Topic: Bi-Weekly Data Meeting

Math
Date: Norms for B-WDM Sessions
Facilitator: Principal
Presenter: Brown Respect everyones time.
Be positive and solutions-oriented, including
Timekeeper: Math teacher
sharing expertise.
Note taker: Math teacher
Be engaged. Be here now.
Next Step note taker: Math teacher
PacMan computers when they are not
Norm Tracker:
required.
Equity of voice.
Assume best intentions.
Back up your statements with evidence.
Talk about our students as if they were in the
room.
Own your learning.
Leave the room clean.

Objectives:
I can analyze student work from a lesson recently taught
I can plan a re-teach to address the identified gap/misunderstanding.
I can practice my re-teach plan to receive feedback from my colleagues.
Documents to Open:
Student Work Analysis Protocol

Time Min Activity

8:10 1 Check In and Determine Roles

1 Plus and Deltas From Previous Re-Teach Plan

+ (What worked well last week?) (What we asked for last week)

-None None
8:11- 22 Objective: I can analyze student work from a lesson recently taught
8:33
Standard: 2.0A.1 - Use addition and subtraction within 100 to solve one- and two-step
word problems involving situations of adding to, taking from, putting together,
taking apart, and comparing, with unknowns in all positions, e.g., by using drawings
and equations with a symbol for the unknown number to represent the problem.

-Mr. Brown took a week to go over tape diagrams before doing this lesson
-Mr. Brown connected his lesson with their work in literature beginning, middle,
end
-Mr. Brown should incorporate focus on the equation portion
-labeling the tape diagram
-Explain the purpose of the tape diagram
Students need to know Students need to be able to do

How to add and subtract within 100
Addition and subtraction are inverse
operations
How to compare events in time with
numbers
How to represent addition and
subtraction using pictures
How to compare numbers in
situations
Know the function of a tape
diagram
Understand what units are
2nd grade reading level (H)
Use the information in a word
problem and represent it accurately
Determine the unknown in a
problem and represent it accurately
Identify the unknown unit in a
problem.
Use a strategy to to find the
unknown number
Represent math in a visual, i.e., tape
diagram
Annotate text
Write an equation accurately
Standard: 2.RL.1-Ask and answer such questions as who, what, where, when, why,
and how to demonstrate understanding of key details in a text.
Students need to know Students need to be able to do

What key detail are Identify what important

Determine the meaning of who, what information in a text.
, where, when and why Ask clarifying questions.

Teacher Exemplar

Click the link for teacher exemplar:

https://drive.google.com/open?id=0B9q9sOxBOKrZakk3MjA4bE1BUlE

Which students scored a 3,2,1,0

3 2 1 0)

1 2 4 0

What can the students who got a 3 do?

Students who got a three can identify the beginning, middle and end of a word problem or
word story. They can also accurately represent the math using drawings.
Are they missing anything in comparison to the teacher exemplar?

Analyzing student work of 2s, 1s and 0s

Students who receive 2s can represent the math correctly

What can the students who got a 2 and a 1 do?

1s/0s:
Students who received 1s did not use their understadning of the story to help them represent
the math accurately.

What are some gaps that we are noticing between our students that did not answer the
question correctly and those that did?

What is the highest leverage gap or misconception to fix?

How will the re-teach take place and why?

8:33- 7 Objective: I can plan a re-teach to address the identified gap/misunderstanding.
8:40

8:40- 3 Objective: I can practice my re-teach plan to receive feedback from my colleagues. What is one
8:43 praise and one polish you can offer your colleague?
Praise: it was nice to see reading standard within a math lesson.
Polish: some students seemed to be confused about the use of the graphic organizer.
What resources do you have available?

Parking Lot:

8:43- 2 Next Action Steps for Re-Teach:

8:45 Make sure students represent the equation with a correct total
Be explicit about what the illustration represents in the information box, and what
type of solution, i.e., written solution
Explain that representations must reflect what the math problem is, emphasizing the
importance of labeling
When you begin to require the solution as part of the final answer, be explicit that it
must justify the equation.
Think of how the wording of the problem might cause a misunderstanding of the
problem
Revisit how the part-part-whole represents an addition or subtraction problem. Or
known plus unknown = whole/total, and do a check for understanding
-

1 Assess what worked well and what to improve

+ (What worked well) (What to change in future meetings)

-analysis of work is great -differentiate between math and english

- split up in parts enough
-great connecting literature with math