1. Creating Math Talk

2. Puppies Darrell and Charles each have a puppy. The two puppies have a weight of 20 pounds. The weight of Charles’ puppy is two pounds more than twice the weight of Darrell’s puppy. What is the weight of each puppy? Draw a model Make a Table, Chart, or List Explain and Justify your answer Search for patterns

3. Math Talk Question Stems Each Person will pick one card and have 1 minute to answer the Question on that Card If the person cannot talk for one minute ask probing questions If done early discuss how can I use this activity or a similar one in your classroom

4. Frayer Foldable: Frayer Foldable: Fold Paper into ¼ ’s Upper Left: Definition Upper Right: Environment/Transformation Lower Left: How do I get there? Lower Right: For My Classroom

5. Math Talk Define: “Math Talk” in your own words. Take a few minutes to reflect and write down your thoughts.

6. Math Talk Math Talk is not just simply having students take turns telling their method. It is an instructional conversation directed by the teacher that allows students to talk as much as possible. Math Talk is focused on developing understanding for all children in the class.

7. Math Talk Key Components Questioning Explaining Math Thinking Source of Math Ideas Responsibility for Learning

8. Learning Progression Scale Level 3 TARGET The teacher is a co-teacher and co-learner. The teacher monitors all that occurs and is still fully engaged. The teacher is ready to assist, but now in a more peripheral and monitoring role (coach and assister). Level 2The teacher is beginning to pursue student mathematical thinking. The teacher plays a central role in the Math Talk community. Level 1The teacher is beginning to pursue student mathematical thinking. The teacher plays a central role in the Math Talk community. Level 0This is a traditional teacher-directed classroom with brief answer responses from students.

9. Math Talk Environment So, what does an environment conducive for “Math Talk” look like? Talk with a partner and brainstorm a few ideas.

10. Math Talk Environment In true Math Talk, teachers create a Math Talk Inquiry environment and encourage constructive discussion of problem-solving methods through well-defined classroom activity structures, based on the four crucial aspects of Math Talk. Dr. Karen Fuson, Math Expressions

11. Math Talk Environment Gradual process Requires teachers and students taking on new roles Teachers must work their way up all three levels Everyone is a teacher and a learner

12. Gradual Transformation A shift from teacher as sole questioner to both children and teacher as questioners Children increasingly explaining and articulating their math ideas A shift from teacher as the source of all math ideas to children’s ideas also influencing the direction of lessons

13. Gradual Transformation Children increasingly taking responsibility for learning and for the evaluation of themselves and others Increasing amounts of student-to- student talk with teacher guidance as needed Math Talk Learning Community

14. Differentiated Math Talk Activity In a Grade group or Special Area Band look at the activities given to you Pick one activity and come up with three question stems used for math talk Discuss how you would run your math talk Discuss what kind of barriers there might be to this activity Discuss other strategies and ways to differentiate this activity

15. Is this just one more thing I have to do? It is part of Math Practice 3, so you are most likely doing it already. It is part of your ELA standards in developing oral language, so you are most likely doing it already It is just a way to streamline what you already do. The answer then is, “NO” but here are some tools to help bump it up to the next level

18. JigSaw Math Talk Each Group will take a portion of the article and report out to the group.

19. Reflection How might we go about transforming our classrooms into student-centered, student-led “Math Talk” environments?

20. Math Talk Structures Solve and Discuss Step-by-Step Student Pairs Student Leaders Scenarios Small Groups Re-voicing

21. Math Talk Structures What other ideas do you have to engage learners in “Math Talk?” Let’s share aloud so that everyone benefits from our discussion.

22. Common Core Question Stems Mathematical Practices 1-8

23. Choose 1 “Math Talk” Structure Choose 1 “Math Talk” Questions Per MP Look over the “Math Talk” structures Choose 1 “Math Talk” structure to implement Choose 1 “Math Talk” Question Stem for Each Mathematical Practice Use these in your classroom this year.

24. Objectives- Status Check  Walkthrough BDS Math Framework  Walkthrough Model Math Lesson K-2  Walkthrough Model Math Lesson 3-5  Math Talk- Digging Deep with MP3 Next Steps and Support: DATE TBA (Coaching/Peer Observations)