1. TEAM Visions Conference March 5, 2015 – University of Wisconsin-Eau Claire Presented and prepared by Manjula Joseph, Jennifer Harrison, and Anne Wallisch

2. Agenda  9-10am: Pre-Assessment – DTAMS  10-10:20am: Introductions  10:20-11:20am: Problem of the day & Getting to know you  11:20-12pm: Professional Learning Communities & Logistics  12-12:30pm: Lunch  12:30-1:45pm: Student Thinking Activity  1:45-2pm: Reimbursement  2-3pm: Pre-Assessment - MIST

3. Pre-Assessments  DTAMS – Diagnostic Teacher Assessments in Mathematics & Science  Purpose is completely for project evaluation and assessment to guide in designing professional development mathematical content.  Individual scores will never be made available to anyone outside of the project leaders and will be identified with a 4- digit ID, not your name.  Please show all work on the test itself.  Thank you!

4. Introducing TEAM Leaders  Anne Wallisch  awal@frontiernet.net  Jennifer Harrison  harrisol@uwec.edu harrisol@uwec.edu  501 Hibbard Humanities Hall, University of Wisconsin-Eau Claire, Eau Claire, WI 54702  Manjula Joseph  josephm@uwec.edu

5. Who Are We?  MSP District Membership  Amery  Clayton  Clear Lake  Shell Lake  Plum City  St. Croix Falls  Turtle Lake  Siren  Elmwood

6. TEAM Project Goals  Goal 1: Strengthen the mathematics content knowledge of regular and special education teachers, grades 4-8  Goal 2: Enhance mathematics pedagogical content and assessment practice to provide support for ALL students  Goal 3: Establish a relationship between and among participants and partners to sustain teachers’ on-going professional collaboration, leading to instructional change and teachers’ growth.  Goal 4: Improve student achievement in mathematics, grades 4-8.

7. Icebreaker – Problem of the Day  Discuss with your team and respond to student #5’s thinking.  Think about:  What does this student seem to understand mathematically?  What questions would you like to ask this student?

8. Getting to know you …  In groups, discuss and record responses on post-its. Then place on appropriate chart paper.  What do you know about the Mathematical Practices?  What do you know about the Progressions?  What do you know about the CCSSM? (i.e. what was the point?)  What is the most important part of participation in the TEAM Project for you?

9. Professional Learning Communities  By May 15, should have met 2 times  First time could be with full local PLC  Second time with TEAM grant PLC to discuss what you want to bring to the table for the summer meetings  Please post notes from your first PLC meeting on D2L by April 1  Anne will visit – make sure to include her in setting your PLC meeting dates

10. PLC Meeting Considerations  Do you have a local PLC?  What can we do to help you get there?  What kind of PD has your team had in the last 3 years, if any?  Pretend we have no CCSSM, what kind of work are you doing with the Mathematical Practices?  Do you have common grade-level assessments, formative & summative?  What do you believe are the lowest trend areas in mathematics (e.g. algebraic thinking, number & computation, etc.)?  Collect a range of de-identified student work related to number & operations.

11. Logistics  D2L Login Information  Summer Academy dates, times, places  Tuesday-Friday, July 7-10, 2015  Monday-Wednesday, July 20-22, 2015

12. LUNCH $10 will be reimbursed – claim on your travel form

13. Analyzing Student Work: Multiplication & Division  Consider student work from 2 nd to 5 th grade  Our focus is to think about the following:  Describe in detail what you think each child did in response to these problems.  Explain what you learned about these children’s understandings.

17. Children’s Invented Algorithms  In your table groups you will be visiting each table for 5-10 minutes  Folders of student work at each table  3 rd, 4 th, or 5 th grade students  Respond to the following  Describe in detail what you think each child did in response to these problems.  Explain what you learned about these children’s understandings.  Consider and add to the chart paper as you move from table to table

18. An elementary school has 24 classes. If there are 32 children in each class, how many children are there at the school?

19. Hattie had 544 candies to share with her friends. She gave each of her 17 friends the same amount of candy. How many candies did each friend get?

20. The student council picked 896 apples and packaged them in bags with 35 apples in each bag. How many bags did they fill?

23.  Considering the student work we have looked at:  What specific connections do you see in comparing the students’ invented algorithms for multiplication versus division?

24.  Considering our discussions and what we’ve learned about children’s understandings of multiplication and division  How can we use this to help us think about teaching multiplication and division?

25. Further Reading – Posted on D2L  Children’s Invention of Multiplication and Division Algorithms  Article includes some of the strategies discussed today as well as others.

26. Reimbursement  Mileage, Lodging, Meals  Fill out travel expense report form with your name, address, and social security number  Include where you drove from, where conference is, name of conference (Visions Conference), total mileage, and total reimbursement amount  Make sure to sign it  School District Substitute  Send official invoice to Jennifer Harrison(harrisol@uwec.edu,501 Hibbard Humanities Hall, University of Wisconsin-Eau Claire, Eau Claire, WI 54702)

27. Pre-Assessments  MIST – Mathematics and the Institutional Setting of Teaching  Purpose is completely for project evaluation and assessment to guide in designing professional development mathematical content.  Individual responses will never be made available to anyone outside of the project leaders and will be identified with a 4- digit ID, not your name.  Please provide responses to all items.  Thank you!

28. We look forward to seeing you again this summer!

30. Twelve children were sharing 228 M & M’s. How many should each child get?

32. The student council picked 896 apples and packaged them in bags with 35 apples in each bag. How many bags did they fill?

34. There are 810 fifth-graders at the District Olympics. They are placed in teams of 6. How many teams will there be?

36. Hattie had 544 candies to share with her friends. She gave each of her 17 friends the same amount of candy. How many candies did each friend get?

37. The student council picked 896 apples and packaged them in bags with 35 apples in each bag. How many bags did they fill?

38. Videos  Javier, 5 th grade, multiplication  Brooke, 5 th grade, multiplication  Rosa, 1 st grade, division  Shannon, 3 rd grade, division Phillip, R., Cabral, C., & Schappelle, B. Searchable IMAP Video Collection: Children’s mathematical thinking clips. Integrating Mathematics and Pedagogy