# 11.13.17 FSLT Math Agenda #TrinityLearns

November Committee Meeting Agenda

 3:00 5 min Establishing Intent, Purpose, Norm Setting 3:05 10 min Math Warm-Up 3:15 20 min Analyze common formative assessment Number Talks Look at what was anticipated and what happened Analyze Data: What does the data tell you to do next? For January meeting, bring your common assessment, what you anticipated would happen, and then what happened with 2 classes (or more) 3:35 20 min MP 3: Construct Viable Arguments and Critique the Reasoning of Others SMP LL2LU: What does that look like? What will you implement between now and January? Discussion of Chapter 3 in Mike Flynn’s Beyond Answers using Sentence/Phrase/Word or Connect/Extend/Challenge 3:55 5 min Closure and Reflection (I liked (and why), I wish, I wonder) 2017-18 Feedback and Attendance Form 4:00 End of session

# 11.01.17 Embolden Your Inner Mathematician: Building Procedural Fluency from Conceptual Understanding #TrinityLearns

Build procedural fluency from conceptual understanding.

Effective teaching of mathematics builds fluency with procedures on a foundation of conceptual understanding so that students, over time, become skillful in using procedures flexibly as they solve contextual and mathematical problems.

Principles to Actions: Ensuring Mathematical Success for All

Slide deck

 8:00 15 min Homework discussion, Q&A, Problem of the Week 8:15 30 min Strategies and Number Strings 8:45 40 min Minilessons for … Read, select, and design – anticipate and connect to strategies Read and discuss one number string Brainstorm important strategies and Anticipate how learners will think and Solve using Post-it notes Connect to essential learnings or skills 9:30 End of session

Homework:

• Implement Number Strings (high-level demand tasks) to build procedures with connections
• Read:Build procedural fluency from conceptual understanding
• What the Research Says: The Relationship of Understanding and Fluency (pp. 91-92)
• Promoting Equity by Building Procedural Fluency from Conceptual Understanding  (pp. 93-95)

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.

# 10.25.17 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:

• Select a book
• Identify the math standard
• Anticipate what learners will notice and wonder as well as how they will “do the math”
• 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:

• Select a book
• Identify the math standard
• Anticipate what learners will notice and wonder as well as how they will “do the math”
• 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 FSLT Math Agenda #TrinityLearns

 3:30 5 min Establishing Intent, Purpose, Norm Setting 3:35 15 min Construct a viable argument Show you work so reader understands Debrief 3:50 30 min Common formative assessment Number Talks For the next meeting – bring team common assessment 4:20 05 min Construct a viable argument Reading homework Discussion prep 4:25 5 min Closure and Reflection (I liked (and why), I wish, I wonder) 2017-18 Feedback and Attendance Form 4:30 End of session

Stevens, John. “Would You Rather….” Would You Rather…?, 1 Nov. 2016, www.wouldyourathermath.com/placevalue/.

# 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.
• 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) Robert Kaplinsky (@robertkaplinsky) 7:55 30 min 3-Act Task:  The Cookie Thief Graham Fletcher (@gfletchy) 8:25 30 min 3-Act Task: How big is the World’s Largest Deliverable Pizza? Robert Kaplinsky (@robertkaplinsky) 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.

# 09.13.17 FSLT Math Agenda #TrinityLearns

Questions for 2017-18

September 13 Meeting

 3:30 5 min Establishing Intent, Purpose, Norm Setting How is the year going? What are you looking forward to this year? Did you survive Hurricane Irma? 3:35 5 min Goals for Math Committee To learn more math in order to pass it on to our grade level teams To scale our learning to our teams To deeply understand the Standards for Mathematical Practices To deepen, differentiate, and extend learning for the students in our classroom (Instructional Core goal) Action Steps Participate in or recruit others to participate in Embolden Your Inner Mathematician Study and participate in discussions around Standards of Mathematical Practices, including reading and implementing ideas in Beyond Answers by Mike Flynn Refine and rework learning progressions for eachgrading period (and calibrate with “next door neighbor”grades) to deeply understand the essentials to learn, to improve actionable formative assessment techniques and strategies, and to know our learners as mathematicians. 3:40 5 min Number Splats – Steve Wyborney (@SteveWyborney) 3:45 30 min Planning for Splats Gather in groups, Select specific Number Splats or Fraction Splats Explore, Plan, Anticipate Connect 4:15 15 min Talking Points from Elizabeth Statmore (@chessemonkeysf) Talking Points activity 4:25 5 min Closure and Reflection (I liked (and why), I wish, I wonder) 2017-18 Feedback and Attendance Form 4:30 End of session