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Why this?

Background and Research Theme

http://northbaymathproject.org/projectlead/lessonstudy.php?study_id=126&section=goals&mode=preview

It is possible our group rushed to a topic. As we considered lesson study, and truly the word "lesson", as well as the range of grades represented within our group, we decided an essential skill would be solving equations - no matter the time of year, nor the grade level. The group decided this would be the easiest topic to fit within the scope and sequence. After a skills trace, in particular, a CST trace of released items, the grade level topic for 7th grade would be x/6 + 2 = 8 Based upon this (and our experiences) we decided to design a lesson to teach solving equations with fractional coefficients. Student interviews refined our thinking on where students might go astray.

Student intervierw

[|Student Interview Page in Portal]

What evidence do you have of student mathematical thinking?



How did you use your evidence to promote educational equity and increase access to mathematics?

[|Mary Ann_on the Board] [|Michael in groups_no index]

We had a unique experience in our lesson study in that we had three different approaches to the lesson, which we didn't really design in the original state (we understand this is not the general idea of lesson study). However, as the first three two folks who performed the lesson (who were captured on video) did the lesson differently than the third (as the lesson was designed) it allowed for the opportunity to determine a best practice within the limited parameters of this lesson. Our evidence determined our next steps which were.....

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