1. Foundational Math Skills
7:50 - 8:00, Welcome, relationship before task; As part of the continued work, revisit idea of increasing access to core (math) by December What is happening? What are people thinking?
Focus of the morning on defining foundational math skills and moving towards a scope and sequence

2. Math Mindset https://www.youcubed.org/solving-math-problem/
8:00 - 8:07 Video clip from Jo Boaler - Explain who Jo is: Professor of Mathematics Stanford University; co-founder of youcubed.org - a place for parents and teachers to have resources and ideas. Give people talk time to respond/reactions to video.

3. Learning Intention
Using their own words, participants will clearly define the meaning of Number Sense.
Using their own words, participants will explain the importance of Visual Representations in math.
Participants will identify one way historical thinking about Math Problem Solving may need to change.
8:07-8:08
Math Problem Solving = Flexible thinking

4. Use up to 3 sentences to write the meaning of number sense and share it with a partner.
Number sense is.....
8:08-8:13 : This is the “pre-test”/baseline - what do people think Number Sense is?

5. Number Sense video clip - Jo Boaler www.youcubed.org
8:13-8:18 - Introduce video clip.
Fluidity and flexibility with numbers,About Teaching Mathematics, Marilyn Burns describes students with a strong number sense in the following way: “[They] can think and reason flexibly with numbers, use numbers to solve problems, spot unreasonable answers, understand how numbers can be taken apart a

6. Would you add to or change your definition?
Number sense is.....
8:18-8:25 - having watched the video, would you change your answer? Reflect for a minute, then share with a partner.

7.
8:25 - 8:31 Provide information on who Steve Wyborney is and his work.
Composing and decomposing numbers/IES Guide recommendations (Big part of number sense)

8. Number Concept Map **Complete Number Concept Map for 36
**Share around the room, noting other possibilities and writing them down
**Discuss
8:31-8:41 - Number concept map on tables, complete and share around the room. Get one, give one.

9. BREAK - 10 minutes
8:41 - 8:50

10. Visual Representation
“Visual Math Improves Math Performance”
Activity:
Read and highlight 1 or 2 key points of your assigned “Big Idea”. (“become the expert”)
Break into groups of 4 that include a #1, #2, #3, and #4.
Each “expert” takes 1 minute to teach the others about their big idea.
8:50 - 9:10

11. Visual Representation: An Example
Fraction Splats by Steve Wyborney
9:10 - 9:06 Pictures help students see mathematical ideas, which aids understanding. Discuss after watching re: visual representation. Make a list of what you are already doing related to this.
Joonkoo Park & Elizabeth Brannon (2013):
When students work with symbols, such as numbers, they are using a different area of the brain than when they work with visual and spatial information, such as an array of dots. Mathematics learning and performance was optimized when the two areas of the brain were communicating
Training students through visual representations improved students’ math performance significantly, even on numerical math, and that the visual training helped students more than numerical training.

12. Visual Representation: Shared Experience
How might a student’s understanding of “100” be changed after playing this game?
9:06-9:16

13. 9:16-9:23 (4 minutes video and minutes discussion) Introduce video clip - current research related to what we teacher lower achieving students. Whole group discussion. What needs to change in SDI? How does this feel, angst-wise? How does it apply to Math Problem Solving?

14. Problem-Solving How might our thinking need to change?
Linear Process vs. Cycle of Inquiry
Key Words vs. Situational Meaning
Narrow Strategy vs. Multiple Strategies
9:23 - 9:30

15. Reflection and Learning Intentions
Using their own words, participants will clearly define the meaning of Number Sense.
Using their own words, participants will explain the importance of Visual Representations in math.
Participants will identify one way their thinking of math problem solving may need to change.
9:30-9:32 How did we do?

16. Take a Break (10 minutes)
9:32 - 9:42

17. Scope and Sequence for Math SDI
Scope and Sequence of Foundational Skills
From “Do the Math”
Positives?
Questions?
Concerns?
9: :05 Have people work in partners looking at the Do the Math scope and sequence - pros, questions, concerns?

18. What Do We Need? In teams of 4: Revisit brainstorming from March
Highlight priorities
Share out
10: :20

19. A parting thought: