Math Routines as a Vehicle for Developing the Standards for Mathematical Practice

1. Math Routines as a Vehicle for Developing the Standards for Mathematical Practice Ann Sitomer Portland Community College

2. The plan • Goals for this session • Introduction to Math Routines • Exploration of a routine and group planning of a 10-minute lesson using the routine • Classroom role play • Discussion

3. Goals for this session • As teacherswe will collaborate to develop a 10-minute lesson using published curriculum materials – Math Routines – that emphasize one or more of the mathematical practices. Classroom role play • As teacher educators we will discuss the teacher moves that elicited students’ participation in the mathematical practices and ways to support pre- and in-service teachers incorporate similar moves in their practice.

4. Introduction to Math Routines • A routine is a short, whole-class structured activity that students return to many times throughout the school year. • The routines we will consider today were published by the San Diego Unified School District (many of these are available on the ODE website).

5. Introduction to Math Routines • Math routines provide the opportunity for students to develop: • Number sense • Operational sense • Computational fluency • Reasoning skills • Problem solving skills • Mental arithmetic skills

6. Small Group Activity (20 minutes) • Each group will be given the teacher notes from one of four of the Math Routines from the San Diego school district materials. • Read though the teacher notes. Think about which of the mathematical practices students might engage in while working on this routine.

7. Small Group Activity (20 minutes) • Prepare a 10-minute lesson using this routine. Craft your lesson to emphasize one or two of the mathematical practices. (Let Ann know of you need any manipulativesor supplies.) • Select one group member to present the lesson.

8. Small Group Activity (20 minutes) • Read though the teacher notes. Think about which of the mathematical practices students might engage in while working on this routine. • Prepare a 10-minute lesson using this routine. Craft your lesson to emphasize one or two of the mathematical practices. (Let Ann know of you need any manipulativesor supplies.) • Select one group member to present the lesson.

9. Classroom role play (10 minutes) • Random selection of a teacher for the role play • The group member who traveled the farthest to TOTOM will play the role of observer, noting episodes in which a student or students engaged in one of the eight mathematical practices. • The rest of us will play the role of student.

10. Classroom role play (10 minutes) • During the lesson the teacher should not tell us what practices s/he intended to emphasize, butmaytell us what student role we are playing.

11. Discussion • What Standards for Mathematical Practices were emphasized in this lesson? What is your evidence? • What experiences might pre- and in-service teachers engage in to help them emphasize these standards in their classroom? • What challenges might pre- and in-service teachers encounter adapting previously developed curriculum materials to emphasize the Standards for Mathematical Practice?

12. Thank you!