10.24.18 Agenda: Embolden Your Inner Mathematician (Week 7)

Week Seven of Embolden Your Inner Mathematician

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, teacher-learners should be able to say:

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

Today’s Goals

At the end of this session, teacher-learners should be able to say:

  • I can implement tasks that promote reasoning and problem solving. (#NCTMP2A)
  • I can make sense of tasks and persevere in solving them. (#SMP-1)

From Principles to Actions: Ensuring Mathematical Success for All

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.

Learning Progressions for today’s goals:

  • I can implement tasks that promote reasoning and problem-solving. (#NCTMP2A)
  • I can make sense of tasks and persevere in solving them.

 

Tasks:

  • Poetry and watercolor (a.k.a., the beauty of mathematics)
  • Phases of the moon (See slide deck)

What the research says:

From Taking Action: Implementing Effective Mathematics Teaching Practices in Grades K-5

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, high-quality 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:

07_Visual Patterns-Promote Mathematical Discourse by Jill Gough on Scribd

[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 K-5. The National Council of Teachers of Mathematics, 2017.

10.17.18 Agenda: Embolden Your Inner Mathematician (Week 6)

Week Six of Embolden Your Inner Mathematician

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, teacher-learners should be able to say:

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

Today’s Goals

At the end of this session, teacher-learners should be able to say:

  • I can use and connect mathematical representations. (#NCTMP2A)
  • I can make sense of tasks and persevere in solving them. (#SMP-1)

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 K-5

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, high-quality work, not simply executing procedures with speed and accuracy. (Smith, 4 pag.)

Learning Progressions for today’s goals:

  • I can use and connect mathematical representations. (#NCTMP2A)
  • I can show my work so that a reader understands without have to ask me questions.

Tasks:

  • Visual representation of multiplication, exponents, subtraction. (Connect 2nd-5th grade with Algebra I and II.)
  • Apples and Bananas task (see slide deck)

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:

Slide deck:

06_Strengthen Mathematical Flexibility_ Use and Connect Mathematical Representations.pptx by Jill Gough on Scribd

[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 K-5. The National Council of Teachers of Mathematics, 2017.

10.10.18 Agenda: Embolden Your Inner Mathematician (Week 5)

Week Five of Embolden Your Inner Mathematician

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, teacher-learners should be able to say:

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

Today’s Goals

At the end of this session, teacher-learners should be able to say:

  • I can implement tasks that promote reasoning and problem-solving. (#NCTMP2A)
  • I can make sense of tasks and persevere in solving them. (#SMP-1)

From Principles to Actions: Ensuring Mathematical Success for All

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.

Learning Progressions for today’s goals:

  • I can implement tasks that promote reasoning and problem-solving. (#NCTMP2A)
  • I can show my work so that a reader understands without have to ask me questions.

Tasks:

  • Read and “do the math” from Each Orange Had 8 Slices by Paul Giganti Jr. (Author), Donald Crews (Illustrator).
  • Select, read, and mathematize a book of your choice. Plan a lesson for your students.

[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 K-5. The National Council of Teachers of Mathematics, 2017.

10.03.18 Agenda: Embolden Your Inner Mathematician (Week 4)

Week Four of Embolden Your Inner Mathematician

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, teacher-learners should be able to say:

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

Today’s Goals

At the end of this session, teacher-learners should be able to say:

  • I can implement tasks that promote reasoning and problem-solving. (#NCTMP2A)
  • I can make sense of tasks and persevere in solving them. (#SMP-1)

From Principles to Actions: Ensuring Mathematical Success for All

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.

Learning Progressions for today’s goals:

  • I can implement tasks that promote reasoning and problem-solving. (#NCTMP2A)
  • I can make sense of tasks and persevere in solving them. (#SMP-1)

Tasks:

Anticipated ways to mathematize Sheep Won’t SleepSee 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.

09.19.18 Agenda: Embolden Your Inner Mathematician (Week 3)

Week Three of Embolden Your Inner Mathematician

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, teacher-learners should be able to say:

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

Today’s Goals

At the end of this session, teacher-learners should be able to say:

  • I can use and connect mathematical representations. (#NCTMP2A)
  • I can show my work so a reader understand without asking me questions.

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:

  • I can use and connect mathematical representations.
  • I can use and connect mathematical representations.
  • I can show my work so that a reader understands without have to ask me questions.

Tasks:

What the research says:

From Taking Action: Implementing Effective Mathematics Teaching Practices in Grades K-5:

High-level 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. 72-73]

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 sense-making 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 K-5. 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.

 

09.12.18 Agenda: Embolden Your Inner Mathematician (Week 2)

Week Two of Embolden Your Inner Mathematician

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, teacher-learners should be able to say:

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

Today’s Goals

At the end of this session, teacher-learners should be able to say:

  • I can use and connect mathematical representations. (#NCTMP2A)
  • I can show my work so a reader understand without asking me questions.

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:

  • I can use and connect mathematical representations.
  • I can use and connect mathematical representations.
  • I can show my work so that a reader understands without have to ask me questions.

Tasks:

  • Beanie Boos (see slide deck)
  • Number Talks
  • What do the standards say?

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 three-digit 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 multi-digit whole numbers using the standard algorithm.

Multiplication

3rd Grade
Multiply one-digit whole numbers by multiples of 10 in the range 10-90 (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 one-digit whole number, and multiply two two-digit 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 multi-digit whole numbers using the standard algorithm.

Slide deck:


02_Use and Connect Multiple Representations 2018-19 by Jill Gough on Scribd

[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.

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.

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.