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Welcome to Day Two

Join us for an interactive workshop on mathematical discourse practices and division strategies. Share ideas, reflections, and lessons to enhance student reasoning and sense-making in mathematics. Embrace our socio-mathematical norms for collaborative learning. Enhance your presentation skills and actively contribute to discussions. Explore innovative ways to understand and teach division concepts. Collaborate with professionals to improve teaching practices and student outcomes.

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Welcome to Day Two

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Presentation Transcript

  1. Welcome to Day Two

  2. Agenda • 5 Practices for Mathematical Discourse • Division – More ideas about engaging students in noticing the difference between “number of groups unknown” and “group size unknown”. • Special Divisions • Lessons and Reflection

  3. The Standards for Mathematical PracticeStudent Reasoning and Sense Making about Mathematics • 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.

  4. 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 learningwith you.

  5. 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

  6. 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

  7. BREAK

  8. Understanding Division

  9. Understanding Division Division: Learning through play

  10. Considering Division • Can Pre-School Children think about Division? • The case for “Number of Groups Unknown” • Recent research about spaces for number development

  11. Sharing and Discussing Ideas • When engaging students in thinking about ideas for themselves what are the necessary parameters that allow for authentic mathematical “sense-making”? • Other questions or thoughts from you?

  12. Understanding Division Division: Exploring with Snap-Cubes

  13. LUNCH

  14. Understanding Division Use four 4’s and any mathematical operation to find a result of 1 in as many ways as is possible.

  15. Understanding Division Can we divide by any number?

  16. BREAK

  17. 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)

  18. 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?

  19. 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.

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

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