Math Instructional Leadership Cadre Session 1 September 21 st and 23 rd

Year 2 – The Big Picture Problem Solving with the Standards for Mathematical Practice ~ MPS 1 & 6 ~  Session 1: MPS 2 & 3  Session 2: MPS 4 & 5  Session 3: MPS 7 & 8 Deeper Understanding 1. Collegial Discussions 2. PARCC Tasks 3. Balanced Assessment * Lesson Study *

What does a classroom look like and sound like when all students are engaged in learning mathematics?

1) Odd or Even? 2) Flag your part. 3) Read the intro. 4) Read your parts. 5) Take notes. 6) Read conclusion. 7) Share with your partner. 3-bullet notes:  Summary Statement  Supporting Detail  Example

Big Ideas Partner Reflections Classroom Application

Collegial Discussions Mutually respectful conversations between student colleagues in a group or classroom environment provide a structure for those conversations

Discussion Sentence Stems Agreement  I agree with ______ because _____.  I like what _____ said because _____.  I agree with ____ because _____; then on the other hand _____.

Discussion Sentence Stems Disagreement  I disagree with ____ because ____.  I’m not sure I agree with that because _____.  I can see that _____; however, I disagree with (or can’t see) ______.

Discussion Sentence Stems Clarifications  Could you please repeat that for me?  Could you explain that a bit more, please?  I’m not sure I understood you when you said _____. Could you say more about that?  Is there evidence for the position?

Discussion Sentence Stems Confirmation  I hear _____.  I believe ______.  I discovered ______.  I learned that ______.

Discussion Sentence Stems Confusion  I don’t understand _____.  I am confused about ______.  Can you explain that another way?  I have a questions about _____.

Discussion Sentence Stems Extension  I was thinking about what _____ said, and I was wondering what if _____.  This makes me think _____.  I want to know more about ______.  Now I am wondering _____.  Can you tell me more about _____?

Discussion Sentence Stems Review  I want to go back to what _____ said.  I like _____.  I noticed that _____.

Mathematical Proficiency Adding It Up

What makes a student mathematically proficient? “Students must learn mathematics with understanding, actively building new knowledge from experience and prior knowledge.”

Mathematically proficient students:  Conceptual Understanding  Procedural Fluency  Strategic Competence  Adaptive Reasoning  Productive Disposition

Conceptual understanding comprehension of mathematical concepts, operations, and relations

Procedural Fluency skill in carrying out procedures flexibly, accurately, efficiently, and appropriately

Strategic Competence ability to formulae, represent, and solve mathematical problems

Adaptive Reasoning capacity for logical thought, reflection, explanation, and justification

Productive Disposition habitual inclination to see mathematics as sensible, useful, and worthwhile, coupled with a belief in diligence and one’s own efficacy