We commit to curation of best practices, connections between mathematical ideas, and communication to learn and share with a broad audience.
Course Goals:
At the end of the semester, teacherlearners should be able to say:
Today’s Goals
At the end of this session, teacherlearners should be able to say:
From Principles to Actions: Ensuring Mathematical Success for All:
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.
Learning Progressions for today’s goals:
Tasks:
What the research says:
From Taking Action: Implementing Effective Mathematics Teaching Practices in Grades K5
Too often students see mathematics as isolated facts and rules to be memorized. … students are expected to develop deep and connected knowledge of mathematics and are engaged in learning environments rich in use of multiple representations.
Mathematics learning is not a one size fits all approach …, meaning not every child is expected to engage in the mathematics in the same way at the same time. … the diversity of their sensemaking approaches is reflected in the diversity of their representations.[p. 140]
[Cross posted at Experiments in Learning by Doing]
Gough, Jill, and Jennifer Wilson. “#LL2LU Learning Progressions.” Experiments in Learning by Doing or Easing the Hurry Syndrome. WordPress, 04 Aug. 2014. Web. 11 Mar. 2017.
Leinwand, Steve. Principles to Actions: Ensuring Mathematical Success for All. Reston, VA.: National Council of Teachers of Mathematics, 2014. (p. 21) Print.
Smith, Margaret Schwan., et al. Taking Action: Implementing Effective Mathematics Teaching Practices in Grades K5. The National Council of Teachers of Mathematics, 2017.
]]>We commit to curation of best practices, connections between mathematical ideas, and communication to learn and share with a broad audience.
Course Goals:
At the end of the semester, teacherlearners should be able to say:
Today’s Goals
At the end of this session, teacherlearners should be able to say:
From Principles to Actions: Ensuring Mathematical Success for All:
Implement tasks that promote reasoning and problemsolving: 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.
Learning Progressions for today’s goals:
Tasks:
What the research says:
From Taking Action: Implementing Effective Mathematics Teaching Practices in Grades K5
In ambitious teaching, the teacher engages students in challenging tasks and collaborative inquiry, and then observes and listens as students work so that she or he can provide an appropriate level of support to diverse learners. The goal is to ensure that each and every student succeeds in doing meaningful, highquality work, not simply executing procedures with speed and accuracy. (Smith, 4 pag.)
Equitable teaching of mathematics focuses on going deep with mathematics, including developing a deep understanding of computational procedures and other mathematical rules, formulas, and facts. When students learn procedures with understanding, they are then able to use and apply those procedures in solving problems. When students learn procedures as steps to be memorized without strong links to conceptual understanding, they are limited in their ability to use the procedure. (Smith, 93 pag.)
Evidence of work and thinking:
Slide deck:
[Cross posted at Experiments in Learning by Doing]
Gough, Jill, and Jennifer Wilson. “#LL2LU Learning Progressions.” Experiments in Learning by Doing or Easing the Hurry Syndrome. WordPress, 04 Aug. 2014. Web. 11 Mar. 2017.
Leinwand, Steve. Principles to Actions: Ensuring Mathematical Success for All. Reston, VA.: National Council of Teachers of Mathematics, 2014. (p. 21) Print.
Smith, Margaret Schwan., et al. Taking Action: Implementing Effective Mathematics Teaching Practices in Grades K5. The National Council of Teachers of Mathematics, 2017.
]]>We commit to curation of best practices, connections between mathematical ideas, and communication to learn and share with a broad audience.
Course Goals:
At the end of the semester, teacherlearners should be able to say:
Today’s Goals
At the end of this session, teacherlearners should be able to say:
From Principles to Actions: Ensuring Mathematical Success for All:
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.
From Taking Action: Implementing Effective Mathematics Teaching Practices in Grades K5
In ambitious teaching, the teacher engages students in challenging tasks and collaborative inquiry, and then observes and listens as students work so that she or he can provide an appropriate level of support to diverse learners. The goal is to ensure that each and every student succeeds in doing meaningful, highquality work, not simply executing procedures with speed and accuracy. (Smith, 4 pag.)
Learning Progressions for today’s goals:
Tasks:
What the research says:
Not only should students be able to understand and translate between modes of representations but they should also translate within a specific type of representation. [Smith, pag. 139]
Equitable teaching of mathematics includes a focus on multiple representations. This includes giving students choice in selecting representations and allocating substantial instructional time and space for students to explore, construct, and discuss external representations of mathematical ideas. [Smith, pag. 141]
Too often students see mathematics as isolated facts and rules to be memorized. [Smith, pag. 141]
Anticipated work and thinking:
[Cross posted at Experiments in Learning by Doing]
Gough, Jill, and Jennifer Wilson. “#LL2LU Learning Progressions.” Experiments in Learning by Doing or Easing the Hurry Syndrome. WordPress, 04 Aug. 2014. Web. 11 Mar. 2017.
Leinwand, Steve. Principles to Actions: Ensuring Mathematical Success for All. Reston, VA.: National Council of Teachers of Mathematics, 2014. (p. 21) Print.
Smith, Margaret Schwan., et al. Taking Action: Implementing Effective Mathematics Teaching Practices in Grades K5. The National Council of Teachers of Mathematics, 2017.
]]>Agenda:
10 min  Establishing Intent, Purpose, Norm Setting

Brian and Caroline 
20 min  Mathematizing Literature Examples
Additional Resources: 
Brian and Caroline 
20 min  Planning for Mathematizing Literature (Designing for Learning)

Groups 
05 min  Share Out:

All 
05 min  Closure and Reflection
(I liked… because…, I wish…, I wonder…) Please complete the 201819 Feedback and Attendance Form. 
All 
We commit to curation of best practices, connections between mathematical ideas, and communication to learn and share with a broad audience.
Course Goals:
At the end of the semester, teacherlearners should be able to say:
Today’s Goals
At the end of this session, teacherlearners should be able to say:
From Principles to Actions: Ensuring Mathematical Success for All:
Implement tasks that promote reasoning and problemsolving: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.
Learning Progressions for today’s goals:
Tasks:
[Cross posted at Experiments in Learning by Doing]
Gough, Jill, and Jennifer Wilson. “#LL2LU Learning Progressions.” Experiments in Learning by Doing or Easing the Hurry Syndrome. WordPress, 04 Aug. 2014. Web. 11 Mar. 2017.
Leinwand, Steve. Principles to Actions: Ensuring Mathematical Success for All. Reston, VA.: National Council of Teachers of Mathematics, 2014. (p. 21) Print.
Smith, Margaret Schwan., et al. Taking Action: Implementing Effective Mathematics Teaching Practices in Grades K5. The National Council of Teachers of Mathematics, 2017.
]]>We commit to curation of best practices, connections between mathematical ideas, and communication to learn and share with a broad audience.
Course Goals:
At the end of the semester, teacherlearners should be able to say:
Today’s Goals
At the end of this session, teacherlearners should be able to say:
From Principles to Actions: Ensuring Mathematical Success for All:
Implement tasks that promote reasoning and problemsolving: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.
Learning Progressions for today’s goals:
Tasks:
Anticipated ways to mathematize Sheep Won’t Sleep. See Jill’s blog post for additional details.
[Cross posted at Experiments in Learning by Doing]
Gough, Jill, and Jennifer Wilson. “#LL2LU Learning Progressions.” Experiments in Learning by Doing or Easing the Hurry Syndrome. WordPress, 04 Aug. 2014. Web. 11 Mar. 2017.
Leinwand, Steve. Principles to Actions: Ensuring Mathematical Success for All. Reston, VA.: National Council of Teachers of Mathematics, 2014. (p. 21) Print.
]]>201819 Action Steps
Today’s Agenda:
3:30  Establishing Intent, Purpose, Norm Setting

3:40  Review Goals for Math Committee (above)
Review Action Steps (above) 
3:45  Estimation 180 Example Lesson 
4:00  Planning for Estimation 180
Caroline’s Kindergarten Estimation 180 Example

4:15  Share:

4:25  Closure and Reflection
(I liked… because…, I wish…, I wonder…) Please complete the 201819 Feedback and Attendance Form. 
End of session 
We commit to curation of best practices, connections between mathematical ideas, and communication to learn and share with a broad audience.
Course Goals:
At the end of the semester, teacherlearners should be able to say:
Today’s Goals
At the end of this session, teacherlearners should be able to say:
From Principles to Actions: Ensuring Mathematical Success for All:
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.
Learning Progressions for today’s goals:
Tasks:
What the research says:
From Taking Action: Implementing Effective Mathematics Teaching Practices in Grades K5:
Highlevel tasks not only hold high mathematical expectations for every student, one aspect of equitable classrooms, they also “allow multiple entry points and varied solution strategies” (NCTM 2014, p. 17).
…Positioning students as valuable contributors to mathematical work, even as authors and owners of mathematical ideas, supports the development of positive mathematical identities and agency as mathematical thinkers. [p. 7273]
Too often students see mathematics as isolated facts and rules to be memorized. … students are expected to develop deep and connected knowledge of mathematics and are engaged in learning environments rich in use of multiple representations.
Mathematics learning is not a one size fits all approach …, meaning not every child is expected to engage in the mathematics in the same way at the same time. … the diversity of their sensemaking approaches is reflected in the diversity of their representations. [p. 140]
Examples of Anticipated thinking and outcomes:
[Cross posted on Experiments in Learning by Doing]
Gough, Jill, and Jennifer Wilson. “#LL2LU Learning Progressions.” Experiments in Learning by Doingor Easing the Hurry Syndrome.WordPress, 04 Aug. 2014. Web. 11 Mar. 2017.
Leinwand, Steve. Principles to Actions: Ensuring Mathematical Success for All. Reston, VA.: National Council of Teachers of Mathematics, 2014. (p. 21) Print.
Smith, Margaret Schwan., et al. Taking Action: Implementing Effective Mathematics Teaching Practices in Grades K5. The National Council of Teachers of Mathematics, 2017.
Smith, Margaret, and Mary Kay Stein. 5 Practices for Orchestrating Productive Mathematics Discussions. The National Council of Teachers of Mathematics, 2018.
]]>
We commit to curation of best practices, connections between mathematical ideas, and communication to learn and share with a broad audience.
Course Goals:
At the end of the semester, teacherlearners should be able to say:
Today’s Goals
At the end of this session, teacherlearners should be able to say:
From Principles to Actions: Ensuring Mathematical Success for All:
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.
Learning Progressions for today’s goals:
Tasks:
Addition and Subtraction
2nd Grade
Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting threedigit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds.
3rd Grade
Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction.
4th Grade
Fluently add and subtract multidigit whole numbers using the standard algorithm.
Multiplication
3rd Grade
Multiply onedigit whole numbers by multiples of 10 in the range 1090 (e.g., 9 × 80, 5 × 60) using strategies based on place value and properties of operations.
4th Grade
Multiply a whole number of up to four digits by a onedigit whole number, and multiply two twodigit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.
5th Grade
Fluently multiply multidigit whole numbers using the standard algorithm.
[Cross posted on Experiments in Learning by Doing]
Gough, Jill, and Jennifer Wilson. “#LL2LU Learning Progressions.” Experiments in Learning by Doing or Easing the Hurry Syndrome. WordPress, 04 Aug. 2014. Web. 11 Mar. 2017.
Leinwand, Steve. Principles to Actions: Ensuring Mathematical Success for All. Reston, VA.: National Council of Teachers of Mathematics, 2014. (p. 21) Print.
“Number & Operations in Base Ten.” Number & Operations in Base Ten  Common Core State Standards Initiative, National Governors Association Center for Best Practices and Council of Chief State School Officers.
]]>Teacherlearnerleaders will engage in a semesterlong professional learning journey to deepen our understanding of NCTM’s Effective Mathematics Teaching Practices.
We commit to curation of best practices, connections between mathematical ideas, and communication to learn and share with a broad audience.
Course Goals:
At the end of the semester, teacherlearners should be able to say:
Today’s Goals
At the end of this session, teacherlearners should be able to say:
From Principles to Actions: Ensuring Mathematical Success for All:
Implement tasks that promote reasoning and problemsolving: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.
Learning Progressions for today’s goals:
Tasks:
[Cross posted on Experiments in Learning by Doing]
Gough, Jill, and Jennifer Wilson. “#LL2LU Learning Progressions.” Experiments in Learning by Doing or Easing the Hurry Syndrome. WordPress, 04 Aug. 2014. Web. 11 Mar. 2017.
Leinwand, Steve. Principles to Actions: Ensuring Mathematical Success for All. Reston, VA.: National Council of Teachers of Mathematics, 2014. (p. 21) Print.
]]>