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.

 

09.06.17 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.

06.06.17 Mathematical Flexibility #TrinityLearns

Summer Literacy and Math Professional Learning
June 5-9, 2017
Day 2 – Mathematical Flexibility
Jill Gough (@jgough) and Becky Holden (@bholden86)

I can demonstrate mathematical flexibility to show what I know in more than one way.

Learning target and pathway:

UED: 8:45 – 11:15  / EED: 1:15 – 2:45

 Slide deck

8:45/12:15 15 min Norm and Purpose Setting
9:00/12:30 15 min Read Aloud: The Pout-Pout Fish Goes to School
by Deborah Diesen (@DebbieDiesen)
9:15/12:45 15 min WODB form and lesson design

  • I can demonstrate mathematical flexibility and
    show what I know in more than one way.
  • I can show my work so that a reader understands
    without having to ask me questions.
9:30/1:00 30 min Apples and Bananas Task

  • I can show what I know in more than one way.
  • I can use appropriate tools strategically.
  • I can make sense of tasks and
    persevere in solving them.
  • I can show my work so that a reader understands
    without having to ask me questions.
10:00/1:30 30 min Select, sequence, and connect

  • Share work and thinking
  • Look at what was monitored
  • Debrief planning
10:30/2:00 30 min Estimation 180 from Andrew Stadel
(@mr_stadel)
11:00/2:30 15 min Closing this session with purpose
11:15/2:45 Session ends

Resources: