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Northwest Georgia RESA Mathematics Academy

- Northwest Georgia RESA Mathematics Academy
- North Paulding High School
- Dallas, Georgia
- November 13, 2008
- Dexter Mills, Executive Director
- Karen Faircloth, Director of School
- Improvement Professional
- Learning

Contact Information

Terry Haney, Math Coordinator Northwest Georgia

RESA 3167 Cedartown Hwy., SE Rome, Georgia

30161 706-295-6189 (EXT. 20) 706-295-6098

(FAX) 256-630-8362 (CELL) thaney_at_nwgaresa.com

Northwest Georgia RESA Mathematics Academy

Purpose The purpose of the Northwest Georgia

RESA Mathematics Academy is to provide ongoing

professional learning experiences for district

teams in mathematics. Each team should consist

of at least one representative from each of the

following curriculum bands 3-4, 5-6, 7-8 and

Math I. Members of the teams may be teachers

and/or academic coaches, along with a

building-level and system-level administrator.

Each of the meetings will begin with a brief

whole group session. Each representative will

then attend a session based on his or her

appropriate curriculum band. During this

extended session, instructors for all curriculum

bands will address one specific content strand

(algebra, geometry, numbers and operations, data

analysis) by facilitating work on performance

tasks and pedagogy. Other topics may include

data-driven teaching and learning,

characteristics of the standards-based

classroom, and ACTION planning for mathematics.

Each system-level team will reassemble at the

end of the day to analyze the progression of

content across the grade bands and to plan

methods of redelivery within their system.

Northwest Georgia RESA Mathematics Academy

Facilitators for each Curriculum Band Claire

Pierce, Math I Independent Consultant former

DOE Math Program Manager Terry Haney, Grades

7-8 Math Coordinator for Northwest Georgia

RESA Jason Pelham, Grades 5-6 Assistant

Principal at Lakeview Middle School in Catoosa

County RESA Math Consultant Danny Lowrance,

Grades 3-4 Math Specialist at W.L. Swain

Elementary School in Gordon County

Northwest Georgia RESA Mathematics Academy

- Questions, concerns, and comments from our

previous session - Building the Data Analysis Ladder
- GAISE Report
- Instructional Framework The Workshop Model
- Instructional Framework Rituals and Routines
- Tasks Congress and Pizza
- People, Congress, and Pizza
- Predicting

Northwest Georgia RESA Mathematics Academy

Creating and Managing a Student-Centered

Classroom with the Workshop Model

Northwest Georgia RESA Mathematics Academy

Opening

- Teacher-centered
- The teacher is giving notes,
- explaining a process, modeling
- a process, etc.
- Students are involved
- -taking notes,
- -asking questions, and/or
- -sharing information
- NOT the longest portion of class
- Time will vary with the difficulty of
- subject matter and amount of time
- spent on content previously (approximately
- 20 minutes or less based on 90-minute block).

Northwest Georgia RESA Mathematics Academy

Work Period

- Student-centered
- There are varying combinations of
- working alone, working in pairs, and
- working in small groups.
- There is a mix of
- authentic, real-world applications,
- multiple representations, showing
- work, explaining processes, inquiry,
- skills practice.
- Connections to standards are obvious to everyone

. - Teachers involved
- Constantly monitoring for engagement physically

present in the work area, and/or holding

individual or group conferences.

Northwest Georgia RESA Mathematics Academy

Closing

- Student-centered
- Students take responsibility for teaching or

sharing what - they have learned. Students are speaking

intelligently - about work and standards, using the language of

the - standards and content terminology.
- Includes such activities as sharing work, sharing

ideas, discussing what theyve learned,

presenting solutions to problems, talking about

how their work meets the standard. - Teachers involved
- Choose students to share and let them prepare

during the - work period monitor and push discussion toward

the standard.

Northwest Georgia RESA Mathematics Academy

Managing the Workshop

Northwest Georgia RESA Mathematics Academy

Managing the Workshop

- Rituals and Routines
- Establish requirements for constructive

individual attempts before pair or group work

begins. - Use a timer.

Northwest Georgia RESA Mathematics Academy

Managing the Workshop

- Rituals and Routines
- Create a systematic procedure
- for students to receive assistance
- SELF (notes, book, anchor charts, word wall,

manipulatives, etc.) - PARTNER OR GROUP MEMBERS
- TEACHER

Northwest Georgia RESA Mathematics Academy

Managing the Workshop

- Rituals and Routines
- Teacher serves as facilitator during the work

period and the closing. - Monitor student progress using a status of the

class form. - Allow students to explain concepts and

procedures - to you.
- Respond to their questions with more probing

questions.

Northwest Georgia RESA Mathematics Academy

Managing the Workshop

- Status of the Class

Northwest Georgia RESA Mathematics Academy

Planning the Workshop

Title_______________________________

Standard(s)________________________

Northwest Georgia RESA Mathematics Academy

Content Topic Algebra Pedagogy Topic

Questioning Strategies and Techniques

Northwest Georgia RESA Mathematics Academy

Essential Questions How do I effectively

integrate the Algebra standards into the

mathematics curriculum? How do the Algebra

standards build across the curriculum bands? How

do I effectively implement high- impact

questioning strategies in the mathematics

classroom

Northwest Georgia RESA Mathematics Academy

Building the Algebra Curriculum Ladder

We will build the Algebra Curriculum Ladder to

show the scope of topics addressed in grades

K-10. Your handout contains a list of

statements taken directly from the Algebra strand

of the Georgia Performance Standards at each

grade level. The statements are listed in random

order. Cut the statements apart and reorder them

as they would be addressed in the K-10

curriculum. You will have about 15 minutes to

complete this process in your small groups. Be

prepared to share your thoughts on the process.

Northwest Georgia RESA Mathematics Academy

Building the Algebra Curriculum Ladder

- K Students will identify, create, extend, and

transfer patterns from one representation to

another. - 1 Students will build number patterns using

various concrete representations. - 2 Students will represent and interpret

quantities and relationships using mathematical

expressions and symbols (, lt, gt).

Northwest Georgia RESA Mathematics Academy

Building the Algebra Curriculum Ladder

- 3 Students will use mathematical expressions to

represent relationships between quantities and

interpret given expressions. This will include

describing and extending patterns, describing and

explaining a relationship represented by a

formula, and using a symbol to represent an

unknown and finding the value of the unknown. - 4 Students will represent and interpret

mathematical relationships in quantitative

expressions. They will understand and apply

patterns and rules, represent unknowns using

symbols, and write and evaluate mathematical

expressions. - 5 Students will represent and interpret the

relationship between quantities algebraically.

They will use variables for unknown quantities in

algebraic expressions and investigate simple

algebraic expressions. They will also determine

that a formula will be reliable regardless of the

type of number substituted for the variable.

Northwest Georgia RESA Mathematics Academy

Building the Algebra Curriculum Ladder

- 6 Students will understand the concept of ratio

and use it to represent quantitative

relationships. They will consider relationships

between varying quantities which includes

analyzing and describing patterns from rules,

tables, and graphs using manipulatives and

drawings to solve problems involving proportional

relationships describing and graphing

proportional relationships using y kx using

proportional reasoning to solve problems. - Students will also evaluate algebraic

expressions, including those with exponents, and

solve simple one-step equations using each of the

four basic operations. - 7 Students will represent and evaluate

quantities using algebraic expressions. This

includes translating verbal phrases to algebraic

expressions simplifying and evaluating

expressions using commutative, associative, and

distributive properties adding and subtracting

linear expressions. Students will also

understand and apply linear equations in one

variabledefine a variable, write an equation,

solve the equation, and interpret the solution.

Students will be able to use addition and

multiplication properties of equality to solve

one- and two-step linear equations. - Students will understand relationships between

two variables. They will plot points on the

coordinate plane represent, describe, and

analyze relations from tables, graphs, and

formulas describe how change in one variable

affects the other variable describe patterns in

the graphs of proportional relationships, both

direct (y kx) and inverse (y k/x).

Northwest Georgia RESA Mathematics Academy

Building the Algebra Curriculum Ladder

- 8 Students will use algebra to represent,

analyze, and solve problems. This includes

representing a situation using expressions or

equations in one variable simplifying algebraic

expressions solving algebraic equations in one

variable (including absolute value) solving

equations involving several variables for one

variable in terms of the others interpreting

solutions in problem contexts. Students will

also understand and graph inequalities in one

variable. - Students will understand relations and linear

functions. They will recognize a relation as a

correspondence between varying quantities

recognize a function as a correspondence between

inputs and outputs where the output for each

input must be unique use tables to describe

sequences recursively. Students will graph and

analyze graphs of linear equations and

inequalities (interpreting slope as rate of

change determining the meaning of slope in a

given situation graphing equations of the form y

mx b and ax by c solving problems

involving linear relationships). - Students will understand systems of linear

equations and inequalities and use them - to solve problems. This includes writing

systems for a context, solving the system, - and interpreting the solution in context.

Northwest Georgia RESA Mathematics Academy

Building the Algebra Curriculum Ladder

- Math I Students will explore and interpret

characteristics of functions, using graphs,

tables, and simple algebraic techniques. They

will also graph transformations (including

vertical shifts, stretches and shrinks, and

reflections across the x and y axes) investigate

and explain characteristics of functions (domain,

range, zeros, intercepts, intervals of increase

and decrease, maximum and minimum values, and end

behavior) determine graphically and

algebraically whether a function has symmetry and

whether it is even, odd, or neither. - Students will factor expressions by GCF,

grouping, trial and error, and special products.

They will simplify and operate with radical

expressions, polynomials, and rational

expressions. They will also solve simple

quadratic and radical equations

Northwest Georgia RESA Mathematics Academy

According to Wagner, seven survival skills are

imperative to our students success in the new

world of work. From Educational Leadership

October, 2008 Rigor Redefined by Tony Wagner

Northwest Georgia RESA Mathematics Academy

- Critical Thinking and Problem Solving
- Collaboration and Leadership
- Agility and Adaptability
- Initiative and Entrepreneurialism
- Effective Oral and Written Communication
- Accessing and Analyzing Information
- Curiosity and Imagination
- From Educational Leadership October, 2008

Rigor Redefined by Tony Wagner

Northwest Georgia RESA Mathematics Academy

What do all of these skills have in common? They

can all be directly correlated to good

questioning.

Northwest Georgia RESA Mathematics Academy

The heart of critical thinking and problem

solving is the ability to ask the right

questions. From Educational Leadership October,

2008 Rigor Redefined by Tony Wagner

Northwest Georgia RESA Mathematics Academy

Read What role does teacher questioning play in

learning mathematics? In your small groups,

discuss specific ideas or strategies that your

have tried or ones that you feel will be most

important for you to implement in your classroom.

Make a list of these strategies on chart paper.

Be prepared for whole group discussion. From ED

Thoughts (2002) What We Know About Mathematics

Teaching and Learning J.S. Sutton and A. Krueger

Northwest Georgia RESA Mathematics Academy

If you want to build a shipdont herd people

together to collect wood and dont assign them

tasks and work, but rather teach them to long for

the endless immensity of the sea. Antoine de

Saint-Exupéry

Northwest Georgia RESA Mathematics Academy

Questioning

- Encourage and support questioning and discussion

from the first day of class.

- Take multiple answers from students and allow

them decide which one is correct.

Northwest Georgia RESA Mathematics Academy

Questioning

- Stress the logic of mathematics and how

mathematical definitions are very similar to

meanings they already know.

- Require that students show all of their work.

Northwest Georgia RESA Mathematics Academy

Questioning

- Require justification of true/false statements.

- Explain how to

Northwest Georgia RESA Mathematics Academy

Questioning

- Write your own problem and solve it.

- Explain the mistakes in the given solution.

Northwest Georgia RESA Mathematics Academy

Questioning

- What is this problem asking?

- Is this answer reasonable? Why or why not?

Northwest Georgia RESA Mathematics Academy

Questioning

- Give an example when this strategy would not work.

- How can you make sure your answer is correct?

Northwest Georgia RESA Mathematics Academy

Questioning

- Explain 3 ideas that you have learned in todays

lesson.

- Describe a type of problem that is still unclear

to you.

Northwest Georgia RESA Mathematics Academy

Questioning

- What would happen if

- Tell me anything and everything you know about

Northwest Georgia RESA Mathematics Academy

Sample QuestionsActivating Prior Knowledge

- AN INTRODUCTION TO THE CONCEPT OF IRRATIONAL

NUMBERS - Yesterday, Mr. Haney behaved in a rational way.

He assigned 5 review problems for homework.

Today, he was completely irrational and assigned

75 problems. In your own words, explain what

this means. How can you relate your explanation

to mathematics and what you already know about

rational numbers?

Northwest Georgia RESA Mathematics Academy

Sample QuestionsActivating Prior Knowledge

- A WARM-UP TO INTRODUCE CIRCUMFERENCE
- Explain the meaning of each underlined word.
- Ferdinand Magellans crew was the first
- to circumnavigate the globe.
- Mr. Haney was born circa 1970.
- Mrs. Martin wants you to calculate the
- circumference of a circle.

Northwest Georgia RESA Mathematics Academy

Multiple Representations

Northwest Georgia RESA Mathematics Academy

Good questions should

- Monitor for meaning
- Activate prior knowledge
- Use sensory and emotional images
- Require students to make predictions and

inferences - Help determine importance
- Require students to synthesize information
- Adapted from 7 Metacognitive Strategies from

Mosaic of Thought by Ellin Oliver Keene and Susan

Zimmerman

Northwest Georgia RESA Mathematics Academy

A Few SamplesPositive and Negative Numbers

- Tell me anything that you already know about

positive and negative numbers. (activating prior

knowledge) - Imagine a thermometer at 15 degrees. What will

the thermometer look like if the temperature

falls 20 degrees? (visualizing) - Find examples of positive and negative numbers in

your text. Think of a time when you have worked

with negative numbers or have seen them. Name 2

situations in real life when you have seen

positive and negative numbers. (making

connections)

Northwest Georgia RESA Mathematics Academy

A Few SamplesPositive and Negative Numbers

- What do you think will happen when you add,

subtract, multiply, or divide positive and

negative numbers? (make predictions--inferring) - From the examples you have seen so far, what

types of patterns are emerging? (inferring)

Northwest Georgia RESA Mathematics Academy

A Few SamplesPositive and Negative Numbers

- What are integers? How are integers used?

Demonstrate how to use a number line to make

integer calculations. Do you think the patterns

and rules that you have discovered will work with

all numbers or only with integers. Say why.

(explainingmaking predictions) - Why do you think it is important to know about

integers? Create 3 real-life situations in which

a knowledge of integers would be required. Then

solve the problems and show all of your work.

(synthesizing)

Northwest Georgia RESA Mathematics Academy

Designing Content-Specific Questions and Prompts

- Using specific topics from your current unit of

study or an upcoming unit and strategies that we

have discussed, design 5-10 questions and/or

prompts. You may want to think about designing

questions from simple to complex. You may also

want to consider different ways to ask the same

question as a means of differentiation.

Northwest Georgia RESA Mathematics Academy

Task time

lets collaborate!

Northwest Georgia RESA Mathematics Academy

Decorating for the Dance

Northwest Georgia RESA Mathematics Academy

GEORGIA PERFORMANCE STANDARDS M7A3. Students

will understand relationships between two

variables. a. Plot points on a coordinate

plane. b. Represent, describe, and analyze

relations from tables, graphs, and

formulas. c. Describe how change in one

variable affects the other variable. d.

Describe patterns in graphs of proportional

relationships, both direct (y kx) and

inverse (y k/x). M8A4. Students will graph and

analyze graphs of linear equations and

inequalities. c. Graph equations of the

form y mx b. f. Determine the equation

of a line given a graph, numerical infor-

mation that defines the line, or a context

involving a linear relationship. g.

Solve problems involving linear relationships.

Northwest Georgia RESA Mathematics Academy

GEORGIA PERFORMANCE STANDARDS M8A5. Students

will understand systems of linear equations and

inequalities and use them to solve problems.

a. Given a problem context, write an

appropriate system of linear equations

or inequalities. b. Solve systems of linear

equations graphically and algebraically

using technology as appropriate. d.

Interpret solutions in problem contexts.

Northwest Georgia RESA Mathematics Academy

GEORGIA PERFORMANCE STANDARDS (PROCESS

STANDARDS) M7P1. Students will solve

problems. M7P2. Students will reason and

evaluate mathematical arguments. M7P3. Students

will communicate mathematically. M7P4. Students

will make connections among mathematical ideas

and to other disciplines. a. Recognize

and use connections among mathematical ideas.

b. Understand how mathematical ideas connect and

build on one another to produce a

coherent whole. c. Recognize and apply

mathematics in contexts outside of

mathematics. M7P5. Students will represent

mathematics in multiple ways. a. Create and

use representations to organize, record, and

communicate mathematical ideas. b.

Select, apply, and translate among mathematical

rep- resentations to solve problems.

c. Use representations to model and interpret

physical, social, and mathematical

phenomena.

Northwest Georgia RESA Mathematics Academy

Opening

- Take 5 minutes to answer these questions. Write

your answers in complete sentences. - What mathematical ideas would you need to

consider and use if you were planning a 7th grade

dance for your classmates? Give at least 3

specific examples. - Are these the same ideas that would need to be

considered when planning a dance for the entire

school? What are the similarities and

differences? - What other real life situations would involve the

same mathematical ideas? Give at least 3

specific examples.

Northwest Georgia RESA Mathematics Academy

Work Period

- Begin working alone on the Decorating for the

Dance activity. When the timer rings, you may

begin working with your group. - Be prepared to discuss your work with the whole

class during our closing.

Northwest Georgia RESA Mathematics Academy

Closing

- How did the items in this task relate to the

examples you gave in your opening questions? - What did you notice about the graphs your created

in this task? - If you were actually planning a dance, do you

think the numbers and the information in this

task would be accurate or would you have to make

adjustments? Explain your thinking! - What is meant by the term constant of

proportionality?

Northwest Georgia RESA Mathematics Academy

GEORGIA PERFORMANCE STANDARDS M7A3. Students

will understand relationships between two

variables. a. Plot points on a coordinate

plane. b. Represent, describe, and analyze

relations from tables, graphs, and

formulas. c. Describe how change in one

variable affects the other variable. d.

Describe patterns in graphs of proportional

relationships, both direct (y kx) and

inverse (y k/x). M8A4. Students will graph and

analyze graphs of linear equations and

inequalities. c. Graph equations of the

form y mx b. f. Determine the equation

of a line given a graph, numerical infor-

mation that defines the line, or a context

involving a linear relationship. g.

Solve problems involving linear relationships.

Northwest Georgia RESA Mathematics Academy

GEORGIA PERFORMANCE STANDARDS M8A5. Students

will understand systems of linear equations and

inequalities and use them to solve problems.

a. Given a problem context, write an

appropriate system of linear equations

or inequalities. b. Solve systems of linear

equations graphically and algebraically

using technology as appropriate. d.

Interpret solutions in problem contexts.

Northwest Georgia RESA Mathematics Academy

GEORGIA PERFORMANCE STANDARDS (PROCESS

STANDARDS) M7P1. Students will solve

problems. M7P2. Students will reason and

evaluate mathematical arguments. M7P3. Students

will communicate mathematically. M7P4. Students

will make connections among mathematical ideas

and to other disciplines. a. Recognize

and use connections among mathematical ideas.

b. Understand how mathematical ideas connect and

build on one another to produce a

coherent whole. c. Recognize and apply

mathematics in contexts outside of

mathematics. M7P5. Students will represent

mathematics in multiple ways. a. Create and

use representations to organize, record, and

communicate mathematical ideas. b.

Select, apply, and translate among mathematical

rep- resentations to solve problems.

c. Use representations to model and interpret

physical, social, and mathematical

phenomena.

Northwest Georgia RESA Mathematics Academy

Opening

- The following clip is entitled High-Priced

Fashion. - As you view the clip, make note of 5 important

and interesting ideas.

Northwest Georgia RESA Mathematics Academy

Opening

- In your opinion, what were the most interesting

and most important points in the clip? - How do you think this clip is related to

mathematics? - What is the meaning of the phrase supply and

demand? How does this clip relate to the idea of

supply and demand? How do you think this idea

can be related to mathematics?

Northwest Georgia RESA Mathematics Academy

John Stossel has 3 FREE DVDs available. All of

them feature clips of high-interest news stories

and interviews that can be used for a variety of

classes and lessons. Each one comes with a

supplemental teachers guide. You can request

free copies of the DVDs at www.stosselintheclassr

oom.org .

Northwest Georgia RESA Mathematics Academy

Opening

- Explain what these pictures mean in terms of

supply and demand.

Northwest Georgia RESA Mathematics Academy

Opening

- Explain what these pictures mean in terms of

supply and demand.

Northwest Georgia RESA Mathematics Academy

Opening

- Explain what these pictures mean in terms of

supply and demand.

Northwest Georgia RESA Mathematics Academy

Opening

Based on the pictures you just saw, what kinds of

relationships exist with respect to supply and

demand? How could these relationships be related

to our study of equations? to our study of

systems of equations?

Northwest Georgia RESA Mathematics Academy

Work Period

- Begin working in small groups on the Supply and

Demand task. - Be prepared to discuss your work with the whole

class. Some students will be selected to present

key problems and solutions to the class.

Northwest Georgia RESA Mathematics Academy

Closing

- What do you notice about the graphs you created

in this task? - Explain how and why companies would need to

understand systems of linear equations. - Do you feel that these models will always provide

exact information? reliable information?

Explain!

Northwest Georgia RESA Mathematics Academy

GEORGIA PERFORMANCE STANDARDS M7A3. Students

will understand relationships between two

variables. a. Plot points on a coordinate

plane. b. Represent, describe, and analyze

relations from tables, graphs, and

formulas. c. Describe how change in one

variable affects the other variable. d.

Describe patterns in graphs of proportional

relationships, both direct (y kx) and

inverse (y k/x). M8A4. Students will graph and

analyze graphs of linear equations and

inequalities. c. Graph equations of the

form y mx b. f. Determine the equation

of a line given a graph, numerical infor-

mation that defines the line, or a context

involving a linear relationship. g.

Solve problems involving linear relationships.

Northwest Georgia RESA Mathematics Academy

GEORGIA PERFORMANCE STANDARDS M8A5. Students

will understand systems of linear equations and

inequalities and use them to solve problems.

a. Given a problem context, write an

appropriate system of linear equations

or inequalities. b. Solve systems of linear

equations graphically and algebraically

using technology as appropriate. d.

Interpret solutions in problem contexts.

Northwest Georgia RESA Mathematics Academy

GEORGIA PERFORMANCE STANDARDS (PROCESS

STANDARDS) M7P1. Students will solve

problems. M7P2. Students will reason and

evaluate mathematical arguments. M7P3. Students

will communicate mathematically. M7P4. Students

will make connections among mathematical ideas

and to other disciplines. a. Recognize

and use connections among mathematical ideas.

b. Understand how mathematical ideas connect and

build on one another to produce a

coherent whole. c. Recognize and apply

mathematics in contexts outside of

mathematics. M7P5. Students will represent

mathematics in multiple ways. a. Create and

use representations to organize, record, and

communicate mathematical ideas. b.

Select, apply, and translate among mathematical

rep- resentations to solve problems.

c. Use representations to model and interpret

physical, social, and mathematical

phenomena.

Northwest Georgia RESA Mathematics Academy

GEORGIA PERFORMANCE STANDARDS M7A3. Students

will understand relationships between two

variables. a. Plot points on a coordinate

plane. b. Represent, describe, and analyze

relations from tables, graphs, and

formulas. c. Describe how change in one

variable affects the other variable. d.

Describe patterns in graphs of proportional

relationships, both direct (y kx) and

inverse (y k/x). M8A4. Students will graph and

analyze graphs of linear equations and

inequalities. c. Graph equations of the

form y mx b. f. Determine the equation

of a line given a graph, numerical infor-

mation that defines the line, or a context

involving a linear relationship. g.

Solve problems involving linear relationships.

Northwest Georgia RESA Mathematics Academy

GEORGIA PERFORMANCE STANDARDS M8A5. Students

will understand systems of linear equations and

inequalities and use them to solve problems.

a. Given a problem context, write an

appropriate system of linear equations

or inequalities. b. Solve systems of linear

equations graphically and algebraically

using technology as appropriate. d.

Interpret solutions in problem contexts.

Northwest Georgia RESA Mathematics Academy

GEORGIA PERFORMANCE STANDARDS (PROCESS

STANDARDS) M7P1. Students will solve

problems. M7P2. Students will reason and

evaluate mathematical arguments. M7P3. Students

will communicate mathematically. M7P4. Students

will make connections among mathematical ideas

and to other disciplines. a. Recognize

and use connections among mathematical ideas.

b. Understand how mathematical ideas connect and

build on one another to produce a

coherent whole. c. Recognize and apply

mathematics in contexts outside of

mathematics. M7P5. Students will represent

mathematics in multiple ways. a. Create and

use representations to organize, record, and

communicate mathematical ideas. b.

Select, apply, and translate among mathematical

rep- resentations to solve problems.

c. Use representations to model and interpret

physical, social, and mathematical

phenomena.

Northwest Georgia RESA Mathematics Academy

Essential Questions How do I effectively

integrate the Algebra standards into the

mathematics curriculum? How do the Algebra

standards build across the curriculum bands? How

do I effectively implement high- impact

questioning strategies in the mathematics

classroom

Northwest Georgia RESA Mathematics Academy

Questions, Comments, and Concerns

Northwest Georgia RESA Mathematics Academy

For our February session, read Never Say

Anything a Kid Can Say! If you are searching

for some simple strategies to increase student

efficacy and student achievement, try some

specifics from this article. Be prepared to

share your thoughts about the strategies that you

implement. From Mathematics Teaching in the

Middle School (2000) by Steven C. Reinhart

Northwest Georgia RESA Mathematics Academy

Contact Information

Terry Haney, Math Coordinator Northwest Georgia

RESA 3167 Cedartown Hwy., SE Rome, Georgia

30161 706-295-6189 (EXT. 20) 706-295-6098

(FAX) 256-630-8362 (CELL) thaney_at_nwgaresa.com

Northwest Georgia RESA Mathematics Academy

Northwest Georgia RESA Mathematics Academy