10.09.19 Agenda: Embolden Your Inner Mathematician (Week 5) #TrinityLearns

Visual Patterns – Strength Mathematical Flexibility:
I can use and connect mathematical representations

Course Goals:

At the end of the semester, participants should be able to say:

  • I can exercise mathematical flexibility to show what I know in more than one way.
  • I can make sense of mathematical tasks and persevere in solving them.
  • I can work within NCTM’s Eight Mathematical Teaching Practices for strengthening the teaching and learning of mathematics.

Use and connect mathematical representations. 

Effective teaching of mathematics engages students in making connections among mathematical representations to deepen understanding of mathematics concepts and procedures and as tools for problem solving.

Principles to Actions: Ensuring Mathematical Success for All

Session Goals:

At the end of this session, participants should be able to say:

  • I can make sense of tasks and persevere in solving them.
  • I can use and connect mathematical representations..
  • I can construct a viable argument and critique the reasoning of others.
    • Show your thinking so a reader understands without asking your questions.

Agenda and Slide Deck:

Homework:  

Deeply Read pp.138-141  from TAKING ACTION: Implementing Effective Mathematics Teaching Practices in K-Grade 5

  • What the Research says: Meaningful Mathematical Discourse
  • Promoting Equity through Facilitating Meaningful Mathematical Discourse

 

 

 

Jill’s notes:

10.02.19 Agenda: Embolden Your Inner Mathematician (Week 4) #TrinityLearns

Session 4 Sprint 1 (session 4)

Attend to Precision and Construct a Viable Argument:
I can facilitate meaningful mathematical discourse.

Course Goals:

At the end of the semester, participants should be able to say:

  • I can exercise mathematical flexibility to show what I know in more than one way.
  • I can make sense of mathematical tasks and persevere in solving them.
  • I can work within NCTM’s Eight Mathematical Teaching Practices for strengthening the teaching and learning of mathematics.

Facilitate meaningful mathematical discourse. 

Effective teaching of mathematics facilitates discourse among students to build shared understanding of mathematical ideas by analyzing and comparing student approaches and arguments. 

Principles to Actions: Ensuring Mathematical Success for All

Session Goals:

At the end of this session, participants should be able to say:

  • I can make sense of tasks and persevere in solving them.
  • I can facilitate meaningful mathematical discourse.
  • I can construct a viable argument and critique the reasoning of others.
    • Show your thinking so a reader understands without asking your questions.

Agenda and Slide Deck:

Homework:  Read pp. 146-151 from TAKING ACTION: Implementing Effective Mathematics Teaching Practices in K-Grade 5

  • Examining Mathematical Discourse: Deeply Read pp. 175-179 from TAKING ACTION: Implementing Effective Mathematics Teaching Practices in K-Grade 5
    • What the Research says: Meaningful Mathematical Discourse
    • Promoting Equity through Facilitating Meaningful Mathematical Discourse

Jill’s Notes:

 

 

 

 

 

10.25.17 Embolden Your Inner Mathematician: Implement tasks that promote reasoning and problem solving #TrinityLearns

Implement tasks that promote reasoning and problem solving.

Effective teaching of mathematics engages students in solving and discussing tasks that promote mathematical reasoning and problem solving and allow multiple entry points and varied solution strategies.

Principles to Actions: Ensuring Mathematical Success for All

Slide deck

7:15 15 min Homework discussion, Q&A,
Problem of the Week
7:30 45 min Numeracy through Literature –
Notice and Note
8:15 30 min

10 min

15 min

5 min

Designing for Learning

Read, select, and design –
anticipate and connect

  • Read and discuss
  • Brainstorm important concepts
  • Anticipate how learners will think and
  • Share using Post-it notes
  • Connect to essential learnings or skills
8:45 20 min

10 min

10 min

Practice –
Facilitate planned read aloud with others

  • Book 1
  • Book 2
9:05 10 min Closure
9:15 End of session

Learning Progressions

  • I can demonstrate mathematical flexibility to show what I know more than one way.
  • I can show my work so that a reader understands without asking questions.

Homework:

  • Mathematize a read aloud
    • Select a book
    • Identify the math standard
    • Anticipate what learners will notice and wonder as well as how they will “do the math”
    • Implement your mathematized read aloud (if appropriate for this topic)
    • Bonus points if someone observes your read aloud and tweets
  • Read: Implement tasks that promote reasoning and problem solving
    • What the Research Says: Implementing High Level Tasks (pp. 61-63)
    • Promoting Equity by Implementing tasks that promote reasoning and problem solving  (pp. 63-65)

Leinwand, Steve. Principles to Actions: Ensuring Mathematical Success for All. Reston, VA.: National Council of Teachers of Mathematics, 2014. (p. 46) Print.

Gough, Jill, and Jennifer Wilson. “#LL2LU Learning Progressions: SMP.” Experiments in Learning by Doing or Easing the Hurry Syndrome. WordPress, 04 Aug. 2014. Web. 11 Mar. 2017.

Gough, Jill, and Kato Nims. “#LL2LU Learning Progressions.” Experiments in Learning by Doing or Colorful Learning. WordPress, 04 Aug. 2014. Web. 11 Mar. 2017.

Smith, Margaret Schwan., et al. Taking Action: Implementing Effective Mathematics Teaching Practices in Grades K-5. The National Council of Teachers of Mathematics, 2017.

10.18.17 Embolden Your Inner Mathematician: Implement tasks that promote reasoning and problem solving #TrinityLearns

Implement tasks that promote reasoning and problem solving.

Effective teaching of mathematics engages students in solving and discussing tasks that promote mathematical reasoning and problem solving and allow multiple entry points and varied solution strategies.

Principles to Actions: Ensuring Mathematical Success for All

Slide deck

7:15 15 min Homework discussion, Q&A,
Problem of the Week
7:30 15 min Number talk and
birthday breakfast
7:45 45 min Numeracy through Literature –
Notice and Note

Those Darn Squirrels!

8:30 35 min

 

Designing for Learning

Read, select, and design:
Anticipate and connect

  • Read and discuss
  • Brainstorm important concepts
    and anticipate how learners will think
    and share using Post-it notes
  • Connect to essential learnings or skills
9:05 10 min Closure
9:15 End of session

Learning Progressions

  • I can demonstrate mathematical flexibility to show what I know more than one way.
  • I can show my work so that a reader understands without asking questions.

Homework:

  • Mathematize a read aloud
    • Select a book
    • Identify the math standard
    • Anticipate what learners will notice and wonder as well as how they will “do the math”
    • Implement your mathematized read aloud (if appropriate for this topic)
    • Bonus points if someone observes your read aloud and tweets
  • Read: Implement tasks that promote reasoning and problem solving
    • What the Research Says: Implementing High Level Tasks (pp. 61-63)
    • Promoting Equity by Implementing tasks that promote reasoning and problem solving  (pp. 63-65)

Leinwand, Steve. Principles to Actions: Ensuring Mathematical Success for All. Reston, VA.: National Council of Teachers of Mathematics, 2014. (p. 46) Print.

Gough, Jill, and Jennifer Wilson. “#LL2LU Learning Progressions: SMP.” Experiments in Learning by Doing or Easing the Hurry Syndrome. WordPress, 04 Aug. 2014. Web. 11 Mar. 2017.

Gough, Jill, and Kato Nims. “#LL2LU Learning Progressions.” Experiments in Learning by Doing or Colorful Learning. WordPress, 04 Aug. 2014. Web. 11 Mar. 2017.

Smith, Margaret Schwan., et al. Taking Action: Implementing Effective Mathematics Teaching Practices in Grades K-5. The National Council of Teachers of Mathematics, 2017.

10.11.17 Embolden Your Inner Mathematician: Facilitate meaningful mathematical discourse #TrinityLearns

Use and connect mathematical representations.

Effective teaching of mathematics engages students in making connections among mathematical representations to deepen understanding of mathematics concepts and procedures and as tools for problem solving.

Principles to Actions: Ensuring Mathematical Success for All

Slide deck

7:15 15 min Homework discussion, Q&A,
Problem of the Week
7:30 15 min Deepening:
Use and connect representations
7:45 15 min Construct a viable argument and
critique the reasoning of others
8:00 20 min 5 Practices:
Anticipate, Monitor, Select, Sequence, Connect
8:20 40 min Visual Patterns – Routines for Reasoning
9:00 15 min Closure
9:15 End of session

Standards for Mathematical Practice –

  • I can make sense of tasks and persevere in solving them.

  • I can construct a viable argument and critique the reasoning of others.
  • I can use appropriate tools strategically.

Homework:

  • Practice finding and connecting multiple representations in our Number Talks
  • Read: Use and Connect Mathematical Representations
    • What the Research Says: Representations and Student Learning (pp. 138-140)
    • Promoting Equity by Using and Connecting Mathematical Representations (pp. 140-141)

“Connect Extend Challenge A Routine for Connecting New Ideas to Prior Knowledge.” Visible Thinking, Harvard Project Zero.

Leinwand, Steve. Principles to Actions: Ensuring Mathematical Success for All. Reston, VA.: National Council of Teachers of Mathematics, 2014. (p. 46) Print.

Gough, Jill, and Jennifer Wilson. “#LL2LU Learning Progressions: SMP.” Experiments in Learning by Doing or Easing the Hurry Syndrome. WordPress, 04 Aug. 2014. Web. 11 Mar. 2017.

Gough, Jill, and Kato Nims. “#LL2LU Learning Progressions.” Experiments in Learning by Doing or Colorful Learning. WordPress, 04 Aug. 2014. Web. 11 Mar. 2017.

Smith, Margaret Schwan., et al. Taking Action: Implementing Effective Mathematics Teaching Practices in Grades K-5. The National Council of Teachers of Mathematics, 2017.

 

10.04.17 Embolden Your Inner Mathematician: Use and connect mathematical representations #TrinityLearns

Use and connect mathematical representations.

Effective teaching of mathematics engages students in making connections among mathematical representations to deepen understanding of mathematics concepts and procedures and as tools for problem solving.

Principles to Actions: Ensuring Mathematical Success for All

Slide deck

7:15 15 min Homework discussion, Q&A
7:30 45 min Apples and Bananas Task
8:15 30 min Number Talks – Flexibility:
Show what you know more than one way.
8:45 10 min Break
8:55 20 min Connecting multiple representations
9:15 End of session

Practice finding and connecting multiple representations in our Number Talks Homework:

  • Read: Use and Connect Mathematical Representations
    • What the Research Says: Representations and Student Learning (pp. 138-140)
    • Promoting Equity by Using and Connecting Mathematical Representations (pp. 140-141)
    • Check out Kristin Gray’s (@MathMinds) response to Vicki’s tweet (shown below) and try to answer the question for yourself for a Number Talk you’ve done or will do this week.

Standards for Mathematical Practice

  • I can make sense of tasks and persevere in solving them.
  • I can construct a viable argument and critique the reasoning of others.

“Connect Extend Challenge A Routine for Connecting New Ideas to Prior Knowledge.” Visible Thinking, Harvard Project Zero.

Leinwand, Steve. Principles to Actions: Ensuring Mathematical Success for All. Reston, VA.: National Council of Teachers of Mathematics, 2014. (p. 46) Print.

Gough, Jill, and Jennifer Wilson. “#LL2LU Learning Progressions: SMP.” Experiments in Learning by Doing or Easing the Hurry Syndrome. WordPress, 04 Aug. 2014. Web. 11 Mar. 2017.

Gough, Jill, and Kato Nims. “#LL2LU Learning Progressions.” Experiments in Learning by Doing or Colorful Learning. WordPress, 04 Aug. 2014. Web. 11 Mar. 2017.

Smith, Margaret Schwan., et al. Taking Action: Implementing Effective Mathematics Teaching Practices in Grades K-5. The National Council of Teachers of Mathematics, 2017.

09.27.17 Embolden Your Inner Mathematician: Facilitate meaningful mathematical discourse #TrinityLearns

From NCTM’s publication, Principles to Actions: Ensuring Mathematical Success for All:

Facilitate meaningful mathematical discourse.

Effective teaching of mathematics facilitates discourse among students to build shared understanding of mathematical ideas by analyzing and comparing student approaches and arguments.

Slide deck

7:15 15 min Homework discussion using
Connect-Extend-Challenge Visible Thinking Routine
7:30 35 min Which pizza is the better deal?
– Robert Kaplinsky (
@robertkaplinsky)
8:05 10 min Break
8:15 30 min the Whopper Jar 3-Act Task
– Graham Fletcher (
@gfletchy)
8:45 20 min Number Talks
9:05 10 min Closure
9:15 End of session

Homework:

  • Facilitate meaningful mathematical discourse using Number Talks. What will/did you learn?
    • Select a number talk.
    • Anticipate student answers with your team.
    • Notice and note which students used each strategy.
    • What will/did you learn?
  • Read pp. 146-151 from TAKING ACTION: Implementing Effective Mathematics Teaching Practices in K-Grade 5
    • Examining Mathematical Discourse
  • Deeply Read pp. 175-179 from TAKING ACTION: Implementing Effective Mathematics Teaching Practices in K-Grade 5
    • What the Research says: Meaningful Mathematical Discourse
    • Promoting Equity through Facilitating Meaningful Mathematical Discourse

Standards for Mathematical Practice

  • I can make sense of tasks and persevere in solving them.
  • I can construct a viable argument and critique the reasoning of others.


“Connect Extend Challenge A Routine for Connecting New Ideas to Prior Knowledge.” Visible Thinking, Harvard Project Zero.

Leinwand, Steve. Principles to Actions: Ensuring Mathematical Success for All. Reston, VA.: National Council of Teachers of Mathematics, 2014. (p. 46) Print.

Gough, Jill, and Jennifer Wilson. “#LL2LU Learning Progressions: SMP.” Experiments in Learning by Doing or Easing the Hurry Syndrome. WordPress, 04 Aug. 2014. Web. 11 Mar. 2017.

Gough, Jill, and Kato Nims. “#LL2LU Learning Progressions.” Experiments in Learning by Doing or Colorful Learning. WordPress, 04 Aug. 2014. Web. 11 Mar. 2017.

Smith, Margaret Schwan., et al. Taking Action: Implementing Effective Mathematics Teaching Practices in Grades K-5. The National Council of Teachers of Mathematics, 2017.

09.20.17 Embolden Your Inner Mathematician: Facilitate meaningful mathematical discourse #TrinityLearns

From NCTM’s publication, Principles to Actions: Ensuring Mathematical Success for All:

Facilitate meaningful mathematical discourse.

Effective teaching of mathematics facilitates discourse among students to build shared understanding of mathematical ideas by analyzing and comparing student approaches and arguments.

Slide deck

7:15 20 min Homework Splats! discussion, Q&A, Problem of the Week
7:35 20 min Open Middle: Closest to One (recap)

7:55 30 min 3-Act Task:  The Cookie Thief

8:25 30 min 3-Act Task: How big is the World’s Largest Deliverable Pizza?

8:55 15 min Book discussion from homework

9:10 05 min Closure
9:15 End of session

Homework:

  • Read pp. 146-151 from TAKING ACTION: Implementing Effective Mathematics Teaching Practices in K-Grade 5
    • Examining Mathematical Discourse
  • Deeply Read pp. 175-179 from TAKING ACTION: Implementing Effective Mathematics Teaching Practices in K-Grade 5
    • What the Research says: Meaningful Mathematical Discourse
    • Promoting Equity through Facilitating Meaningful Mathematical Discourse

Standards for Mathematical Practice –

  • I can make sense of tasks and persevere in solving them.

  • I can construct a viable argument and critique the reasoning of others.


“Connect Extend Challenge A Routine for Connecting New Ideas to Prior Knowledge.” Visible Thinking, Harvard Project Zero.

Leinwand, Steve. Principles to Actions: Ensuring Mathematical Success for All. Reston, VA.: National Council of Teachers of Mathematics, 2014. (p. 46) Print.

Gough, Jill, and Jennifer Wilson. “#LL2LU Learning Progressions: SMP.” Experiments in Learning by Doing or Easing the Hurry Syndrome. WordPress, 04 Aug. 2014. Web. 11 Mar. 2017.

Gough, Jill, and Kato Nims. “#LL2LU Learning Progressions.” Experiments in Learning by Doing or Colorful Learning. WordPress, 04 Aug. 2014. Web. 11 Mar. 2017.

Smith, Margaret Schwan., et al. Taking Action: Implementing Effective Mathematics Teaching Practices in Grades K-5. The National Council of Teachers of Mathematics, 2017.

 

09.13.17 Embolden Your Inner Mathematician: Elicit and use evidence of student thinking #TrinityLearns

From NCTM’s publication, Principles to Actions: Ensuring Mathematical Success for All:

Elicit and use evidence of student thinking.

Effective teaching of mathematics uses evidence of student thinking to assess progress toward mathematical understanding and to adjust instruction continually in ways that support and extend learning.

Slide deck

7:15 45 min Establishing Intent, Purpose, Norm Setting

8:00 15 min Continuing Talking Points – Elizabeth Statmore (@chessemonkeysf)

8:15 20 min Number SplatsSteve Wyborney (@SteveWyborney)
8:25 20 min Fraction SplatsSteve Wyborney (@SteveWyborney)
8:45 15 min Planning for Splats

9:00 15 min Closure and Reflection

  • I learned to pay attention to…
  • I learned to ask myself…
  • A new mathematical connection is…
9:15 End of session
  • Elicit and use evidence of student thinking using Splats. What will/did you learn?Homework:
  • Write to describe your quest for Closest to One using Open Middle worksheet with I can show my work so a reader understands without asking me questions.
  • Deeply read pp. 207-211 from TAKING ACTION: Implementing Effective Mathematics Teaching Practices in K-Grade 5
    • What the Research says: Elicit and Use Evidence of Student Thinking
    • Promoting Equity by Eliciting and Using Evidence of Student Thinking
  • Read one of the following from TAKING ACTION: Implementing Effective Mathematics Teaching Practices in K-Grade 5
    • pp.183-188 Make a Ten
    • pp.189-195 The Odd and Even Task
    • pp. 198-207 The Pencil Task

Leinwand, Steve. Principles to Actions: Ensuring Mathematical Success for All. Reston, VA.: National Council of Teachers of Mathematics, 2014. (p. 46) Print.

Smith, Margaret Schwan., et al. Taking Action: Implementing Effective Mathematics Teaching Practices in Grades K-5. The National Council of Teachers of Mathematics, 2017.

Statmore, Elizabeth. “Cheesemonkey Wonders.” #TMC14 GWWG: Talking Points Activity – Cultivating Exploratory Talk through a Growth Mindset Activity, 1 Jan. 1970.

09.06.17 Embolden Your Inner Mathematician: Elicit and use evidence of student thinking #TrinityLearns

From NCTM’s publication, Principles to Actions: Ensuring Mathematical Success for All:

Elicit and use evidence of student thinking.

Effective teaching of mathematics uses evidence of student thinking to assess progress toward mathematical understanding and to adjust instruction continually in ways that support and extend learning.

Slide deck

7:15 15 min Welcome, Materials, Q&A

7:30 15 min Establishing Intent, Purpose, Norm Setting

  • Ambitious Teaching
  • NCTM’s Principles to Action (@NCTM, #NCTMPtA)
  • Read The Dot
7:45 10 min Break for Birthday Breakfast
7:55 10 min Talking Points from Elizabeth Statmore (@cheesemonkeysf)

8:10 20 min Subitizing (a.k.a. Dot Talks)
8:30 25 min Number Talk
8:55 10 min Planning

  • Anticipate
  • Plan to Monitor
  • Sequence anticipated responses
9:05 10 min Closure
9:15 End of session

Homework:

  • Explore Closest to One using Open Middle worksheet with I can show my work so a reader understands without asking me questions.
  • Read pp. 207-211 from TAKING ACTION: Implementing Effective Mathematics Teaching Practices in K-Grade 5
    • What the Research says: Elicit and Use Evidence of Student Thinking
    • Promoting Equity by Eliciting and Using Evidence of Student Thinking
  • Read one of the following from TAKING ACTION: Implementing Effective Mathematics Teaching Practices in K-Grade 5
    • pp.183-188 Make a Ten
    • pp.189-195 The Odd and Even Task
    • pp. 198-207 The Pencil Task

Leinwand, Steve. Principles to Actions: Ensuring Mathematical Success for All. Reston, VA.: National Council of Teachers of Mathematics, 2014. (p. 46) Print.