Give me 5 SDCOE Mathematics

SDCOE Mathematics Audrey Mendivil Mathematics Coordinator (6-8) Mindy Shacklett Mathematics Coordinator (9-12) Mark Alcorn Mathematics Coordinator (K-5)

Learning Intentions Learn about five resources for high-quality mathematics tasks Deepen understanding on how to lead purposeful math discussions using the “5 Practices”

Setting our Ground Rules Take on the role of learner while solving problems. Reflect on your role as teacher in facilitating and advancing student thinking. Honor productive struggle. Never tell an answer. When sharing in small groups, no one speaks twice before everyone speaks once. Respect the learning space. @fawnpnguyen #NCTMinst

Getting to know each other: Which one doesn’t belong? Decide which “corner” doesn’t belong, and why. Then move to the corresponding corner of the room (look for matching) http://wodb.ca “Number 10”

Talk Moves Revoicing Repeating Reasoning Adding on Revise Wait time Share, Expand, Clarify Time to think Say more So are you saying….? Think with others Agree/Disagree and why? Add on Explain what someone else means Revoicing Repeating Reasoning Adding on Listen carefully to one another Who can rephrase…? Can you repeat what ... said? Dig deeper into their reasoning Ask for evidence or reasoning Challenge or counterexample Revise Wait time

How much: Getting into the math Can you shade in ¾ of ¼ ? Can you convince me? Are there other ways to shade the same amount? How much of the whole is shaded? 3 4 × 1 4 ‘Squares 02’ from fractiontalks.com

Can you… How many ways can you shade 1/8th? Can you convince me? How do we know we counted “all” of the ways? ‘Squares 04’ from fractiontalks.com

Discourse: What was different? Revoicing Repeating Reasoning Adding on Revise Wait time ‘Squares 02’ from fractiontalks.com ‘Squares 04’ from fractiontalks.com

5 Practices for Orchestrating Productive Mathematics Discussions Anticipating likely student responses to challenging mathematical tasks Monitoring students’ actual responses to the tasks (while students work on the tasks in pairs or small groups) Selecting particular students to present their mathematical work during the whole-class discussion Sequencing the student responses that will be displayed in a specific order Connecting different students’ responses and connecting the responses to key mathematical ideas.

Group Work Questions to consider: What makes this task high-quality? How could you plan for a discussion using this resource? What is valuable about the resource? How does this resource help encourage collaboration and discourse in the math classroom? How is the online resource designed/organized? In your new groups, take an in depth look at your assigned resource by: Do the task together Learn more about the site Add to the Padlet so that others can learn about the resource Access to the Padlet: https://goo.gl/UK63fB

Group Jealousy: What are the other groups doing? Open Middle Visual Patterns Would you rather…? What is the next item in the pattern? Which one would you rather? Why? How do you …. http://www.visualpatterns.org http://www.wouldyourathermath.com http://www.openmiddle.com Which one doesn’t belong? Fraction Talks Which ‘corner’ doesn’t belong with the other three? Why? How much is shaded….? http://www.fractiontalks.com http://wodb.ca/

Effective Mathematics Teaching Practices NCTM. (2014) Principles to actions: ensuring mathematical success for all. Reston, VA: National Council of Teachers of Mathematics http://www.nctm.org/Conferences-and-Professional-Development/Principles-to-Actions-Toolkit/Resources/7-EffectiveMathematicsTeachingPractices/

Professional Learning www.sdcoe.net/math #MTBoS @ExploreMTBoS

Call to Action Continue learning: Sign-up/plan for a future learning opportunity Pass on what you learned: Try one of the tasks in your class, or pass on to a teacher to use. Share your experience: Talk with a colleague about what happened or share on Twitter, #MTBoS and #SDCOEmath Questions? @Audrey_Mendivil audrey.mendivil@sdcoe.net