Math Workshop for Dual Language Classrooms Kristin Percy Calaff, Highline Public Schools

Workshop Agenda Participants will be able to: Purpose: To serve language learners effectively by supporting mathematical thinking and language skills to meet CCSS. Participants will be able to: Set up an interactive Math Workshop Practice accountable “Math Talk” strategies Solve problems using Singapore “model drawing”

Entry Task 1 Odd + Odd = Even Why? Create a visual justification for why the sum of two odd numbers is always an even number. Odd + Odd = Even Why?

Listen and Compare A: Explains ideas while partner B silently listens to understand Partner A’s thinking. B: Explains reasoning and partner A listens. A & B: Discuss together how ideas are the same and/or different. This is the frame for the session

Mathematical Habits of Mind Best Practices in Teaching Mathematics Facilitator’s Power Point Presentation and Notes 4/27/2018 Mathematical Habits of Mind Regularity, Patterns and Structure Mathematical Representations Connections Mistakes and Stuck Points Metacognition and Reflection Persevere and Seek More PASS OUT 1 PAGER WITH ALL POSTERS from TDG binder English Habits of Mind & Interaction Posters Spanish Habits of Mind Posters ©2007 Teachers Development Group

Math Workshop Anchor Task “Mini-Lesson” Practice/Support Students engage in an entry task “Mini-Lesson” Teacher uses questions to build understanding Students engage in Structured Math Talk Practice/Support Independent work & blended technology Small group support Closing/Reflection

Workshop Model Group 1 (Low/Mid) Group 2 (Mid/High) 10:00- 10:20 Readiness Activity/ Blended Tech *(Para Support) Entry Task & Teacher Mini-Lesson 10:20- 10:40 Independent Practice & Blended Tech 10:40- 11:00 *Small Groups

Technology Tools Management: Google Classroom Free On-line Tools Khan Academy Xtra Math Ten Marks Paid Math Programs ST Math Think through Math iXL

Entry Task 2 Adrian, Ben, and Christy put their money together to buy a birthday present for their mother. They had $78.75 altogether. Ben had half as much as Christy and Adrian had 4 times as much as Ben. How much money did Christy contribute?

Revoice and Compare A: Shares ideas while B listens silently B: Revoices A’s ideas without judging or correctly B: Shares ideas while A listens silently A: Revoices B’s ideas A& B: Discuss similarities and differences This is the frame for the session

Mathematical Habits of Interaction Best Practices in Teaching Mathematics Facilitator’s Power Point Presentation and Notes 4/27/2018 Mathematical Habits of Interaction Private Reasoning Time Compare our Logic and Ideas Explain Critique and Debate Listen to Understand Math Reasoning is the Authority Genuine Questions Multiple Pathways Spanish Habits of Interaction Posters ©2007 Teachers Development Group

Model Drawing Steps 1. UNDERSTAND Read the problem and visualize the situation. Underline the important information. (Who? What? How?) Write an “mmm” statement. 2. PLAN Draw a diagram. Label the parts. Put the ? in place. 3. SOLVE Do the math. (Choose a strategy.) 4. CHECK Fill in in your answer. (Does it make sense?)

José had _____ baseball cards. 250 José collected 425 sports cards. He had 75 more baseball cards than football cards. How many baseball cards did José have? José had _____ baseball cards. 250 José’s football cards 175 425 José’s baseball cards 175 75 ?

Michael had ______ books at first. After selling 27 books, Michael had 46 books left. How many books did he have at first? Michael had ______ books at first. 73 Michael’s books 46 27 ?

Devin ran _____ laps around the track. Devin ran 3 times as many laps around the track as Miguel did. If they ran around the track 24 times altogether, how many laps did Devin run around the track? Devin ran _____ laps around the track. 18 M 6 24 D 6 6 6 ?

Entry Task 3 Maria made some cookies. ⅓ of the cookies were chocolate chip, ¾ of the remainder were oatmeal raisin, and the rest were peanut butter. If Maria made 4 dozen cookies, how many peanut butter cookies did she make?

Interpret and Compare A & B: Exchange written work and try to understand the other’s reasoning A: Reports interpretation of B’s reasoning B: Clarifies B: Reports interpretation of A’s reasoning A: Clarifies A & B: Discuss similarities and differences This is the frame for the session

Maria made _____ peanut butter cookies. Maria made some cookies. 1/3 of the cookies were chocolate chip, 3/4 of the remainder were oatmeal raisin, and the rest were peanut butter. If Maria made 4 dozen cookies, how many peanut butter cookies did she make? Maria made _____ peanut butter cookies. 8 Maria’s cookies 8 8 8 48 8 8 8 chocolate chip oatmeal raisin peanut butter

Resources Step-by-Step Model Drawing (Char Forsten) Bar Modeling: A Problem-Solving Tool (Yeap Ban Har) Word Problems for Model Drawing Practice (Catherine Jones Kuhns)

Entry Task 2 Solved! 22.50 A $11.25 $11.25 $11.25 $11.25 B $11.25 Adrian, Ben, and Christy put their money together to buy a birthday present for their mother. They had $78.75 altogether. Ben had half as much as Christy and Adrian had 4 times as much as Ben. How much money did Christy contribute? 22.50 Christy contributed $_______ to buy the present. A $11.25 $11.25 $11.25 $11.25 B $11.25 $78.75 C $11.25 $11.25 ?