Welcome to …

Introductions Instructors Gabriel Matney Jessica Belcher Sandy Zirkes Sherry Lane Dan Brahier Graduate Assistants Allison Marino Nisakorn Boonsena Alyssa Lustgarten Rachel Wiemken Special Guest Esther Hopkins Ohio Department of Education 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.

Overarching COMP Goals Professionally grow in our knowledge of mathematics and MKT across grade levels. Understand and apply teaching practices that promote students learning of significant mathematics and their mathematics proficiency (SMP’s). 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.

TODAY’S AGENDA SMP’s – Examples 5 Practices for Mathematical Discourse Creating, Describing, and Comparing Shapes Polygons: Properties and Definitions 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.

Revisiting Our Norms Look over the “Revisiting Our Norms” handout discuss these 3 questions as a group: Do these still make sense for us? Any additions? Any deletions? Gabriel: Give the teachers a copy of the “Revisting our Norms” handout.

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 Can we describe an example of what each SMP looks like in a way that includes a mathematics task and what the student is doing? 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 we passed previously and state an exemplar of evidence from a student enacting the SMP. Be thinking about examples you can write about students

5 Practices for Orchestrating Productive Mathematics Discussions Overview & Introduction of the 5 practices

Leaves & Caterpillar Task A fourth-grade class needs 5 leaves each day to feed its 2 caterpillars. How many leaves would the students need each day for 12 caterpillars?

Solving the Task Solve the task individually Pair-share with a partner Whole Group Discussion

Reading & Reflection Read pages 1 – 6 Reflect individually then share your ideas with a partner. Share reflections & discuss whole group

Break Time 1

Creating, Describing, and Comparing Shapes

Making Shapes Square piece of paper Scissors

Tangram Puzzle

Perimeter and Area How do the perimeters of the pieces compare (Grade 3 – attributes of shapes)? How do the areas of the pieces compare (Grade 4 – areas of rectangles, Grade 5 – area and volume)

Can you create shapes with certain “dollar values”? Problems Can you create shapes with certain “dollar values”?

Ohio’s New Mathematics Standards Geometry Kindergarten Identify and describe shapes Describe, compare, create, and compose shapes Grades 1, 2, and 3 Reason with shapes and their attributes Grade 4 Draw and identify lines and angles, and classify shapes by properties of their lines and angles

Ohio’s New Mathematics Standards Geometry Grade 5 Graph points on the coordinate plane to solve real-world and mathematical problems Classify two-dimensional figures into categories based on their properties

Lunch

Polygon Capture

Quadrilaterals Interactive www. mathsisfun Quadrilaterals Interactive www.mathsisfun.com/geometry/quadrilaterals-interactive.html

What’s My Shape?

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.