1. Number Talk Padlet WHICH IS GREATER, 12/17 OR 5/8? Student 1
I think 12/17 is bigger. I imagined rectangles. The 12/17 rectangle has smaller pieces but more of them. But I’m not confident.
Student 2
I went with 12/17. I did 1/2 of 17 is 8.5, which is 3.5 away from 12. Then I did 1/2 of 8 is 4, which is 1 away from 5. I’m only 30% confident.
Student 3
I did the same as Student 2. But I went further and compared 1/8 with 3.5/17. I changed 3.5/17 to 3/16, reduce 3/16 to 1.5/8. Because 1.5/8 is greater than 1/8, I went with 12/17.
Student 4
I found a common numerator instead because I knew that if they had common numerator, the one with the smaller denominator is the bigger fraction.

2. Number Talks
Kids didn't see the color version of this pattern, but in black and white, there was enough shading to make the distinctions.
Student 1
I see 2 squares. The top right square is n by n. The bottom one is (n + 1) by (n + 1). 
But I have to subtract 1 because they share this circle. My equation: C = n^2 + (n + 1)^2 – 1.
Student 2
I see the top square like Student 1 did. Then I see this rectangle of (n) by (n + 1), and the left over part is always n. 
Equation is C = n^2 + n(n + 1) + n.
Student 3
I see the whole thing as one big square of 2n by 2n. 
Then the two empty spaces are rectangles of n by (n – 1). My equation is C = (2n)^2 – 2[n(n - 1)].
Student 4
The shadings helped me see my pattern. My equation is C = n^2 + (n – 1)^2 + 2n + 2(n – 1) + 1.

3. Meeting #4 Amanda Baumgartner, Regional Mathematics Coordinator
Math Fellows
Meeting #4
Amanda Baumgartner,
Regional Mathematics Coordinator
Add your name and ESD Logo

4. Agenda Teacher Leadership Student Data
Principles to Action: Elicit & Using Evidence
Lunch
Productive Instructional Routines: Number Talk
Updates from OSPI
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.

5. Developing Statewide Leadership
Advocate and Systematize
Collaborate and Implement
Leadership of Self
Know and Model
Leadership of Others
Leadership in the Extended Community
All across the United States teachers are making meaning of the CCSS, recognizing this is an opportunity to work together to shift mathematics learning to be more focused, and having more coherence and rigor – with the ultimate goal that math makes sense for more students.
In Washington State, the Fellows are a state sponsored effort to develop and support teacher-leaders that can make a difference in districts, schools and classrooms. The Fellows will be regionally supported and will work closely with district and building administrators to support the vision of the CCSS.
3 ways you will be thinking about your leadership as a fellow:
-leadership of self—being able to know and model the work
-leadership of others—being able to collaborate and implement the work
-leadership in the extended community—being able to advocate for and systematize the work

6. Purpose of the Fellows
To be a part of and support a system that focuses on math making sense for all students. --Leadership in the Extended Community
To be a part of a community of learners that focuses on putting the shifts into practice to reflect the CCSS vision both around the student making sense of the mathematics and demonstrating that understanding. –Leadership of Others and Self
To deprivatize our practice and take risks in order to facilitate high quality mathematics instruction and experiences students have with the mathematics. –Leadership of Self

7. Insert your Regional Leadership Piece Leadership of Self, Others and the Extended Community

8. Reporting Student Data Leadership of Self and Others
The link below will lead you to a survey tool on SurveyGizmo where you can report your results. There are two sections included:
Section One reports numbers of students achieving each score level on pre, and then on post assessments. All students can be included that took either pre and/or post.
Section Two is ONLY for students that took both pre and post and asks you to record changes in scores (up, down, or staying the same) for both your content scores and mathematical practice scores.
You may also use the QR code below to access on a personal electronic device. Thank again for your participation, and we look forward to your results.
Participants who completed the task in multiple GRADE LEVELS will need to complete SEPARATE surveys for each grade level. Those who completed the same task for multiple classes can compile their data on ONE survey.
This link is live. Please do not “test” it. A supporting document will be provided to allow you to see the data your participants will be asked to record.

9. Fellows Action Plan Leadership of others and the extended community
To what degree are you on track for implementing your plan?
What elements of your work have gone well?
What elements of your work have been challenging or are barriers?
Goals: Share and Update the Progress on Your Plans
Pool Resources and Collaborate with other Districts
Action Plan Share Out: 20 Minutes
Share progress on their plans
Who are you meeting with
What are doing
Pool Resources/Collaboration
District plan vs. Individual Plan
Successes/Challenges

10. Fellows Action Plan With a partner, interview each other
Record your partner’s thoughts for each question
Create a quartet with another partner set
Review the questions-record any ideas that you want to capture for your plan

11. 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!

12. 3 1 2 X 8 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.

13. Principles to Actions: Ensuring Mathematical Success for All
Leadership of Self, Others and the Extended Community
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.

14. 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.

15. 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.

16. 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

17. Principles to Actions

18. 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).

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

20. Reflection
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? (within your control)
What do you think will go well?
Image:

21. Applying Principles to Actions to Fellows Plan Leadership of Self & Others
How will you use these resources as part of your Fellow’s action plan?
Consider…
Goal for providing information?
Audience for information?

22. What has eight eyes and eight legs?
Lunch
What has eight eyes and eight legs?
What has eight eyes and eight legs? Eight Pirates
We will start back up in ____.
Image:  CC0 Public DomainFree for commercial use  No attribution required 

23. 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.

24. Why Do We Do Math Together? - Leadership of Self
“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)

25. 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.

26. 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

27. 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

28. 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.

29. Sharing Number Talks Gather in groups of three or four.
Use the following prompts in your discussion:
What strategies did students use to solve the problem?
How did you record students’ strategies?
What might you do differently in your next number talk?
Based on your students’ mathematical understanding, where would you go next?
Have Fellows gather in groups of three or four. Within the group have the Fellows share out their number talk work or their plan of a number talk. The prompts on the screen can be used to move the discussion of the number talks forward for the group. Also fellows can use the questions for Practices from the canvas site in their discussion.

30. Exploring Number Talk Resources
Making Number Talks Matter -Book Study Guide
Making Number Talks Matter- Resources by Chapter
Individually or with a partner explore the documents and links found within them.
Be prepared to share with a partner.
Consider how you can use document within your school or district.
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.

31. 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.

32. 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)

33. 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.

34. Applying Number Talks to Fellows Plan Leadership of Self & Others
What can you commit to between now and our next meeting?
How will you use these resources as part of your Fellow’s action plan?
Consider…
Goal for providing information?
Audience for information?

35. 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

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

37. State-Wide Initiatives

38. State-Wide Network of Fellows
Fellows are 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 (new this year)
Early Learning Fellows starting in

39. 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
Visit OSPI’s webpage for more information about the Fellows
Application link:

40. 55th Northwest Math Conference
When: Friday October 21 – Sunday October 23, 2016
Where: Yakima, WA 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
Opportunity to submit Proposals for presenting NOW OPEN:
Submissions are due by March 15, 2016
Any questions may be directed to Rosalyn O’Donnell at or
Anne

41. Top Resources

42. 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.

43. 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

44. 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.

45. NCTM Principles to Actions
NCTM Principles to Actions Toolkit
Activities and Videos for Each of the 8 Teaching Practices
Fellows Protocols
This has recently been published in Spanish

46. 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.

47. Summary Leadership of self, others and the extended community
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.

48. Homework Leadership of self, others and the extended community
Share Number Talks resources with a colleague
Meet with Admin and complete Action Plan Part B (Part B will be completed following each Fellows meeting)
Number Talks: Going Deeper
Principles to Action: Elicit and Use Evidence of Student Thinking
Action Plans are due May 20th
Reapply for and Recruit New Fellows
Insert Fellows Application link here
Use Data Sheet from Meeting Three to Collect Student Data
Image:  CC0 Public DomainFree for commercial use  No attribution required 

49. Math Participant Survey
Thank You!
Math Participant Survey
3:15pm
At Meeting #4 ALL FELLOWS should complete the Fellows Meeting Follow-up Surveys. When Fellows select Meeting #4 on the survey, additional questions will populate to evaluate our work this year. This replaces Part C for participants. Administrators will receive a separate survey link to address Part C. Administrators will only complete one survey regardless of the number of Fellows they have and/or the different content areas they represent.