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TODAY’S AGENDA SMP Qualities 5 Practices for Mathematical Discourse How many pets? How expensive is your name? Lessons and Reflections PASS OUT NOTE PADS and explain that these pads are to jot down pedagogical and mathematical connections they make…then later they will be given time to reflect on their own connections.

Bring your ideas… As a group of professionals we have made a commitment to helping children attain success in life and a voice in the world. Many times the best part of these kinds of professional development is simply the chance to share ideas, raise questions, and work with other practitioners to improve our own understandings and practice. Please bring your stories of children’s learning with you. Gabriel - Make any agreed upon revisions to the norms

Our Socio-mathematical Norms Listen intently when someone else is talking avoiding distractions Persevere in problem solving; mathematical and pedagogical Solve the problem in more than one way Make your connections explicit - Presentation Ready Contribute by being active and offering ideas and making sense Limit cell phone and technology use to the breaks and lunch unless its part of the task. Be mindful not to steal someone else’s “ice cream” Respect others ideas and perspectives while offering nurturing challenges to ideas that do not make sense to you or create dissonance. Limit non-mathematical and non-pedagogical discussions Gabriel - Make any agreed upon revisions to the norms

Presentation Norms Presenters should find a way to show mathematical thinking, not just say it Presenters should indicate the end of their explanation by stating something like “Are there any questions, discussion, or comments?” Others should listen and make sense of presenters’ ideas. Give feedback to presenters, extend their ideas, connect with other ideas, and ask questions to clarify understandings Gabriel - Make any agreed upon revisions to the norms

The Standards for Mathematical Practice Student Reasoning and Sense Making about Mathematics Let’s list as many qualities as we can of the kinds of mathematically proficient student behaviors that exemplify the SMP’s. Make sense of problems and persevere in solving them Reason abstractly and quantitatively. Construct viable arguments and critique the reasoning of others. Model with mathematics. Use appropriate tools strategically. Attend to precision. Look for and make use of structure. Look for and express regularity in repeated reasoning. Gabriel – Have teachers look at their SMP pages and think about qualities students behaviors should have when engaging in this SMP.

5 Practices for Orchestrating Productive Mathematics Discussions Investigating the Five Practices in Action

Toothpick Staircase Task The staircases below are made with toothpicks. It takes four toothpicks to build staircase number one. If the staircases continue in this manner, determine the number of toothpicks in staircase #10. What is the number of toothpicks for any staircase? Write an expression to describe this. What is the number of toothpicks in the perimeter of each staircase? What is the number of toothpicks in n staircases? Write an expression for this. How do your expressions compare for these? How can you prove that your expressions will always work?

Solving the Task Solve the task for yourself in multiple ways. Share your thinking with your small group. Discuss the task as a group.

Reading & Reflection Read pages 21 – 30. Use the 3 questions on the hand-out to reflect on the reading for yourself Discuss your reflections in your small group. Be prepared to discuss the question assigned to your small group with the whole group.

Break Time 1

How many Pets? What is the average number of pets owned by individuals in our class? What is the average spread of this data set? How can we represent these data using a data display? NEED: Sticky Notes, chart paper, GAISE pp. 41-45 What could we explore related to individuals and pets owned at age 16?  We’re going to explore the types of pets that students had when they were 16 years old. What would be our research question? Distribute post-it notes and ask each person to indicate how many pets of each type they own when they were 16. So, a note might contain only “1” above “dog” or “3” and “3” above “dog” and “cat”. Students will put their post-it notes up. Ask a few questions: What do you notice about our data? (Distribution?) (Variance in responses?) (Outliers?) (Tending to one central aspect?) (Representative sample?) What do these data tell us? What if we wanted to explore the average type of pet people had at age 16? What can we say? What if we wanted to explore the number of pets at age 16? What would be a research question?

Lunch

How expensive is your name? pp. 85-97 from Bridging the Gap

Break Time 1

Math Content for our Classrooms Each day we will spend time with grade level teams making lesson plans. Each of us will make one plan that is part of a unit of plans the grade level team is working on. Each plan must have the following: Connected mathematics content focus from Ohio’s Mathematics Learning Standards A focus SMP Designed to Orchestrate Productive Mathematics Discussions (The 5 Practices) Handout Page 15

Math Content for our Classrooms Three checks must be made for the completion of lesson plans: Check 1) Consult with Sandy and/or Mary about the mathematics content of the lesson and explain to her its mathematical appropriateness. When the lesson is complete Sandy, our resident mathematician, will sign off on its content (SMC’s). Check 2) Consult with Sherry about the design of the lesson to promote mathematical discourse (5 Practices). Sherry must sign off on the lessons discourse elements. Check 3) Consult with Dr. Matney about the design of the lesson having a focus Standard for Mathematical Practice. Dr. Matney must sign off on the lessons mathematics proficiency elements (SMP’s) ?Questions about COMP Lesson Plans? Handout Page 15

Air of Appreciation We want to pass on to each generation a sense of learning how to appreciate life, others, and learning. Let’s spend some time sharing one thing or experience that we appreciate: Examples: I appreciated when Ray didn’t give up on solving that hard problem. It encouraged me to keep thinking for myself to make sense of it.

On a sticky note tell us one thing you learned today. Time of Reflection On a sticky note tell us one thing you learned today. Tell us one think you liked or one thing you are still struggling with. Handout Page 15

Stay Safe Please help us put the room in proper order. Please leave your name tents for next time.