K-6 Geometry and Geometric Measurement : Tying it All Up Core Mathematics Partnership Building Mathematical Knowledge and High-Leverage Instruction for Student Success Friday July 29, 2015

Resources to Gather Grey Standards Grid Blue Reflection Logs Progressions Standards Geometry and Geometric Measurement Graphics from binder

Independent Study: 1. Study the graphics of Geometry & Geometric Measurement and make notes about how your grade level connects to each of the big ideas. 2. Look through your resources (logs, standards, progressions…) to provide specific examples in each of the areas. 3. Jot down your thinking. 5-7 min

Move to Grade Level Groups Share ideas for each area in Geometry and Geometric Measurement Come to consensus about major ideas and work of your grade level for each area. Provide specific examples, activities, and language that will help clarify the work at your grade-level. Discuss how this work lays the foundation for later grade levels. 5-10 min

Cross-Grade Level Discussions Geometry & Geometric Measurement Starting with your youngest grade-level, share out the major ideas or work you discussed with your grade-level team (Keep track of grade-level work on your recording sheet)  Note common themes between grade-levels 2. As a team, summarize the progression of Geometry and Geometric Measurement understanding and knowledge for Kindergarten through Middle School.

Highlighting Overarching Themes: Pick one theme that you noticed through your cross grade-level conversation. Work together to articulate how you saw that idea grow throughout the grade levels. Create a poster capturing this part of your cross-grade-level conversation. Title your poster with your theme.

Daily experience with Number Talks can, over time, help students build competence, flexibility, and confidence as mathematical thinkers. But this does not happen automatically. The power of Number Talks emerges only when our teacher practices support students on making sense of the mathematics for themselves. Humphreys & Parker, 2015, p. 25

Daily experience with Geometry can, over time, help students build competence, flexibility, and confidence as mathematical thinkers. But this does not happen automatically. The power of Geometry emerges only when our teacher practices support students on making sense of the mathematics for themselves. Humphreys & Parker, 2015, p. 25 adapted by Kevin McLeod

Three Years in Retrospect Core Mathematics Partnership Building Mathematical Knowledge and High-Leverage Instruction for Student Success Friday July 29, 2015

Flashback 5 Years Individually, consider your math classroom 5 years ago: Think about: Discourse Student engagement Use of representations Mathematical content Your confidence as a teacher of math Your confidence as a learner of math Remind participants to jot down notes in notebooks

Consider each year of Core Math: Brainstorm the major areas of study for Year 1, Year 2, and this summer. Which pieces of study impacted your mathematics instruction the most? Make a visual diagramming your growth in mathematical understanding as done through the Core Math Partnership. Your picture should include landmark areas of study and specific instances of how your practice was affected.

Our Journey in Core Math Create a visual that will document your journey as a learner and instructor of mathematics. Identify pivotal landmarks in your own journey of learning throughout Core Math. Add landmarks to the poster. As a group, look at the landmarks, hover over them- what stood out to you? What impacted you? Add names and examples to the landmarks.

Flash Forward Think about one year from now… What practices will you be sharpening to keep your professional learning growing?

Core Mathematics Partnership Project Disclaimer Core Mathematics Partnership Project University of Wisconsin-Milwaukee, 2013-2016   This material was developed for the Core Mathematics Partnership project through the University of Wisconsin-Milwaukee, Center for Mathematics and Science Education Research (CMSER). This material may be used by schools to support learning of teachers and staff provided appropriate attribution and acknowledgement of its source. Other use of this work without prior written permission is prohibited—including reproduction, modification, distribution, or re-publication and use by non-profit organizations and commercial vendors. This project was supported through a grant from the Wisconsin ESEA Title II, Part B, Mathematics and Science Partnerships.