Fall 2011 Mathematics SOL Institutes

1. GRADE BAND: K-2 Fall 2011 Mathematics SOL Institutes Debbie Delozier, Stafford County Public Schools Fanya Morton, Stafford County Public Schools Kathryn Munson, Chesterfield County Public Schools Karen Watkins, Chesterfield County Public Schools LouAnn Lovin, Ph. D., James Madison University

2. Icebreaker – MAKING Connections! Please introduce yourself to those at your table. Discuss a possible pattern that exists in your group. Examples of possible patterns might be (brown hair, blonde hair, brown hair, blonde hair) or (glasses, no glasses, glasses, no glasses). When it is your table’s turn, please stand up so that the pattern you have selected is visible to the rest of the group. The rest of the group will make conjectures about what the pattern could be.

3. Overview of Day Communication and Reasoning through Number Talks The Teacher’s Role in Mathematical Discourse Mathematics through Problem Solving Looking at Student Communication and Reasoning – The Frog Problem Tasks to Promote Communication and Reasoning Processing and Summarizing

4. Mentally find the sum… 198 + 57

5. Think-Pair-Share What is the power in having more than one strategy?

6. Let’s try another one… 26 + 27

7. NUMBER TALK VIDEO: Grade 2 • Watch video • Table discussion • What strategies are the students using? • What mathematics do students understand that allows them to be flexible with numbers in this way?

8. Number Talks Quick Jot What is the teacher’s role during a number talk?

9. NUMBER TALK VIDEO: Kindergarten • Watch video • Table discussion • What student understanding is being assessed through this number talk? • What do you notice about the way the teacher orchestrates the discourse?

10. Number Talks Think-Pair-Share What is the value in implementing number talks?

11. Key Components of Number Talks Parrish, S. (2010). Number talks: Helping children build mental math and computation strategies. Sausalito, CA: Math Solutions. 10-15 Classroom environment and community Classroom discussions Teacher as facilitator, questioner, listener, learner Mental math Purposeful computation problems

12. Creating the Environment Table Discussion: What do you think a teacher may need to do to create an environment that allows for this kind of math talk?

13. Productive Talk Moves Adapted from: Chapin, S., O’Connor, C. & Anderson, N. (2003). Classroom Discussions Using Math Talks to Help Students Learn, Grades 1-6. Sausalito, CA: Math Solutions Publications. 11-16. Revoicing - “You used the 100s chart and counted on?” Rephrasing - “Who can share what Ricardo just said, but using your own words?” Reasoning - “Do you agree or disagree with Johanna? Why?” Elaborating - “Can you give an example?” Waiting - “This question is important. Let’s take some time to think about it.”

14. NUMBER TALK VIDEO – 16 + 15 Watch video Watch video again and record talk moves you notice What kind of math talk currently happens in your classroom? Which talk moves are you already comfortable with? Which ones might you wish to incorporate in future lessons?

15. Mathematics Through Problem Solving “Children need to experience mathematics as problem solving…” Kathy Richardson, 1999 Think-Pair-Share • How do the process standards described in this quote match what you have observed in math classrooms? (yours or others)

16. Mathematics SOL Institutes – Focus Five goals for students: • become mathematical problem solvers that • communicate mathematically; • reason mathematically; • make mathematical connections; and • use mathematical representations to model and interpret practical situations

17. Frog Problem Pay attention to the mathematical processes you are using as you solve this problem. Work with a small group (3 – 5 people). Record your solution on chart paper. Try to solve the problem in at least two different ways. Post your chart paper for a Gallery Walk.

18. There were 57 frogs in the pond. Some were swimming and some were sunning. There are about twice as many frogs swimming as were sunning. How many frogs were swimming and how many frogs were sunning? Use pictures, numbers, and/or words to prove that your answer makes sense.

19. Frog Problem – First Grade Work • Work with a partner • Examine the student work samples • For each student, discuss and record: • How does this student represent his/her thinking? • What does this student appear to understand (or not understand)? • What would I do next with this student?

20. Frog Problem – First Grade How did this problem provide opportunities for students to reason and communicate? If you were going to choose students to share their solutions, which students would you choose and why? Does the order that you have students share matter?

21. “The level and kind of thinking in which students engage determines what they will learn.” Hiebert, Carpenter, Fennema, Fuson, Wearne, Murray, Oliver, & Human, 1997

22. Characteristics of Rich Mathematical Tasks High cognitive demand (Stein et. al, 1996; Boaler & Staples, 2008) Significant content(Heibert et. al, 1997) Require justification or explanation (Boaler & Staples, in press) Make connections between two or more representations (Lesh, Post & Behr, 1988) Open-ended (Lotan, 2003; Borasi &Fonzi, 2002) Allow entry to students with a range of skills and abilities Multiple ways to show competence (Lotan, 2003)

23. “Not all tasks are created equal, and different tasks will provoke different levels and kinds of student thinking.” Stein, Smith, Henningsen, & Silver, 2000

24. Task Sort With your small group, use the collection of tasks provided and discuss whether you think the task requires lower-level thinking or higher-level thinking. Record your group’s sort on the T-chart. Be ready to share the criteria you used to categorize the task.

25. Task Analysis Guide – Lower-level Demands Involve recall or memory of facts, rules, formulae, or definitions Involve exact reproduction of previously seen-material No connection of facts, rules, formulae, or definitions to concepts or underlying understandings Require limited cognitive demand Focused on producing correct answers rather than developing mathematical understandings Require no explanations or explanations that focus only on describing the procedure used to solve Adapted from Stein, M.K., Smith, M.S., Henningsen, M.A., & Silver, E.A. (2000). Implementing standards-based mathematics instruction: A casebook for professional development. New York, NY: Teachers College Press

26. Task Analysis Guide – Higher-level Demands • Focus on use of procedures for developing deeper levels of understanding of concepts and ideas • Suggest broad general procedures with connections to conceptual ideas (not narrow algorithms) • Provide multiple representations to develop understanding and connections Adapted from Stein, M.K., Smith, M.S., Henningsen, M.A., & Silver, E.A. (2000). Implementing standards-based mathematics instruction: A casebook for professional development. New York, NY: Teachers College Press

27. Task Analysis Guide – Higher-level Demands DOING Mathematics Require complex, non-algorithmic thinking and considerable cognitive effort Require exploration and understanding of concepts, processes, or relationships Require accessing and applying prior knowledge and relevant experiences to facilitate connections Require task analysis and identification of limits to solutions Adapted from Stein, M.K., Smith, M.S., Henningsen, M.A., & Silver, E.A. (2000). Implementing standards-based mathematics instruction: A casebook for professional development. New York, NY: Teachers College Press

28. Factors Associated with Impeding Higher-level Demands Shifting emphasis from meaning, concepts, or understanding to the correctness or completeness of the answer Providing insufficient or too much time to wrestle with the mathematical task Letting classroom management problems interfere with engagement in mathematical tasks Providing inappropriate tasks to a given group of students Failing to hold students accountable for high-level products or processes Adapted from Stein, M.K., Smith, M.S., Henningsen, M.A., & Silver, E.A. (2000). Implementing standards-based mathematics instruction: A casebook for professional development. New York, NY: Teachers College Press

29. Factors Associated with Promoting Higher-level Demands Scaffolding of student thinking and reasoning Providing ways/means by which students can monitor/guide their own progress Modeling high-level performance Requiring justification and explanation through questioning and feedback Selecting tasks that build on students’ prior knowledge and provide multiple access points Providing sufficient time to explore tasks Adapted from Stein, M.K., Smith, M.S., Henningsen, M.A., & Silver, E.A. (2000). Implementing standards-based mathematics instruction: A casebook for professional development. New York, NY: Teachers College Press

30. “There is no decision that teachers make that has a greater impact on students’ opportunities to learn and on their perceptions about what mathematics is than the selection or creation of the tasks with which the teacher engages students in studying mathematics.” Lappan & Briars, 1995

31. Bumping up the Cognitive Demand Work with a small group Choose task #5 or #11 Think of a way to make this task more cognitively demanding - provide context - make it open-ended - ask for an explanation/justification Rewrite your new task and be ready to share

32. Why use cognitively demanding tasks? More engaging for students Allows students to wrestle with important mathematical ideas and make sense of them Engages students in mathematical processes of reasoning, representation, communication, connections, and problem solving Allows teachers to assess students’ level of mathematical understanding

33. “If we want students to develop the capacity to think, reason, and problem solve then we need to start with high-level, cognitively complex tasks.” Stein & Lane, 1996

34. Laying the Foundation Vertical Articulation documents As students study higher levels of mathematics, they must draw on the previous understandings they’ve constructed as well as their capacity to reason and problem solve while maintaining the attitude that they can persevere and figure it out!

35. Assessments – Then and Now NEW OLD Grade 3

36. Why are the process standards important? I MATH Each person writes a few words or short phrases on sticky notes and places them in the middle of the table. As a group, synthesize your ideas to create a bumper sticker to address this question.

37. Standards of Learning and Mathematical Processes “The content of the mathematics standards is intended to support the following five goals for students: becoming mathematical problem solvers, communicating mathematically, reasoning mathematically, making mathematical connections, and using mathematical representations to model and interpret practical situations.” VDOE 2009 Mathematics Standards of Learning (page iv)