The+2011+-+2012+Yukon+Education+Grades+2-9+Formative+Assessment+Pilot

Here is the initial memo from Ms. Paula Thompson, Mathematics Consultant, regarding The Yukon Education Number Sense Formative Assessment Pilot sent out to schools by fax and e-mail on October 21, 2011:

Here is a copy of the follow-up e-mail of January 20, 2012:

=Schedule of Events=


 * ~ Date and Group ||~ Title ||~ Intended Learning Outcomes ||~ Homework & Classroom __Work__ ||
 * ~ ==FEBRUARY SESSION== ||
 * **All Groups**

Wednesday, **February 8**, 2012 4:15 PM - 5:45 PM

Live online in Elluminate Live! meeting room @https://sas.elluminate.com/m.jnlp?sid=7345&password=M.513A3F4DF7AB72BDB588503A86BE2A.

The __recording__ for this event can now be viewed at: [] || Introduction to Elluminate Live!, Introduction to Numeracy Nets - Bridging the Gap Between Assessment and Instruction in Grades K-8 and Introduction to the Yukon __Education__ Number Sense Formative Assessment Tools For Grades K-9 || * Use Elluminate Live! with increasing ease including:
 * Configuring the audio through a headset with a microphone
 * Using whiteboard tools (highlighter, pen, etc.)
 * Using the emoticons
 * Showing when you have stepped away for a moment
 * Participating in a web tour
 * Using the __chat__ window
 * Other?
 * To be able to answer the following:
 * What is a numeracy net?
 * How is a numeracy net structured?
 * How can numeracy nets be __used__:
 * as a diagnostic tool?
 * for planning and for monitoring progress?
 * to build Individual __Education__ Plans and Student Support Plans?
 * within Professional Learning Communities?
 * Build a self-assessment data table with respect to our perceived ability to __address__ student needs that __surface__ (with respect to the checkpoints that make up the assessment tool.)
 * Dig deeper into the numeracy nets to enhance student learning by:
 * Completing Step 1 of the Collaborative Planning Cycle For Assessing and Addressing Students Needs (Page 17-18 in Numeracy Net binder). That is, identify the learning goals and other components of the numeracy nets resource that __form__ The Yukon __Education__ Number Sense Formative Assessment Pilot.
 * Completing Step 2 of the cycle. That is, prepare for the assessment.
 * Beginning Step 3 of the cycle. That is, begin to identify and clarify student needs. || **Assigned Prior to This Event:**

Obtain the following items:
 * Numeracy Nets
 * Teaching Student-Centered Mathematics
 * A headset with a microphone


 * Assigned At This Event:**

__Monday__, **March 26**, 2012 4:15 PM - 5:45 PM
 * (Re)read the checkpoint elaborations for the number sense checkpoints __for your__ grade in the Numeracy Nets binder.
 * Read "The Three-Part Format For Problem-Based Lessons" from //Teaching Student-Centered Mathematics//
 * Complete Steps 1 - 3 of the Collaborative Planning Cycle:
 * Administer the sample assessment tasks in the Numeracy Nets binder for as many of the number sense checkpoints as possible and for as many students as possible
 * Gather data for each student on the OVERVIEW CHART from Numeracy Nets
 * Gather whole group data using //Appendix C: Whole-Class or Small-Group Readiness Sheet 1//
 * Use the Selected Learning Activities from PLANNING __RESOURCES__ FOR NEXT STEPS from the checkpoint elaboration in Numeracy Nets in conjunction with "The Three-Part Format For Problem-Based Lessons" to try to move learning forward. (Step 4 - We will also do this collaboratively.) - This is what we will do next time together so it is okay if you do not get to it.
 * **__Submit__ //Appendix C: Whole-Class or Small-Group Readiness Sheet 1// to me as far in advance of the next meeting as possible. For the grade 2 group, this is //Appendix D// in your binder. ** ||
 * ~ Date and Group ||~ Title ||~ Intended Learning Outcomes ||~ Homework & Classroom __Work__ ||
 * ~ ==MARCH SESSION== ||
 * Grade 7 Group & Grades 8 Group

The __recording__ for this event can now be viewed at: @https://sas.elluminate.com/p.jnlp?psid=2012-03-26.1616.M.C11EC0E30C86AAEA51CD987F78DFE7.vcr&sid=7345 || Digging Deeper Into Numeracy Nets - Using The Baseline Data To __Help__ Move Student Learning Forward || * Use “Elluminate Live!” with increasing ease
 * Review the “Three-Part Format for Problem-Based Lessons”
 * __Continue__ to build/refine the self-assessment table
 * Continue to build up the summary data charts.
 * Dig deeper into the numeracy nets to enhance student learning by:
 * From our gathered data, choose one checkpoint to focus on as a group.
 * Completing Step 3 of the Collaborative Planning Cycle. That is, identify and clarify student needs.
 * Completing Step 4 of the cycle. That is, formulate and adopt a promising instructional plan to address each need.
 * Completing Step 5 of the cycle. That is, prepare to deliver the instructional plan in the classroom.
 * Be set to complete Step 6 of the cycle with your students. || **Assigned Prior to This Event:**
 * (Re)read the checkpoint elaborations for the number sense checkpoints for your grade in the Numeracy Nets binder.
 * Read "The Three-Part Format For Problem-Based Lessons" from //Teaching Student-Centered Mathematics//
 * Complete Steps 1 - 3 of the Collaborative Planning Cycle:
 * Administer the sample assessment tasks in the Numeracy Nets binder for as many of the number sense checkpoints as possible and for as many students as possible
 * Gather data for each student on the OVERVIEW CHART from Numeracy Nets
 * Gather whole group data using //Appendix C: Whole-Class or Small-Group Readiness Sheet 1//
 * Use the Selected Learning Activities from PLANNING RESOURCES FOR NEXT STEPS from the checkpoint elaboration in Numeracy Nets in conjunction with "The Three-Part Format For Problem-Based Lessons" to try to move learning forward. (Step 4 - We will also do this collaboratively.) - This is what we will do next time together so it is okay if you do not get to it.
 * **Submit //Appendix C: Whole-Class or Small-Group Readiness Sheet 1// to me as far in advance of the next meeting as possible. For the grade 2 group, this is //Appendix D// in your binder. **


 * Assigned At This Event:**

Complete **Step 6** of the collaborative planning cycle. That is, commit to delivering the instructional plan to the best of your ability. Observe student responses. Collect student work and bring it to the next meeting. Be ready to share your experiences and observations with the team. The group is doing **Activity 4.2: Base-Ten Fractions to Decimals**, page 112 **using the Three-Part Format for Problem-Based Lessons, p. 16-20** of Teaching Student-Centered Mathematics Grades 5-8 and **resubmitting data** on the chart, especially for Grade 7 Checkpoint 2 and Grade 8 Checkpoint 1, **prior to the next session** by fax or by e-mailing the spreadsheet. The sooner that data comes in the better for my preparation.

Blackline Masters 2-4 from the back of Teaching Student-Centered Mathematics are larger @ [] and can be downloaded. For more information about their use please refer to the optional reading below.

Optional - Send me a photo or a student sample of the activity.

Optional - Grade 8 Group - Read - Teaching Student-Centered Mathematics Ch. 4: Decimal and Percent Concepts and Decimal Computation, pages 107-130 Grade 7 Group Connecting Two Different Representational Systems, pages 107-113 || Tuesday, **March 27**, 2012 4:15 PM - 5:45 PM
 * Grade 4 Group

The recording for this event can now be viewed at: @https://sas.elluminate.com/p.jnlp?psid=2012-03-27.1613.M.C11EC0E30C86AAEA51CD987F78DFE7.vcr&sid=7345 || Digging Deeper Into Numeracy Nets - Using The Baseline Data To Help Move Student Learning Forward || * Use “Elluminate Live!” with increasing ease
 * Review the “Three-Part Format for Problem-Based Lessons”
 * Continue to build/refine the self-assessment table
 * Continue to build up the summary data charts.
 * Dig deeper into the numeracy nets to enhance student learning by:
 * From our gathered data, choose one checkpoint to focus on as a group.
 * Completing Step 3 of the Collaborative Planning Cycle. That is, identify and clarify student needs.
 * Completing Step 4 of the cycle. That is, formulate and adopt a promising instructional plan to address each need.
 * Completing Step 5 of the cycle. That is, prepare to deliver the instructional plan in the classroom.
 * Be set to complete Step 6 of the cycle with your students. || **Assigned Prior to This Event:**
 * (Re)read the checkpoint elaborations for the number sense checkpoints for your grade in the Numeracy Nets binder.
 * Read "The Three-Part Format For Problem-Based Lessons" from //Teaching Student-Centered Mathematics//
 * Complete Steps 1 - 3 of the Collaborative Planning Cycle:
 * Administer the sample assessment tasks in the Numeracy Nets binder for as many of the number sense checkpoints as possible and for as many students as possible
 * Gather data for each student on the OVERVIEW CHART from Numeracy Nets
 * Gather whole group data using //Appendix C: Whole-Class or Small-Group Readiness Sheet 1//
 * Use the Selected Learning Activities from PLANNING RESOURCES FOR NEXT STEPS from the checkpoint elaboration in Numeracy Nets in conjunction with "The Three-Part Format For Problem-Based Lessons" to try to move learning forward. (Step 4 - We will also do this collaboratively.) - This is what we will do next time together so it is okay if you do not get to it.
 * **Submit //Appendix C: Whole-Class or Small-Group Readiness Sheet 1// to me as far in advance of the next meeting as possible. For the grade 2 group, this is //Appendix D// in your binder. **


 * Assigned At This Event:**

Complete **Step 6** of the collaborative planning cycle. That is, commit to delivering the instructional plan to the best of your ability. Observe student responses. Collect student work and bring it to the next meeting. Be ready to share your experiences and observations with the team. The group is doing **Activity 4.1: Ten-Frame Adding and Subtracting**, page 108 **using the Three-Part Format for Problem-Based Lessons, p. 16-21** of Teaching Student-Centered Mathematics Grades 3-5 and **resubmitting data** on the chart, especially for Checkpoint 7, **prior to the next session** by fax or by e-mailing the spreadsheet. The sooner that data comes in the better for my preparation.

Blackline Masters (BLMs) 1-4 from the back of Teaching Student-Centered Mathematics are larger @ [] and can be downloaded. For more information about their use please refer to the reading below.

To advance your professional learning, reread the Checkpoint 7 elaboration on pages 38 - 40 of the Numeracy Nets binder and pages 100-113 of Teaching Student-Centered Mathematics.

Optional - Send me a photo or a student sample of the activity. || 4:15 PM - 5:45 PM
 * Grade 2 Group Wednesday, **March 28**, 2012

Live online in Elluminate Live! meeting room @https://sas.elluminate.com/m.jnlp?sid=7345&password=M.513A3F4DF7AB72BDB588503A86BE2A.

The recording for this event can now be viewed at: (To be posted after the live event.) || Digging Deeper Into Numeracy Nets - Using The Baseline Data To Help Move Student Learning Forward || * Use “Elluminate Live!” with increasing ease
 * Review the “Three-Part Format for Problem-Based Lessons”
 * Continue to build/refine the self-assessment table
 * Continue to build up the summary data charts.
 * Dig deeper into the numeracy nets to enhance student learning by:
 * From our gathered data, choose one checkpoint to focus on as a group.
 * Completing Step 3 of the Collaborative Planning Cycle. That is, identify and clarify student needs.
 * Completing Step 4 of the cycle. That is, formulate and adopt a promising instructional plan to address each need.
 * Completing Step 5 of the cycle. That is, prepare to deliver the instructional plan in the classroom.
 * Be set to complete Step 6 of the cycle with your students. || **Assigned Prior to This Event:**
 * (Re)read the checkpoint elaborations for the number sense checkpoints for your grade in the Numeracy Nets binder.
 * Read "The Three-Part Format For Problem-Based Lessons" from //Teaching Student-Centered Mathematics//
 * Complete Steps 1 - 3 of the Collaborative Planning Cycle:
 * Administer the sample assessment tasks in the Numeracy Nets binder for as many of the number sense checkpoints as possible and for as many students as possible
 * Gather data for each student on the OVERVIEW CHART from Numeracy Nets
 * Gather whole group data using //Appendix C: Whole-Class or Small-Group Readiness Sheet 1//
 * Use the Selected Learning Activities from PLANNING RESOURCES FOR NEXT STEPS from the checkpoint elaboration in Numeracy Nets in conjunction with "The Three-Part Format For Problem-Based Lessons" to try to move learning forward. (Step 4 - We will also do this collaboratively.) - This is what we will do next time together so it is okay if you do not get to it.
 * **Submit //Appendix C: Whole-Class or Small-Group Readiness Sheet 1// to me as far in advance of the next meeting as possible. For the grade 2 group, this is //Appendix D// in your binder. **


 * Assigned At This Event:**

Complete **Step 6** of the collaborative planning cycle. That is, commit to delivering the instructional plan to the best of your ability. Observe student responses. Collect student work and bring it to the next meeting. Be ready to share your experiences and observations with the team. The group is doing **Activity 2.9: Dot Plate Flash**, page 44 **using the Three-Part Format for Problem-Based Lessons, p. 15-19** of Teaching Student-Centered Mathematics Grades K-3 and **resubmitting data** on the chart, especially for Checkpoint 2, **prior to the next session** by fax or by e-mailing the spreadsheet. The sooner that data comes in the better for my preparation.

The Dot Cards Blackline Masters (BLMs) 3-8 from the back of Teaching Student-Centered Mathematics are larger @ [] and can be downloaded. They may come in handy for this activity. I like the two colour dot plates that can be found @ http://yukon-education-mathematics.wikispaces.com/#Visualization.

To advance your professional learning, reread the Checkpoint 2 elaboration beginning on page 27 of the Numeracy Nets binder and pages 42-62 of Teaching Student-Centered Mathematics.

Optional - Send me a photo or a student sample of the activity. || Wednesday, **April 25**, 2012 4:15 PM - 5:45 PM
 * ~ Date and Group ||~ Title ||~ Intended Learning Outcomes ||~ Homework and Classroom Work ||
 * ~ ==APRIL SESSION== ||
 * Grade 2 Group

The recording for this event can now be viewed at: [] || Digging Deeper Into Numeracy Nets -From Data to Evidence of Student Learning || * Use “Elluminate Live!” with increasing ease
 * Review the “Three-Part Format for Problem-Based Lessons”
 * Continue to build/refine the self-assessment table
 * Continue to build up the summary data charts.
 * Continue to set the stage for increasing the number of checkpoints assessed.
 * Dig deeper into the numeracy nets to enhance student learning by:
 * Completing Step 7 of the cycle for Checkpoint (To Be Decided) - ***.** That is, analyze student work to evaluate whether the instruction met student needs
 * Completing Step 8 of the cycle. That is, Reassess: repeat cycle or move to another Checkpoint || **Assigned at this event:**

Complete **Step 6** of the collaborative planning cycle. That is, commit to delivering the instructional plan to the best of your ability. Observe student responses. Collect student work and bring it to the next meeting. Be ready to share your experiences and observations with the team. The group is continuing with **Activity 2.9: Dot Plate Flash**, page 44 **AND** **Activity 2.17, Two out of Three,** page 50 **OR Activity 2.18, Covered Parts,** page 50 **OR Activity 2.26, I Wish I Had,** page 51 **using the Three-Part Format for Problem-Based Lessons, p. 15-19** of Teaching Student-Centered Mathematics Grades K-3 and **resubmitting data** on the chart, especially for Checkpoints 2 and 5, **prior to the next session** by fax or by e-mailing the spreadsheet. The sooner that data comes in the better for my preparation.

The Dot Cards Blackline Masters (BLMs) 3-8 from the back of Teaching Student-Centered Mathematics are larger @ [] and can be downloaded. They may come in handy for this activity. I like the two colour dot plates that can be found @ http://yukon-education-mathematics.wikispaces.com/#Visualization.

To advance your professional learning, reread the Checkpoint 2 and 5 elaborations beginning on page 27 and 61 of the Numeracy Nets binder and pages 42-62 of Teaching Student-Centered Mathematics.

Thursday, **April 26,** 2012 4:15 PM - 5:45 PM
 * Send me a photo or a student sample of the activity to speak about at the next session.** All groups will be in attendance (Grades 2, 4, 7, & 8) and we will be presenting "Our Evidence of Student Learning - Sharing Our Stories." ||
 * Grade 4 Group

The recording for this event can now be viewed at: [] || Digging Deeper Into Numeracy Nets - From Data to Evidence of Student Learning || * Use “Elluminate Live!” with increasing ease
 * Review the “Three-Part Format for Problem-Based Lessons”
 * Continue to build/refine the self-assessment table
 * Continue to build up the summary data charts.
 * Continue to set the stage for increasing the number of checkpoints assessed.
 * Dig deeper into the numeracy nets to enhance student learning by:
 * Completing Step 7 of the cycle for Checkpoint (To Be Decided) - ***.** That is, analyze student work to evaluate whether the instruction met student needs
 * Completing Step 8 of the cycle. That is, Reassess: repeat cycle or move to another Checkpoint || **Assigned at this event:**

Complete **Step 6** of the collaborative planning cycle. That is, commit to delivering the instructional plan to the best of your ability. Observe student responses. Collect student work and bring it to the next meeting. Be ready to share your experiences and observations with the team. The group is continuing with **Activity 4.1: Ten-Frame Adding and Subtracting**, page 108 **AND** **Activity 5.2: Finding Fair Shares,** page 136 **OR Activity 5.3: More, Less, or Equal to One Whole,** page 138 **OR Activity 5.15: Dot Paper Equivalencies,** page 152 **using the Three-Part Format for Problem-Based Lessons, p. 16-21** of Teaching Student-Centered Mathematics Grades 3-5 and **resubmitting data** on the chart, especially for Checkpoints 3 & 7, **prior to the next session** by fax or by e-mailing the spreadsheet. The sooner that data comes in the better for my preparation.

Blackline Masters (BLMs) 1-4 and 10-13 from the back of Teaching Student-Centered Mathematics are larger @ [] and can be downloaded. For more information about their use please refer to the reading below.

To advance your professional learning, reread the Checkpoint 7 elaboration on pages 38 - 40 of the Numeracy Nets binder and pages 100-113 of Teaching Student-Centered Mathematics.

To advance your professional learning, reread the Checkpoint 3 elaboration on pages 25 - 27 of the Numeracy Nets binder and Chapter 5: Developing Fraction Concepts, pages 131-159 of Teaching Student-Centered Mathematics.

Thursday, **April 26,** 2012 6:00 PM - 7:30 PM
 * Send me a photo or a student sample of the activity to speak about at the next session.** All groups will be in attendance (Grades 2, 4, 7, & 8) and we will be presenting "Our Evidence of Student Learning - Sharing Our Stories." ||
 * Grade 7 Group & Grade 8 Group

The recording for this event can now be viewed at: []

NOTE: I had two back-to-back sessions tonight so the recording began with the grade four group. Once it is completely downloaded, advance the recording to about the half way point to find the beginning of the recording of this session. || Digging Deeper Into Numeracy Nets - From Data to Evidence of Student Learning || * Use “Elluminate Live!” with increasing ease The group is continuing with **Activity 4.2: Base-Ten Fractions to Decimals**, page 112 **using the Three-Part Format for Problem-Based Lessons, p. 16-20** of Teaching Student-Centered Mathematics Grades 5-8. The grade 7 group is also doing **Activity 3.6: About How Much?**, page 75 **OR Activity 3.8: Choose, Explain, Test**, page 77. In the grade 8 group, Fleur is also going to work on Checkpoint 11 and Sheila is also going to work on Checkpoint 4. Everyone is **resubmitting data** on the chart, especially for Grade 7 Checkpoint 2 & 3 and Grade 8 Checkpoint 1, **prior to the next session** by fax or by e-mailing the spreadsheet. The sooner that data comes in the better for my preparation.
 * Review the “Three-Part Format for Problem-Based Lessons”
 * Continue to build/refine the self-assessment table
 * Continue to build up the summary data charts.
 * Continue to set the stage for increasing the number of checkpoints assessed.
 * Dig deeper into the numeracy nets to enhance student learning by:
 * Completing Step 7 of the cycle for Checkpoint (To Be Decided) - ***.** That is, analyze student work to evaluate whether the instruction met student needs
 * Completing Step 8 of the cycle. That is, Reassess: repeat cycle or move to another Checkpoint || Complete **Step 6** of the collaborative planning cycle. That is, commit to delivering the instructional plan to the best of your ability. Observe student responses. Collect student work and bring it to the next meeting. Be ready to share your experiences and observations with the team.

Blackline Masters 2-4 from the back of Teaching Student-Centered Mathematics are larger @ [] and can be downloaded.

To advance your professional learning, read Chapter 3: Fraction Concepts ad Computation and Chapter 4: Decimal and Percent Concepts and Decimal Computation of Teaching Student-Centered Mathematics.

Wednesday, **May 23**, 2012 4:15 PM - 5:45 PM
 * Send me a photo or a student sample of the activity to speak about at the next session.** All groups will be in attendance (Grades 2, 4, 7, & 8) and we will be presenting "Our Evidence of Student Learning - Sharing Our Stories." ||
 * ~ Date and Group ||~ Title ||~ Intended Learning Outcomes ||~ Homework and Classroom Work ||
 * ~ ==MAY SESSION== ||
 * All Groups

Live online in Elluminate Live! meeting room @https://sas.elluminate.com/m.jnlp?sid=7345&password=M.513A3F4DF7AB72BDB588503A86BE2A.

The recording for this event can now be viewed at: (To be posted after the live event.) || Digging Deeper Into Numeracy Nets - Our Evidence of Student Learning - Sharing Our Stories & Celebrating Learning || * Use “Elluminate Live!” with increasing ease
 * Review the “Three-Part Format for Problem-Based Lessons”
 * Continue to build/refine the self-assessment table
 * Continue to build up the summary data charts.
 * Continue to set the stage for increasing the number of checkpoints assessed and achieved.
 * Dig deeper into the numeracy nets to enhance student learning by:
 * To be announced as it will depend on previous results.
 * Present evidence of professional or student learning (AFL - Big 6 - Ownership) to others outside of this group.
 * Determine goals for future learning
 * Complete feedback form
 * Celebrate learning || **Assigned Prior To This Event:**

**Grade 2 Group:**

Complete **Step 6** of the collaborative planning cycle. That is, commit to delivering the instructional plan to the best of your ability. Observe student responses. Collect student work and bring it to the next meeting. Be ready to share your experiences and observations with the team. The group is continuing with **Activity 2.9: Dot Plate Flash**, page 44 **AND** **Activity 2.17, Two out of Three,** page 50 **OR Activity 2.18, Covered Parts,** page 50 **OR Activity 2.26, I Wish I Had,** page 51 **using the Three-Part Format for Problem-Based Lessons, p. 15-19** of Teaching Student-Centered Mathematics Grades K-3 and **resubmitting data** on the chart, especially for Checkpoints 2 and 5, **prior to the next session** by fax or by e-mailing the spreadsheet. The sooner that data comes in the better for my preparation.

The Dot Cards Blackline Masters (BLMs) 3-8 from the back of Teaching Student-Centered Mathematics are larger @ [] and can be downloaded. They may come in handy for this activity. I like the two colour dot plates that can be found @ http://yukon-education-mathematics.wikispaces.com/#Visualization.

To advance your professional learning, reread the Checkpoint 2 and 5 elaborations beginning on page 27 and 61 of the Numeracy Nets binder and pages 42-62 of Teaching Student-Centered Mathematics.


 * Send me a photo or a student sample of the activity to speak about at the next session.** All groups will be in attendance (Grades 2, 4, 7, & 8) and we will be presenting "Our Evidence of Student Learning - Sharing Our Stories."

**Grade 4 Group** :

Complete **Step 6** of the collaborative planning cycle. That is, commit to delivering the instructional plan to the best of your ability. Observe student responses. Collect student work and bring it to the next meeting. Be ready to share your experiences and observations with the team. The group is continuing with **Activity 4.1: Ten-Frame Adding and Subtracting**, page 108 **AND** **Activity 5.2: Finding Fair Shares,** page 136 **OR Activity 5.3: More, Less, or Equal to One Whole,** page 138 **OR Activity 5.15: Dot Paper Equivalencies,** page 152 **using the Three-Part Format for Problem-Based Lessons, p. 16-21** of Teaching Student-Centered Mathematics Grades 3-5 and **resubmitting data** on the chart, especially for Checkpoints 3 & 7, **prior to the next session** by fax or by e-mailing the spreadsheet. The sooner that data comes in the better for my preparation.

Blackline Masters (BLMs) 1-4 and 10-13 from the back of Teaching Student-Centered Mathematics are larger @ [] and can be downloaded. For more information about their use please refer to the reading below.

To advance your professional learning, reread the Checkpoint 7 elaboration on pages 38 - 40 of the Numeracy Nets binder and pages 100-113 of Teaching Student-Centered Mathematics.

To advance your professional learning, reread the Checkpoint 3 elaboration on pages 25 - 27 of the Numeracy Nets binder and Chapter 5: Developing Fraction Concepts, pages 131-159 of Teaching Student-Centered Mathematics.


 * Send me a photo or a student sample of the activity to speak about at the next session.** All groups will be in attendance (Grades 2, 4, 7, & 8) and we will be presenting "Our Evidence of Student Learning - Sharing Our Stories."

Grades 7 & 8 Groups:

Complete **Step 6** of the collaborative planning cycle. That is, commit to delivering the instructional plan to the best of your ability. Observe student responses. Collect student work and bring it to the next meeting. Be ready to share your experiences and observations with the team. The group is continuing with **Activity 4.2: Base-Ten Fractions to Decimals**, page 112 **using the Three-Part Format for Problem-Based Lessons, p. 16-20** of Teaching Student-Centered Mathematics Grades 5-8. The grade 7 group is also doing **Activity 3.6: About How Much?**, page 75 **OR Activity 3.8: Choose, Explain, Test**, page 77. In the grade 8 group, Fleur is also going to work on Checkpoint 11 and Sheila is also going to work on Checkpoint 4. Everyone is **resubmitting data** on the chart, especially for Grade 7 Checkpoint 2 & 3 and Grade 8 Checkpoint 1, **prior to the next session** by fax or by e-mailing the spreadsheet. The sooner that data comes in the better for my preparation.

Blackline Masters 2-4 from the back of Teaching Student-Centered Mathematics are larger @ [] and can be downloaded.

To advance your professional learning, read Chapter 3: Fraction Concepts ad Computation and Chapter 4: Decimal and Percent Concepts and Decimal Computation of Teaching Student-Centered Mathematics.


 * Send me a photo or a student sample of the activity to speak about at the next session.** All groups will be in attendance (Grades 2, 4, 7, & 8) and we will be presenting "Our Evidence of Student Learning - Sharing Our Stories." ||