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.

 

06.07.17 Empower Learners #TrinityLearns

Summer Literacy and Math Professional Learning
June 5-9, 2017
Day 3 – Empower Learners
Jill Gough (@jgough) and Becky Holden (@bholden86)

I can empower learners to reach for the next independent level in their learning.

Learning target and pathway:

UED: 8:45 – 11:15  / EED: 12:15 – 2:45

Slide deck

8:45 /
12:15
15 min Norm and Purpose Setting
Read Aloud – 
Giraffes Can’t Dance by
Giles Andreae and Guy Parker-Rees
(@worldofhappy) and (@Guyguyyug)
9:00 /
12:30
45 min Place Value vertical alignment game
(
Whose grade-level is it?)
9:45 /
1:15
15 min Conferring in Math
(similarities and differences to R&W workshop)
from Cathy Fosnot (
@CTFosnot)
10:00 /
1:30
60 min
  • Natasha had $8.72. She spent $4.89 on a gift for
    her mother. How much money does Natasha have left?
  • Seesaw 3-Act Task
    from Graham Fletcher (@GFletchy
  • Gilbert had 81 stickers. Then he bought some more
    and now he has 312 stickers. How many did he buy?
Analyzing student work to practice conferring
(critique the reasoning of others)

  • What is going well?
  • What structure or repeated reasoning do you see?
  • What assessing or advancing question should you ask?

In other words, for each student can you write:

  • I like…because…
  • I wonder…
  • What if…
11:00 /
2:30
15 min Closing this session with purpose

Resources:

12.05.16 FSLT Math Agenda #TrinityLearns

Monday, December 5, 2016 at 3:00pm
Location: Kristi Story’s Room
Becky Holden, Kerry Coote, Kristi Story

 

Goals:

  • I can design to build thinking, make connections, and understand relationships.
  • I can look for and make use of structure.
  • I can look for and express regularity in repeated reasoning.

Learning Plan

3:05 5 min Maintenance
3:10 10 min Number Talk String – apples Becky
3:20 10 min Number Talks String fractions
from Graham Fletcher (@GFletchy)
Jill
3:30 15 min Number talk Karaoke blog post
from Kristin Gray (@MathMinds)
Artifacts
from today
3:45 10 min Feedback loop
3:55 5 min Feedback – “I learned…, “I liked…,”I felt…

Resources: