1. Math Leadership Network
Meeting #4
Mary Ellen Huggins
Regional Mathematics Coordinator
Northwest Educational Service District, 189
Add your name and ESD Logo

2. Agenda Number Talk-Fawn Nguyen
Principles to Action: Elicit & Using Evidence
Math Modeling
Lunch
Productive Instructional Routines: Number Talk
Review the Shifts
Reflections on the Day
This slide is hidden to simply show an example of what the day could look like and identify the common pieces as well as the other pieces you may consider including.

3. Number Talk
WHAT IS 0.52 X 789?

4. Number Talk Debrief
Share your what you noticed during the Number Talk…
with a shoulder partner
then with a group of 4; share your partner’s thinking

5. Number Talk Debrief Student 1 1/2 of 790 is 395 01 of 800 is 8
because it’s .02, I did 8 x 2 = 16
= 411

6. Number Talk Debrief
Student 2
0.5 of 800 is 400; that’s all I have.

7. Number Talk Debrief Student 3 1/2 of 700 = 350 1/2 of 80 = 40
Add these together, I get 394.5
I started doing .02 of 700, .02 of 80, … but time was up

8. Principles to Actions: Ensuring Mathematical Success for All
The primary purpose of Principles to Actions is to fill the gap between the adoption of rigorous standards and the enactment of practices, policies, programs, and actions required for successful implementation of those standards.
Describe the purpose of the book. Hold back on the 8 Teaching practices until slide 4.

9. Today’s focus is on Supporting Productive Struggle but you will see the other practices woven throughout this activity as well; the practices work best together.

10. Setting the Stage Making Meaning Participating and Contributing
Review your section of the Fundamentals of Learning
Making Meaning
p. 5; pp.7-10 bullets
Participating and Contributing
p. 6; pp bullets
Managing Learning
Handout: Fundamentals of Learning Recording Sheet
Have participants familiarize themselves with the statements as they will be looking for evidence of this while watching the videos.

11. Elicit Student Evidence
K-2 (8:00)
3-5 (9:26)
(9:19)
HS (start at 4:12-15:17 minutes ONLY WATCH THIS PORTION OF THIS VIDEO) (11:05)
In grade band groups, while watching the video, gather evidence of your Fundamental of Learning OR
Select a grade level video to watch as a whole group. While watching the video, gather evidence of your Fundamental of Learning

12. Principles to Actions

13. The gathering of evidence should neither be left to chance nor occur sporadically. Preparation of each lesson needs to include intentional and systematic plans to elicit evidence that will provide “a constant stream of information about how student learning is evolving toward the desired goal” (Heritage 2008, p. 6).

14. Use Student Evidence
How do the Fundamentals of Learning help us to elicit an use student evidence?
Identify
Elicit
Interpret
Make Decisions
Reflect

15. Reflection What support do you need to implement?
How could you use this activity with your students and/or school/district teams?
What support do you need to implement?
What struggles do you anticipate? What do you think will go well?
Image:

16. Break What do you get when you cross a dog with a calculator?
What do you get when you cross a dog with a calculator? Your best friend that you can count on!

17. Math Modeling Consensus Board: Modeling In Groups of 4
Create a Consensus Board
Take 3-5 minutes to jot notes about modeling mathematics
Go around and share thoughts
Come to consensus in the middle

18. Modeling Grade 3 Fractioins MODEL Link Graduation

19. 8 is 16% of ___ Number Talk Time: 15 minutes
How is your Life as a Fellow?
As Fellows check in have them pick up a “bingo sheet” from the sign in table.
Select the picture that best represents yourself and sign your name to that picture.
On the bingo sheet seek out others who have selected other pictures.
Ask them why they chose that picture.
Sign their names to your bingo sheet and seek out others.
Your goal is to get a Blackout Bingo.

20. Number Talk See overhead Time: 15 minutes
How is your Life as a Fellow?
As Fellows check in have them pick up a “bingo sheet” from the sign in table.
Select the picture that best represents yourself and sign your name to that picture.
On the bingo sheet seek out others who have selected other pictures.
Ask them why they chose that picture.
Sign their names to your bingo sheet and seek out others.
Your goal is to get a Blackout Bingo.

21. Why Do We Do Math Together?
“Teaching mathematics requires specialized expertise and professional knowledge that includes not only knowing mathematics but knowing it in ways that make it useful for the work of teaching” (Ball & Forzani 2010; Ball, Thames, and Phelps 2008).
-Principles to Action NCTM (p.11)

22. Number Talks: A High-leverage teaching strategy to transform the culture of the classroom
How can we transform the culture of the classroom. Consider the differences between a teacher centered classroom to a student centered classroom?
Might bring up Fundamentals of Learning (FOL) here to frame the work of our Leadership this year.

23. Children who have been doing number talks have been using the properties all along to make sense of problems and make them easier to think about. All they have to learn when they get to algebra is an abstract way to label relationships they already understand. -Jo Boaler

24. Number Talks are about providing a safe place for students to try out ideas, and we don’t want accountability procedures to get in the way of this.
-Ruth Parker

25. How are number talks going in your classrooms?
Check in and Go Around. Have participants briefly share ab
out how Number Talks are going in their classrooms. If your participants used the Handout: Planning a Number Talk last time they could use these as reference.

26. Partners to Quads
Share with a partner how number talks are going in your classroom or with teachers you work with.
Move into a group of 4 and share your partners comments in a Go-Around
Choose a person to summarize for reporting out to the whole group

27. Exploring Number Talk Resources
Review the Activator
How can you use the resource?
What support would you need?
Look on Canvas to view additional resources that might be of use
Provide Fellows with electronic and print number talk resources.
Rosalyn O’Donnell, Mathematics Fellow from ESD 105 has graciously shared her work in number talks from her adaptations from the work of Crystal Morey and Kristen Gray’s online number talk book study. Within these documents there are five documents. Two of the documents, Book Study Guide and Resources by Chapter support the book Making Number Talks Matter by Humphreys and Parker. There are resources within those documents that go far beyond the book and could be used universally to develop deeper understanding of number talks while also providing resources beyond the book itself.
Also included are three different resources/protocols that can be used to view number talk videos. These resources allow teachers to look deeper at a number talk strategies through the lens of what students are doing and what teachers are doing within the routines.

28. Number Talk Video Viewing Protocols
Guiding Principles for Number Talks
Reflecting on a Lesson
Routines
Optional activity that will not be done within the Fellows Meeting.

29. Exit Ticket Share your level of understanding and use of number talks …
Novice
Expert
On an index card have participants put there name and district on the card and respond to the following questions.
Have them make a number line showing their understanding and use of number talks from the beginning of Fellows this year, their current placement and future work.
at the beginning of the year (B)
current level of understanding and use (C)
where you want to be at the end of next year (F)

30. Exit Ticket: Provide Feedback for the following prompts:
What work around number talks/productive routines is currently being used in your school or district?
What are your needs around number talks/productive routines for next year?
Have Fellows also respond to the two prompts on the screen on the same index card.

31. Sharing the Expertise in the Room
Topic: Strategies that Promote Student Mathematical Understanding
Number Talks

32. Why didn’t the quarter roll down the hill with the nickel?
Break
Why didn’t the quarter roll down the hill with the nickel?
Why didn’t the quarter roll down the hill with the nickel? It has more cents!
Image from Pixabay: free for commercial use; no attribution required

33. Updates from OSPI’s Mathematics Department
What’s Happening in WA
Updates from OSPI’s Mathematics Department

34. State-Wide Initiatives

35. State-Wide Network of Fellows
Teacher leaders who are a crucial component of systemic state-wide efforts to support quality math instruction and learning experiences for students.
238 Math Fellows in
Fellows meet 4 times a year at each ESD
Math, ELA and, Science Fellows
Early Learning Fellows starting in
Application link:

36. Interested? Apply to be a Fellow
Applications open April 11th
Deadline for Completion is May 16th
Notifications will be sent the end of May/beginning of June
Returning Fellows will need to complete an application so we know they are continuing as a Fellow for
Assurances must be signed by both a principal (if the Fellow is a teacher) and district administrator

37. 55th Northwest Math Conference
When: Fri October 21 – Sun October 23, 2016 Where: Yakima Convention Center Optional Session Tracks: Early Numeracy: Setting the Foundation for the Future The CCSS Standards for Mathematical Practice: Engaging Students in Learning Post-Secondary Education: Preparing for Tomorrow ​STEAM: Driving Innovation in Learning Assessment: Deepening Understanding
Anne

38. Top Resources

39. Student Achievement Partners – Achieve the Core
Teaching the Core – Library of Videos
Parent and Community Resources
CCSS Professional Development Modules and Resources
Case Studies & Series
In this section, you’ll hear the true stories of those seeking Common Core-aligned materials, including details about tools, processes and outcomes.
Supplementing and Adapting
Posts in this section will share expert advice, tools, and materials (including OER) to help you adapt and supplement your current instructional materials to better align with the Common Core. /

40. Illustrative Mathematics
Course Blue Prints
K-5 and High School scope and sequence of grade level and course units including commentary about how these units attend to the progression of learning in that particular grade/course
Practice Standards
Videos showing examples of students engaging in a specific practice standard
Progressions
Video and tasks to support an understanding of the progression of mathematical topics within and across grades
Professional Learning Opportunities
Tuesday Task Talks
Fractions Online Course
Virtual Lecture Series

41. You Cubed Jo Boaler, Stanford University
Week of Inspirational Math
Free Online course for all ages & levels of learners: How to Learn Math
Videos about research on teaching & learning, classroom & student videos
Brain Science research
New book: Mathematical Mindsets
Week of iMath: This week is about inspiring students through open, beautiful and creative math. We have chosen the different tasks so that students see math as a broad, interesting and visual subject that involves deep thinking. Students will learn important growth mindset messages that will help them feel confident, try harder all year, persist with open and difficult problems and embrace mistakes and challenge. All tasks are low floor and high ceiling – they are accessible to all students and they extend to high levels.

42. NCTM Principles to Actions
NCTM Principles to Actions Toolkit
Activities and Videos for Each of the 8 Teaching Practices
Protocols from our meetings posted on Canvas
This has recently been published in Spanish

43. OSPI Contact Information
Anne Gallagher –
Katy Absten –
A recording of todays webinar and the power point will be posted on the OSPI website:
All resources that are referenced in the webinar will have a link to the resource in the power point.

44. Summary Principles to Actions: Elicit and Use Student Evidence
Number Talk: Going Deeper
3:00pm
Image: Permission is granted to copy, distribute and/or modify this document under the terms of the GNU Free Documentation License, Version 1.2 or any later version published by the Free Software Foundation; with no Invariant Sections, no Front-Cover Texts, and no Back-Cover Texts. A copy of the license is included in the section entitled GNU Free Documentation License.