09.19.18 FSLT Math Agenda #TrinityLearns

2018-19 Goals

  • We can learn more math in order to pass it on to our grade level teams.
  • We can scale our learning to our teams.
  • We can deeply understand the Standards for Mathematical Practices.
  • We can deepen, differentiate, and extend learning for the students in our classroom. (Instructional Core goal)

2018-19 Action Steps

  1. Participate in or recruit others to participate in Embolden Your Inner Mathematician or Strengthen Your Inner Mathematician.
  2. Refine and rework learning progressions to deeply understand the essentials to learn, to improve actionable formative assessment techniques and strategies, and to know our learners as mathematicians.

Today’s Agenda:

3:30 Establishing Intent, Purpose, Norm Setting

  • How is the year going?
  • What are you looking forward to this year?
  • What are you interested in learning on the math committee?
3:40 Review Goals for Math Committee (above)

Review Action Steps (above)

3:45 Estimation 180 Example Lesson
4:00 Planning for Estimation 180

Caroline’s Kindergarten Estimation 180 Example

  • Gather in groups, Select specific Estimation 180 to bring back to your team
  • Explore, Plan, Anticipate
  • Connect
4:15 Share:

  • What did you decide to bring back to your team?
  • How will it be used in your grade level?
  • Why is it useful?
  • What can your students learn from it?
4:25 Closure and Reflection

(I liked… because…, I wish…, I wonder…)

Please complete the 2018-19 Feedback and Attendance Form.

End of session

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.

09.05.18 Agenda: Embolden Your Inner Mathematician (Week One)

Week One of Embolden Your Inner Mathematician

Teacher-learner-leaders will engage in a semester-long professional learning journey to deepen our understanding of NCTM’s Effective Mathematics Teaching Practices.

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:

Slide deck:

01_Implement Tasks Promote Reasoning Problem Solving 2018-19 Embolden Your Inner Mathematician 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.