Welcome to …

1. Welcome to …

2. TODAY’S AGENDA • SMP Qualities • 5 Practices for Mathematical Discourse • Shapes, Area, and Perimeter • BBQ Activity • Lessons and Reflections

3. Bring your ideas… • As a group of professionals we have made a commitment to helping children attain success in life and a voice in the world. • Many times the best part of these kinds of professional development is simply the chance to share ideas, raise questions, and work with other practitioners to improve our own understandings and practice. • Please bring your stories of children’s learning with you.

4. Our Socio-mathematical Norms • Listen intently when someone else is talking avoiding distractions • Persevere in problem solving; mathematical and pedagogical • Solve the problem in more than one way • Make your connections explicit - Presentation Ready • Contribute by being active and offering ideas and making sense • Limit cell phone and technology use to the breaks and lunch unless its part of the task. • Be mindful not to steal someone else’s “ice cream” • Respect others ideas and perspectives while offering nurturing challenges to ideas that do not make sense to you or create dissonance. • Limit non-mathematical and non-pedagogical discussions

5. Presentation Norms • Presenters should find a way to show mathematical thinking, not just say it • Presenters should indicate the end of their explanation by stating something like “Are there any questions, discussion, or comments?” • Others should listen and make sense of presenters’ ideas. • Give feedback to presenters, extend their ideas, connect with other ideas, and ask questions to clarify understandings

6. The Standards for Mathematical PracticeStudent Reasoning and Sense Making about Mathematics Let’s list as many qualitiesas we can of the kinds of mathematically proficient student behaviors that exemplify the SMP’s. • Make sense of problems and persevere in solving them • Reason abstractly and quantitatively. • Construct viable arguments and critique the reasoning of others. • Model with mathematics. • Use appropriate tools strategically. • Attend to precision. • Look for and make use of structure. • Look for and express regularity in repeated reasoning.

7. 5 Practices for Orchestrating Productive Mathematics Discussions • Laying the Groundwork: Setting Goals and Selecting Tasks

8. Tiling a Patio Task • Solve the task in as many ways possible for yourself • Share at least one solution with a partner • Then discuss in your small group

9. Reading & Reflection • Read pages 13 – 20 • Reflect on the reading individually. • Use the questions on the hand-out to discuss the reading with your small group. • Whole group discussion.

10. Critical Questions for Goal Setting • What mathematics is being learned? • Why is it important? • How does it relate to what has already been learned? • Where are these mathematical ideas going? • “Principles to Action:Ensuring Mathematical Success for All”, NCTM, 2014

11. Factors Associated with Maintenance and Decline of High-level Task Demands • Review Task Maintenance Demands on hand-out • Discuss with your small group • Be prepared to provide an example for each category

12. Tasks to Improve Student Engagement in Pattern Tasks • The task is a challenge but accessible • See task as a puzzle • Provides visual thinking about pattern • Can develop individual way of seeing the task and use your own ideas • Safe classroom environment to make mistakes • Collaboration with others on ideas Boaler, ”Mathematical Mindsets”, p. 62-63, 2015

13. Break Time

14. Considering Shapes

15. Perimeters

16. Growing Rectangles

17. Lunch

18. BBQ Task

19. Break Time

20. Math Content for our Classrooms • Each day we will spend time with grade level teams making lesson plans. • Each of us will make one plan that is part of a unit of plans the grade level team is working on. • Each plan must have the following: • Connected mathematics content focus from Ohio’s Mathematics Learning Standards • A focus SMP • Designed to Orchestrate Productive Mathematics Discussions (The 5 Practices)

21. Math Content for our Classrooms Three checks must be made for the completion of lesson plans: Check 1) Consult with Sandy and/or Mary about the mathematics content of the lesson and explain to her its mathematical appropriateness. When the lesson is complete Sandy, our resident mathematician, will sign off on its content (SMC’s). Check 2) Consult with Sherry about the design of the lesson to promote mathematical discourse (5 Practices). Sherry must sign off on the lessons discourse elements. Check 3) Consult with Dr. Matney about the design of the lesson having a focus Standard for Mathematical Practice. Dr. Matney must sign off on the lessons mathematics proficiency elements (SMP’s) ?Questions about COMP Lesson Plans?

22. Time of Reflection • On a sticky note tell us one thing you learned today. • Tell us one think you liked or one thing you are still struggling with.

23. Air of Appreciation We want to pass on to each generation a sense of learning how to appreciate life, others, and learning. Let’s spend some time sharing one thing or experience that we appreciate: Examples: I appreciated when Ray didn’t give up on solving that hard problem. It encouraged me to keep thinking for myself to make sense of it.

24. Stay Safe • Please help us put the room in proper order. • Please leave your name tents for next time.