Mathematics Discussion & Common Core Connected Strategies

1. Do you think the Fellows are going to be excited to share their ideas? Mathematics Discussion & Common Core Connected Strategies I hope so, because I keep hearing about all of the great things that they are doing for students! Kristin Misangyi Coordinator at Waller/Maxwell Denver Math Fellows

2. Objectives FELLOWS WILL BE ABLE TO: …articulate our ratio goal from Blueprint Visits …set clear expectations and norms within their tutorial rooms/spaces …implement agree and disagree protocols for students to engage in math talk with each other …begin implementing instructional strategies…think-pair-share and questioning ….to engage student in math talk with each other

3. Norms for Today’s Green Day No Blame, Shame, or Judgment Self Monitor Talk time and allow everyone to have input Cell phones/laptops out of sight Take care of needs as they come up (bathroom and drinking fountains located right outside of library)

4. Do Now Silent Independent Write a word problem that models the mathematical expression: ½ 4. Solve it using visual representation. Write a word problem that models the mathematical expression: 4 ½. Solve it using visual representation.

5. Find a friend and Discuss (Not to be confused with phone a friend…) Stand up and find someone who is wearing something similar to you.

6. Share your word problems and visuals. Is one visual representation better than another? What might kids do? What might kids have trouble with?

7. Dhanybhad You may return to your seat

8. Goal Priority #1 from Blueprint Visits RATIO: Teacher Talking Versus Students Talking What do you think in % the amount of time students should be talking versus teachers?

9. Our Ratio Goal from Blueprint visits…. Students Talk 70% Teachers Talk 30%

10. What does Productive Math Discourse look like? 3rd Grade Discussing scale factor Video (3:25)

11. What does Productive Math Discourse look like? • 4th Grade • Discussing is 40 a factor of 40? • Video (3:59)

12. What does Productive Math Discourse look like? 6th Grade Is ¾ greater than or less than 3/5? Video (1:10)

13. Successful Math Discourse What are the Similarities between the conversation you had about your fraction problem and the conversations in this classroom? As a table list out as many similarities as you can. (1 person capture those notes)

14. Share out from Tables

15. How?

16. Setting Norms with Students Two major Goals of Setting up Classroom Talk Norms: Respectful Discourse: Talk is respectful when each person’s ideas are taken seriously; no one is ridiculed or insults, and no one is ignored or browbeaten. Equitable Participation: Participation is equitable when each person has a fair chance to ask questions, make statements, and express his or her ideas. Academically productive talk is not just for the most vocal or the most talented students.

17. 4th Grade: How do I agree and Disagree? • Clip 2.1j 1:21 • Thinking Points: • What distinctions is made between disagreeing with a person versus with his or her answer? • How might we help our students make this distinctions as we conduct discussions?

18. 6th Grade: Mary, may you please repeat that again? Clip 2.1k 1:43 Thinking points: What expectations are in place? What language has been taught to students? How are students showing respect?

19. Practices to Improve Equitable Participation Give time to think. Give time to practice. Randomly assign speakers to report out for a group. Encourage students to self-monitor their participation. Offer a “token to talk.” Use the technique “one of three.” Volunteer a comment during whole-class discussion. Respond when called on at random to do so. Ask a question during a whole-class discussion.

20. Students’ Rights and Obligations Rights You have the right to make a contribution to an attentive responsive audience. You have the right to ask questions. You have the right to be treated civilly. You have the right to have your ideas discussed, not you.

21. Students’ Rights and Obligations Obligations You are obligated to speak loudly enough for others to hear. You are obligated to listen for understanding. You are obligated to treat others civilly at all times. You are obligated to consider other people’s ideas an to explain your agreement or disagreement with their ideas.

22. 4 steps Toward Productive Classroom Discussion

23. Connecting to CCSS Step 1: Helping Individual Students Clarify and Share Their Own Thoughts Engagement Strategies are: • Initiating Think-Pair-Share (turn and talk) • Showing Thinking in Classrooms (Revoicing/repeating, Say More (stretch it) Questioning and Wait Time

24. Think Pair Share clip1.2a3 2:42 Thinking Points What do you see happening here? Did anything surprise you, interest you, or make an impression on you?

25. Turn and Talk clip1.2a4 :44 Thinking Points Do you see any opportunities for formative assessment with these talk moves? For language development? For Participation by students who may not speak otherwise?

26. Beginning Stages For a Fellow Get good at taking opportunities for Think-Pair-Share (turn and talk) Teach students through sentence stems and modeling phrases to use to help with clarification (Revoicing) Using questioning (How’s and Why’s) and wait time, get students talking more. Who can say more? Can you give us an example? Why is that the larger fraction? How can you tell?

27. How will the following help us achieve our Ratio Goal? If Fellows… Then Student will… • Give student opportunities to engage in conversation by implementing and planning for Think-Pair-Share • Providing students with sentence stems and phrases that link to getting students to clarify their thinking or that of other students’. • Asking more How/Why Questions: (planning for these) • Continue giving appropriate wait time • Helping students with the language to talk to each other (i.e. I agree/dissagree why?) • Start to think (clarify their own understanding) before sharing • be able to reason and construct viable arguments (SMP 3) • Will use language that leads them to precision in their solutions and justifications (SMP 6)

28. Planning Talk Based Lessons Four Steps for Planning Step 1: Identifying the Mathematical Goals Step 2: Anticipating Questions Step 3: Asking Questions Step 4: Planning and Implementation

29. Six Key Components to the Introductory Lesson We’re going to be talking in math class this year… What do we mean by talking in math class? Why should we talk about math in this way? Some useful words: explain, explanation, reasoning How do we talk about our own thinking in math? How do we talk about each other’s ideas this year?

30. Exit Ticket What is 1 new thing you learned? What is something you will implement with Fellows/students tomorrow? What is something you want to know more about? (For your coordinator)