Math Leadership Network Meeting #4 Mary Ellen Huggins Regional Mathematics Coordinator Northwest Educational Service District, 189 Add your name and ESD Logo

Agenda Number Talk-Fawn Nguyen Principles to Action: Elicit & Using Evidence Math Modeling Lunch Productive Instructional Routines: Number Talk Review the Shifts Reflections on the Day This slide is hidden to simply show an example of what the day could look like and identify the common pieces as well as the other pieces you may consider including.

Number Talk WHAT IS 0.52 X 789?

Number Talk Debrief Share your what you noticed during the Number Talk… with a shoulder partner then with a group of 4; share your partner’s thinking

Number Talk Debrief Student 1 1/2 of 790 is 395 01 of 800 is 8 because it’s .02, I did 8 x 2 = 16 395 + 16 = 411

Number Talk Debrief Student 2 0.5 of 800 is 400; that’s all I have.

Number Talk Debrief Student 3 1/2 of 700 = 350 1/2 of 80 = 40 Add these together, I get 394.5 I started doing .02 of 700, .02 of 80, … but time was up

Principles to Actions: Ensuring Mathematical Success for All The primary purpose of Principles to Actions is to fill the gap between the adoption of rigorous standards and the enactment of practices, policies, programs, and actions required for successful implementation of those standards. Describe the purpose of the book. Hold back on the 8 Teaching practices until slide 4.

Today’s focus is on Supporting Productive Struggle but you will see the other practices woven throughout this activity as well; the practices work best together.

Setting the Stage Making Meaning Participating and Contributing Review your section of the Fundamentals of Learning Making Meaning p. 5; pp.7-10 bullets Participating and Contributing p. 6; pp. 7-10 bullets Managing Learning Handout: Fundamentals of Learning Recording Sheet Have participants familiarize themselves with the statements as they will be looking for evidence of this while watching the videos.

Elicit Student Evidence K-2 https://www.teachingchannel.org/videos/kindergarten-counting-cardinality-lesson (8:00) 3-5 https://www.teachingchannel.org/videos/multiplying-fractions-by-whole-numbers-lesson (9:26) 6-8 https://www.teachingchannel.org/videos/conjecture-lesson-plan (9:19) HS https://www.teachingchannel.org/videos/formative-assessment-high-school-math-sbac (start at 4:12-15:17 minutes ONLY WATCH THIS PORTION OF THIS VIDEO) (11:05) In grade band groups, while watching the video, gather evidence of your Fundamental of Learning OR Select a grade level video to watch as a whole group. While watching the video, gather evidence of your Fundamental of Learning

Principles to Actions

The gathering of evidence should neither be left to chance nor occur sporadically. Preparation of each lesson needs to include intentional and systematic plans to elicit evidence that will provide “a constant stream of information about how student learning is evolving toward the desired goal” (Heritage 2008, p. 6).

Use Student Evidence How do the Fundamentals of Learning help us to elicit an use student evidence? Identify Elicit Interpret Make Decisions Reflect

Reflection What support do you need to implement? How could you use this activity with your students and/or school/district teams? What support do you need to implement? What struggles do you anticipate? What do you think will go well? Image: https://pixabay.com/en/tree-nature-lake-water-sky-sunset-716127/

Break What do you get when you cross a dog with a calculator? What do you get when you cross a dog with a calculator? Your best friend that you can count on! https://pixabay.com/en/photos/?image_type=&cat=&min_width=&min_height=&q=calculator&order= https://pixabay.com/en/dog-cartoon-fido-brown-art-fun-163527/ https://www.flickr.com/photos/mpancha/2505656136

Math Modeling Consensus Board: Modeling In Groups of 4 Create a Consensus Board Take 3-5 minutes to jot notes about modeling mathematics Go around and share thoughts Come to consensus in the middle

Modeling Grade 3 Fractioins MODEL Link Graduation https://www.teachingchannel.org/blog/2016/05/13/modeling-with-math-nsf/?utm_source=newsletter20160514/

8 is 16% of ___ Number Talk Time: 15 minutes How is your Life as a Fellow? As Fellows check in have them pick up a “bingo sheet” from the sign in table. Select the picture that best represents yourself and sign your name to that picture. On the bingo sheet seek out others who have selected other pictures. Ask them why they chose that picture. Sign their names to your bingo sheet and seek out others. Your goal is to get a Blackout Bingo.

Number Talk See overhead Time: 15 minutes How is your Life as a Fellow? As Fellows check in have them pick up a “bingo sheet” from the sign in table. Select the picture that best represents yourself and sign your name to that picture. On the bingo sheet seek out others who have selected other pictures. Ask them why they chose that picture. Sign their names to your bingo sheet and seek out others. Your goal is to get a Blackout Bingo.

Why Do We Do Math Together? “Teaching mathematics requires specialized expertise and professional knowledge that includes not only knowing mathematics but knowing it in ways that make it useful for the work of teaching” (Ball & Forzani 2010; Ball, Thames, and Phelps 2008). -Principles to Action NCTM (p.11)

Number Talks: A High-leverage teaching strategy to transform the culture of the classroom How can we transform the culture of the classroom. Consider the differences between a teacher centered classroom to a student centered classroom? Might bring up Fundamentals of Learning (FOL) here to frame the work of our Leadership this year.

Children who have been doing number talks have been using the properties all along to make sense of problems and make them easier to think about. All they have to learn when they get to algebra is an abstract way to label relationships they already understand. -Jo Boaler

Number Talks are about providing a safe place for students to try out ideas, and we don’t want accountability procedures to get in the way of this. -Ruth Parker

How are number talks going in your classrooms? Check in and Go Around. Have participants briefly share ab out how Number Talks are going in their classrooms. If your participants used the Handout: Planning a Number Talk last time they could use these as reference.

Partners to Quads Share with a partner how number talks are going in your classroom or with teachers you work with. Move into a group of 4 and share your partners comments in a Go-Around Choose a person to summarize for reporting out to the whole group

Exploring Number Talk Resources Review the Activator How can you use the resource? What support would you need? Look on Canvas to view additional resources that might be of use Provide Fellows with electronic and print number talk resources. Rosalyn O’Donnell, Mathematics Fellow from ESD 105 has graciously shared her work in number talks from her adaptations from the work of Crystal Morey and Kristen Gray’s online number talk book study. Within these documents there are five documents. Two of the documents, Book Study Guide and Resources by Chapter support the book Making Number Talks Matter by Humphreys and Parker. There are resources within those documents that go far beyond the book and could be used universally to develop deeper understanding of number talks while also providing resources beyond the book itself. Also included are three different resources/protocols that can be used to view number talk videos. These resources allow teachers to look deeper at a number talk strategies through the lens of what students are doing and what teachers are doing within the routines.

Number Talk Video Viewing Protocols Guiding Principles for Number Talks Reflecting on a Lesson Routines Optional activity that will not be done within the Fellows Meeting.

Exit Ticket Share your level of understanding and use of number talks … Novice Expert On an index card have participants put there name and district on the card and respond to the following questions. Have them make a number line showing their understanding and use of number talks from the beginning of Fellows this year, their current placement and future work. at the beginning of the year (B) current level of understanding and use (C) where you want to be at the end of next year (F)

Exit Ticket: Provide Feedback for the following prompts: What work around number talks/productive routines is currently being used in your school or district? What are your needs around number talks/productive routines for next year? Have Fellows also respond to the two prompts on the screen on the same index card.

Sharing the Expertise in the Room Topic: Strategies that Promote Student Mathematical Understanding Number Talks

Why didn’t the quarter roll down the hill with the nickel? Break Why didn’t the quarter roll down the hill with the nickel? Why didn’t the quarter roll down the hill with the nickel? It has more cents! Image from Pixabay: free for commercial use; no attribution required

Updates from OSPI’s Mathematics Department What’s Happening in WA Updates from OSPI’s Mathematics Department

State-Wide Initiatives

State-Wide Network of Fellows Teacher leaders who are a crucial component of systemic state-wide efforts to support quality math instruction and learning experiences for students. 238 Math Fellows in 2015-16 Fellows meet 4 times a year at each ESD Math, ELA and, Science Fellows Early Learning Fellows starting in 2016-17 Application link:http://www.surveygizmo.com/s3/2679681/81c2b3b08adb

Interested? Apply to be a Fellow Applications open April 11th Deadline for Completion is May 16th Notifications will be sent the end of May/beginning of June Returning Fellows will need to complete an application so we know they are continuing as a Fellow for 2016-17. Assurances must be signed by both a principal (if the Fellow is a teacher) and district administrator http://www.k12.wa.us/CurriculumInstruct/Fellows.aspx

55th Northwest Math Conference When: Fri October 21 – Sun October 23, 2016 Where: Yakima Convention Center Optional Session Tracks: Early Numeracy: Setting the Foundation for the Future The CCSS Standards for Mathematical Practice: Engaging Students in Learning Post-Secondary Education: Preparing for Tomorrow ​STEAM: Driving Innovation in Learning Assessment: Deepening Understanding Anne https://www.facebook.com/Northwest-Mathematics-/

Top Resources

Student Achievement Partners – Achieve the Core Teaching the Core – Library of Videos Parent and Community Resources CCSS Professional Development Modules and Resources Case Studies & Series In this section, you’ll hear the true stories of those seeking Common Core-aligned materials, including details about tools, processes and outcomes. Supplementing and Adapting Posts in this section will share expert advice, tools, and materials (including OER) to help you adapt and supplement your current instructional materials to better align with the Common Core. /

Illustrative Mathematics Course Blue Prints K-5 and High School scope and sequence of grade level and course units including commentary about how these units attend to the progression of learning in that particular grade/course Practice Standards Videos showing examples of students engaging in a specific practice standard Progressions Video and tasks to support an understanding of the progression of mathematical topics within and across grades Professional Learning Opportunities Tuesday Task Talks Fractions Online Course Virtual Lecture Series

You Cubed Jo Boaler, Stanford University Week of Inspirational Math Free Online course for all ages & levels of learners: How to Learn Math Videos about research on teaching & learning, classroom & student videos Brain Science research New book: Mathematical Mindsets Week of iMath: This week is about inspiring students through open, beautiful and creative math. We have chosen the different tasks so that students see math as a broad, interesting and visual subject that involves deep thinking. Students will learn important growth mindset messages that will help them feel confident, try harder all year, persist with open and difficult problems and embrace mistakes and challenge. All tasks are low floor and high ceiling – they are accessible to all students and they extend to high levels.

NCTM Principles to Actions NCTM Principles to Actions Toolkit Activities and Videos for Each of the 8 Teaching Practices Protocols from our meetings posted on Canvas This has recently been published in Spanish http://www.nctm.org/Store/Products/De-los-principios-a-la-acci%C3%B3n--Para-garantizar-el-%C3%A9xito-matem%C3%A1tico-para-todos-%28POD%29%28Spanish-Edition%29/

OSPI Contact Information Anne Gallagher – anne.gallagher@k12.wa.us Katy Absten – katy.absten@k12.wa.us A recording of todays webinar and the power point will be posted on the OSPI website: http://www.k12.wa.us/Mathematics/ All resources that are referenced in the webinar will have a link to the resource in the power point.

Summary Principles to Actions: Elicit and Use Student Evidence Number Talk: Going Deeper 3:00pm Image: Permission is granted to copy, distribute and/or modify this document under the terms of the GNU Free Documentation License, Version 1.2 or any later version published by the Free Software Foundation; with no Invariant Sections, no Front-Cover Texts, and no Back-Cover Texts. A copy of the license is included in the section entitled GNU Free Documentation License.