Putting the Practices Into Action

1. Putting the Practices Into Action John SanGiovanni

2. Eliminate It! • liter quart • meter milliliter

3. Eliminate It! 2163 17 84

4. Eliminate It! 10 2 5 8

5. “Our” solution to the practices… How do you think that’s going?

6. How do our teachers view the relationship between practice standards and content standards? #1 #2 #3 P C P P C C

7. On a Scale of 1 to 5… • Think about the teachers you work with. How familiar are they with the Standards for Mathematical Practice? • Think about the teachers you work with. How often do they intentionally plan for the practices? • Think about the students these teachers work with. How often do they exhibit the behaviors of these practices?

8. Talk With Your Table. What does the data in these charts tell us about the practices in our classrooms?

9. “The Transition Pendulum” The Practices 2010-2011

10. “The Transition Pendulum” The Practices The Content 2012-2014

11. “The Transition Pendulum” The Practices Practices + Content The Content

12. About today… Thinking About Next Year Consider activities to use with our teachers so that the practices are a centerpiece of mathematics instruction Understand the book design and how it can support your PD efforts Work with some quick hitters to hook our teachers

13. Create an ICON for your practice. Write an ANALOGY for your practice. With your group… List STUDENT BEHAVIORS for your practice. List TEACHER BEHAVIORS for your practice.

14. Debriefing • Take a gallery walk • Look for ideas that strike you • Share what you find with your table • What did you like? • What activity could you use with teachers? • What activity could teachers use with students?

15. Which of these tasks would you use with your teachers?Are there any other tasks you’ve used with your teachers? Debriefing: Table Talk

16. About the book • Unpack the practices • WHY it is important • WHAT it means • HOW might we get there • Identify the behaviors of students engaged in the practice. • Connect student and teacher behaviors. • Provide activities that elicit these behaviors.

17. About the book • Unpack the practices • WHY it is important • WHAT it means • HOW might we get there • Identify the behaviors of students engaged in the practice. • Connect student and teacher behaviors. • Provide activities that elicit these behaviors.

18. About the book • Unpack the practices • WHY it is important • WHAT it means • HOW might we get there • Identify the behaviors of students engaged in the practice. • Connect student and teacher behaviors. • Provide activities that elicit these behaviors.

19. About the book • Unpack the practices • WHY it is important • WHAT it means • HOW might we get there • Identify the behaviors of students engaged in the practice. • Connect student and teacher behaviors. • Provide activities that elicit these behaviors.

20. Focus on the Question The children were collecting seashells at the beach. The list shows the number of shells collected by each child. Number of Shells Katie – 5 Bridget – 4 Jackie – 9 Allison – 12 Kim – 10 Turn and share: Katie and Kim put their shells in a box. How many did they have altogether? Tell how you figured out the answer. Monday

21. Focus on the Question The children were collecting seashells at the beach. The list shows the number of shells collected by each child. Number of Shells Katie – 5 Bridget – 4 Jackie – 9 Allison – 12 Kim – 10 Turn and share: Allison wanted to collect 16 shells. How many more will she need to collect? Tell how you figured out the answer. Tuesday

22. Focus on the Question The children were collecting seashells at the beach. The list shows the number of shells collected by each child. Number of Shells Katie – 5 Bridget – 4 Jackie – 9 Allison – 12 Kim – 10 Turn and share: The children wanted to collect 50 shells altogether. Did they collect enough? How do you know? Wednesday

23. Focus on the Question The children were collecting seashells at the beach. The list shows the number of shells collected by each child. Number of Shells Katie – 5 Bridget – 4 Jackie – 9 Allison – 12 Kim – 10 Turn and share: Write a question you could ask using the data. Thursday

24. Reasoning about Number:Which is greater A, B, or too close to call?

25. Reasoning about Number:Which is greater A, B, or too close to call?

26. Reasoning about Number:Which is greater A, B, or too close to call?

27. Reasoning about Number:Which is greater A, B, or too close to call?

28. Reasoning about Number:Which is greater A, B, or too close to call?

29. Reasoning about Number:Which is greater A, B, or too close to call?

30. Reasoning about Number:Which is greater A, B, or too close to call?

31. How to play: Players take turns rolling a number cube After each roll, a player decides which column to place the digit. That player then adds the value to his/her total. The player who is closest to the target (in the last total) without going over the target wins. Adapted from Fundamentals, Creative Publications, 4-5

32. Target 100 with tools • What tools could students use to support understanding and/or improve accuracy?

33. Target 100 with tools

34. Mile a Minute

35. A Mile a Minute • Partner 1 sits facing the screen • Partner 2 sits with their back to the screen • Partner 1 gives clues without using exact words to elicit the phrase • Partner 1 moves to each new phrase after partner 2 has correctly guessed the preceding phrase.

36. sum triangle

37. 814 75

38. Eliminate It! • liter quart • meter milliliter

39. How did the practices “come alive” in these tasks?

40. Putting the Practices Into Action John SanGiovanni