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.

 

06.05.17 Make Sense and Persevere #TrinityLearns

Summer Literacy and Mathematics Professional Learning
June 5-9, 2017
Day 1 – Make Sense and Persevere
Jill Gough (@jgough) and Becky Holden (@bholden86)

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

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
9:00/12:30 10 min Read Aloud – The Dot by Peter Reynolds
(@PeterHReynolds)
9:10/12:40 20 min Number String from Catherine Fosnot
(@CTFosnot)
9:30/1:00 45 min 3-Act Task from Mike Flynn
(@MikeFlynn55)
10:15/1:45 45 min 3-Act Task from Robert Kaplinsky
(@RobertKaplinsky)
11:00/2:30 15 min Closing this session with purpose
11:15/2:45 End of session reflection and feedback

Resources:

11.16.15 FSLT Math Agenda #TrinityLearns

November 16, 2015
Location:  Learning Commons Breakout Room A
Kato Nims, Kerry Coote, Erin Collini

Goals:

  • Continued work on vertical alignment, including 3s and Prek
  • Expanding knowledge of best practices and their role in our current program
  • Sharing work with grade level teams to grow our whole community as teachers of math
  • Raising the level of teacher confidence in math
  • How do we deepen, differentiate, and extend learning for the students in our classroom?

Responsibilities:

  • To work as a team to meet the above goals
  • To develop a plan for sharing, coaching, and teaching grade level members to further equip them with the tools to further gain confidence as a student of math.

Materials Needed:  laptop, pencil, paper

Learning Plan

3:00 20 min Welcome and Check-in – Brain Teaser – Kerry

3:20 10 min What does it look like in our teaching? (Erin, Kerry, Kato)
3:30 20 min What might it look like in your grade? – Erin

  • Independently reflect
  • Turn and talk in vertical bands
  • Whole group share out
3:50 5 min Announcements – Kato

Feedback

“I learned…, “I liked…,”I felt…”


Resources:

 

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