of algebra tiles, represent a trinomial. Arrange the tiles into a rectangle and determine the factors of this trinomial. (Original question: use algebra tiles to factor 2x^2 + 5x + 6) || **Sticky Note Comments:** -parallel task: include a diagram with one of the options -open question 1: change the wording to "how many different quadilaterals could it be?" || **Feedback/Comments/Suggestions:** ||
 * **Lesson Goal:**
 * Parallel Task:**
 * Lesson Goal:**
 * Open Question:**
 * Lesson Goal:**
 * Open Question 2:**

__**Grade 11 & 12**__ Solve problems that arise from real world applications by determing measures of sides and angles of triangles using primary trig ratios. Determine height of right-angle triangle given one side and angle. Create a situation where you would use a primary trig ratio and solve the problem. Demonstrate an understanding of discrete probability distributions, represent them numerically or graphically. Provide both types of distribution tables and graphs, tell the students that some distributions will involve equal or different likelihoods. Why are the probabilities the same/different? If you were to roll one die n times, as opposed to rolling a pair of dice n times, do you think the probabilities of outcomes will be distributed the same way? (provide students with a pair of dice as an option to carry out an experiment) Connecting graphs and equations of rational (reciprocal) functions. Identify the vertical asymptote of a given function. Given f(x) = 3x^3 - 6x^2 - 15x + 18 and g(x) = 1 / f(x) Would you agree that the domains of the two above functions are the same? list as many reasons as you can. What do you notice as you test values of "y" close to the vertical asymptote? List any possible types of asymptotes you know. || **Sticky Note Comments:** MDM4U: -ask them to justify their choice -this is limited to yes/no answer - expand further! MHF4U: -why not let them choose the functions? || **Feedback/Comments/Suggestions:** ||
 * **MCF3M/MBF3C/MAP4C**
 * Lesson Goal:**
 * Original Question:**
 * Open Question:**
 * MDM4U**
 * Lesson Goal:**
 * Original Question:**
 * Open Question:**
 * MHF4U**
 * Lesson Goal:**
 * Original Question:**
 * Open Question:**

Open Questions and Paralllel Tasks from April 5, 2011
MPM2D || ||
 * Course || Open Question or Parallel Task ||
 * MFM1P || [[image:dpcdsb-di/MFM1P_PT.JPG width="336" height="883"]] ||
 * MPM1D || [[image:dpcdsb-di/MPM1D_OQ.JPG width="360" height="932"]] ||
 * MFM2P
 * MCR3U || [[image:dpcdsb-di/MCR3U_OQ_PT.JPG width="685" height="555"]] ||
 * MAP4C || [[image:dpcdsb-di/MAP4C_OQ.JPG width="480" height="638"]] ||

Resources Shared from April 5, 2011 [[image:dpcdsb-di/New_clipart.jpg width="75" height="67"]]
Rearranging Formulas Melanie V. || || Stations Andy K. || ||
 * MPM1D Tiering Activity for
 * MDM4U Lesson with Learning

DI Resources:
Differentiate Secondary Mathematics, Dr Marian Small, ISBN 978-0-8077-5088-9 || [] ||
 * More Good Questions: Great Ways to


 * Next Steps:**
 * Review the resources on this wuiki and the GAINS web site, especially the Effective Questioning Digital Paper
 * Join your school's DI committee to continue learning how to differentiate instruction
 * If your school has a math goal request that some of the days be used to allow teachers interested in DI to collaborate, especially teachers of the same course.
 * Register for Math Menu sessions that focus on planning 3-part lessons to practice planing lessons that have embedded DI strategies.

Page last updated January 30, 2012.