PRIME+ Day 1 September 24, 2013 Welcome to PRIME+ Upon entry, teachers should have received their focus book, “5 Practices for Orchestrating Productive Mathematical Discussions”. Day 1 September 24, 2013

PRIME+ Welcome to DAY 1! Facilitators: Wayne RESA Math/Science Center Director: Libby Pizzo Assessment & Evaluation Coordinator:Fredi Frost Welcome to Day 1! This is the time to introduce facilitators, site directors, etc., and to give a brief overview of the year’s focus. In this final year of the Statewide Algebra Initiative, Algebra for All PRIME Plus, we will be focusing on supporting teachers in a critical aspect of developing problem solvers – productive Mathematical Discourse. We have, for many years now, come to the understanding that effective problem solving in many cases is facilitated by learning and sharing with others. Hence the shift over the last 20 years toward Collaborative Learning and the like. Though in Algebra for All and Algebra for All PRIME, we have presented activities which encourage a more collaborative environment, we realize that using these activities in isolation is only a portion of the learning and sharing opportunities that can be present in a classroom setting. Our goal for this year is to support teachers in creative overall collaborative learning and sharing environments in their day-to-day practice. Housekeeping:

PRIME+ HOUSEKEEPING Housekeeping: Address any SCECH issues, Discuss materials to be given (to new people) Discuss necessary evaluations

MAKING CONNECTIONS A4A PRIME DAY 1: Welcome! Overview/Making Connections Making the Connection between what has been done and what we will be doing this year. Focus will be on grade level groups developing “research” lessons that apply The Book to a rich mathematical task with emphasis on the Mathematical Practices. This is a culmination of everything we’ve been working toward. – Libby will do… Participants may receive ?? SCECHs (formerly SB-CEUs) for each session. Please contact Libby for more information. Note: Amy is our SCECH representative: scech@resa.net

Mathematically Powerful??!! PRIME+ What does it mean to be a Mathematically Powerful person? Have teachers report out, one comment per table. Facilitator will scribe the ideas. Don’t have the 8 practice poster visible. Try to get the teachers to make the connection to the 8 practices. If a participant brings up the 8 practices bring out the poster. Connect to the 8 student practices (point to on poster) and how they would look in your classroom. Record a list. How close do you think your students are to obtaining these skills? Plans to address the shortcomings?

…and now… Have the participants relate the activities they just completed to the Student Standards for Mathematical Practice. If you like, allow “PRIME Veterans” to share their experiences with using the Standards.

PRIME+

Calling Plans For 7 minutes, independently work through the situation. If you finish early, try to find additional methods for solving. Model the mathematical activity “Calling Plans (Fig. 4.1)” to illustrate the 5 practices with the teachers being the students and the facilitator being the teacher. (SBAC-like activity) Students work independently at their table. For those who finish quickly suggest they seek multiple solution paths. Complete this activity from a student perspective.

Calling Plans As a table, discuss and agree upon a solution. Use the poster paper provided to show your work and solution. As the table groups are working, the facilitator monitors the table work, selecting work to be shared with the whole group, deciding on the sequence for the sharing, and looks for connections between the works selected to be shared.

Calling Plans, cont. A presenter may be selected from your group. Be sure that all members can answer the following questions: When is Company A least expensive? Why? Give examples that reinforce your solution. 3. When would it make sense to use Company B? Why? Facilitator calls up selected groups allowing students to ask questions

ACTIVITY DEBRIEF Calling Plans Debrief the facilitator application of the 5 practices to this activity – What did you notice? What impression did you have of the monitoring of the table work? What questions do you have on the selection and sequencing? And the connections made? The facilitators share their application of the Anticipating component of the 5 Practices.

Anticipating Student Responses Tiling a Patio: Participants will now apply the “Anticipating Student Response” practice to the “TILING ACTIVITY (Fig.3.1)” (SBAC-like)

Tiling a Patio For 15 minutes, independently Work through the activity Begin Anticipating Student Responses. Record your thinking. Teachers first do task independently and attend to the practice of Anticipating Student Responses.

Tiling a Patio Now, with your table: Debrief each person’s work Discuss possible student misconceptions, and Prepare a summary. The table group then debriefs each persons work focused on possible student misconceptions. The table group then prepares a summary for sharing with whole group.

ACTIVITY DEBRIEF Tiling a Patio Facilitator debriefs process using summary work focused on anticipating • Debrief the activity - What were positives (what was helpful)? What were challenges? Did anyone come up with other ideas you didn’t think of? How did working with others at your table help with this? • Have the teachers list what they did for anticipating/monitoring and put on poster paper then During lunch they discuss at their tables ideas to anticipate/monitor.

Choosing your Content Focus After lunch, we will form Content/Grade Level Groups (3 – 5 participants per group). The GOAL is to have more than one district at each table. Your content group will select an activity to facilitate before we return for the next session Before lunch, survey participants to see what subject they want to focus on for the year (grade 6, 7, 8, Alg1, Alg2, Geo, other…). They will put their selection on a Post It, along with their name, on the appropriate Grade Level poster, (3 – 5 participants per group). THE GOAL IS to have more than one district at each table.

LUNCH At your tables, discuss ideas or strategies for Anticipating Student Responses and Monitoring. 4.5 – Strategies for Anticipating/Monitoring - facilitator scribes ideas onto the poster paper and leaves up for participants to be able to look at while they are working on their lesson. They can add to our list while they are working on their lesson if they come up with new ideas.

After Lunch Please establish and sit with your Grade/Content Level Cross-District Group. The AFTERNOON FOCUS is: Deciding on a CCSS Content Topic you expect to teach before the next session. Selecting a Rich Mathematical Task. Incorporating Anticipating Student Responses in your lesson and discuss how you will Monitor students as they work. Planning lesson to teach before next session: Form grade/subject level cross-district groups – (Table tents with subject areas on them) Decide on CCSS content topic you expect to teach before next session or a CCSS content topic that your students struggle with and is important to the mathematics they have and will study. Look for Rich Mathematical Tasks – consider MAISA, SBAC practice items, MARS that address the learning needs of that topic. PROVIDE RESOURCE GUIDE

HOMEWORK Teach the lesson to your students, reflecting on the results from Anticipating Student Responses and Monitoring. Be prepared to share/reflect with your group. Specific examples/samples would be helpful. Homework is teaching the lesson to your students and reflecting on the strengths and weaknesses lessons response by students. Come to session #2 prepared to share/reflect with the group.

Assessment/Evaluations PRIME+ Assessment/Evaluations Re Thank you for your participation! Session #2 October 22, 2013