Do Now:
Student Outcome: Students will be able to understand and explain math processes throughout the math lesson cycle. CM Strategy: CMs will plan effective CFUs and create spaces where students can justify their answers.
Make sure you have an objective and example problem you want to focus on. This should be an objective you will teach within the next week.
Wednesday, November 27, 2012
Middle School Math Learning Team
CFUs and Follow-through
1 2 3
Definitions and Examples
Methods of Questioning
Scaffolding
Today we are learning to grow brains …
Two Kinds of CFUs Guided Practice = multiple opportunities to practice + a focus on key points + teacher guidance/feedback
Conceptual
Procedural
Relationships
Rules and Procedures
“Why can’t I multiply across right from the beginning?”
“How do I make an improper fraction from a mixed number?”
Two Kinds of CFUs Task: Write THREE procedural and THREE conceptual questions for a problem you have.
Procedural: Rules and Procedures
Conceptual: Relationships
“What will happen if I just divide across right now?”
“When can I just divide across?”
“How do I make an improper fraction from a mixed number?”
“Why can’t I multiply across right from the beginning?”
“In order to solve this problem, how should I change this problem?”
“Will I always have to have regular fractions to solve?”
How do you CFU? 1. Asking the what – Procedural: “How did we make an improper fraction?” – Conceptual: “Why did we make an improper fraction?”
2. Asking for a repeat – Procedural: “How did we make it into a multiplication problem?” – Conceptual: “Why did we make flip the sign and the fraction behind?”
3. Asking to clarify – Procedural: “How did we get 36 as a numerator?” – Conceptual: “Why is our denominator still 7?”
Task: Label each step with a procedural and a conceptual question.
How do you CFU? What should we do first in this problem?
Why can’t we just divide across?
How did we make 1 2/7 into 9/7?
Why did we make the mixed number into a improper fraction?
How did we make it into a multiplication problem?
Why did we flip the sign and the fraction behind?
How did we get 36 as a numerator?
Why can’t this be our final answer?
How did we get 5 as a whole number?
Why is the denominator still 7?
I DO to WE DO to YOU DO I DO: problem one
• Think aloud the conceptual and the procedural at every step
WE DO: problem two IWE DO:DO: Problem Problem 1 2 3 1. Write the problem: ME 2. Change mixed numbers to improper fractions: ME fractions: THEM 3. Identify whether it can be divided across: ME THEM 4. Flip the operation: THEM 5. Flip the second fraction: THEM 6. Operate across: THEM
• First conceptual questions, then procedural questions • 50% teacher led
WE DO: problem three
• First procedural questions, then conceptual questions • 25% teacher led
I DO to WE DO to YOU DO I DO: problem one
• Think aloud the conceptual and the procedural at every step
WE DO: problem two
Task: Role play with Real Time Coaching cards.
• First conceptual questions, then procedural questions • 50% teacher led
WE DO: problem three
• First procedural questions, then conceptual questions • 25% teacher led