1. Welcome! Please give this math challenge a try.
The number 3 can be written as the sum of consecutive numbers: 3 = 1 + 2
So can the number 12: 12 =
What other numbers can be written as a sum of consecutive numbers?
Can every number be written as a sum of consecutive numbers?
What patterns do you notice as you explore these questions?

2. Math Residency: Helping all teachers support all students
Briarwood Elementary May 17, 2017

3. Objectives for Today Review & recognize high leverage teaching moves
Explore strategies to differentiate within Concept Development
Apply new thinking as you plan your next lessons
Gain a greater understanding of number bonds and tape diagrams
Engage in collaborative long-term planning

4. Reviewing the High Leverage Teaching Moves

5. How Have We Grown?
What instructional changes have you made this spring?
What did you learn from that?

6. Choose Your Focus
Which high leverage move will you focus on as we analyze a lesson?
Reasoning & problem solving
Questions & discourse
Conceptual understanding
Productive struggle

7. Video: Concept Development
Remember your focus
What do you notice?
What do you wonder?
22 min
Show Bethany’s “CD only” video (21 min)

8. 4 Corners Analysis Move to the corner that represents your focus.
Discuss how that teaching move shows up in the lesson.
How might it apply at your grade level?
Reasoning & Problem Solving
Questioning & Discourse
Conceptual Understanding
Productive Struggle

9. Share Your Thoughts What did your corner group notice?
How might this apply to your students?

10. Reflection: High Leverage Moves
Take a moment to jot down your thoughts or ideas inspired by:
Your discussions
The video
Your experiences

11. Let’s Take a Break!

12. Challenges with Concept Development
During concept development, the fast processors get bored. I want strategies to keep them more engaged and challenged.
During the concept development I’m not reaching my special education students. I want to help them be engaged and feel successful.

13. Envisioning the Ideal
What does Concept Development LOOK like when all students are engaged?
What does it SOUND like?
What does it FEEL like?

14. Causes of Disengagement
Student differences
Preparation & experience
Processing speeds
Procedural knowledge vs. conceptual understanding
Other?

15. What Factors Can We Adjust?
Task
Talk
Pace
Pairing

16. Task Scaffolds Activate students’ prior knowledge
Materials—establish routines
Templates—for all students or for some
Vocabulary supports / GLAD strategies

17. Task Extensions
What extension opportunities were offered to students in the video?
Who were they available to?
What language did the teacher use?
10 min
Show video: Bethany interview—Stretch (5 ½ min)

18. Talk Engaging all students: Ask open ended questions Give think time
Invite risk-taking with emerging ideas
Teach listening skills
Offer question/response stems

19. Talk

20. Get Students Thinking & Talking About Math
Look for:
Questions about thinking—not about answers
Open ended questions for you to ask
Question stems for students to use with each other

21. Consideration: Equity through Invitational Language
Instead of This
Try This
Who can tell me…?
What do we know about…?
What conclusion can we draw…?
What conclusions can we draw…?
Great thinking, Julia!
Interesting. Can we hear some other thinking?
What is the effect of…?
What might be the effect of…?
Students raising hands
Pull sticks—after think time

22. Pace Read the Differentiation Tips from Duane Habecker and annotate
3 important ideas *
2 questions ?
1 surprise !
Share your with a partner
Discuss implications with your team

23. Pairing Assign or don’t assign? Mixed partners vs. like partners?
Teaching how to be a good partner.
Tips? What is working well?

24. Reflection: Task, Talk, Pace & Pairing
Take a moment to jot down your thoughts or ideas inspired by:
The video
Your discussions
Your experiences
Which thought or idea from this morning do you want to work on right away?

25. Planning: Putting Ideas into Practice
How will you put your new idea(s) into practice in your next 2-5 lessons?
Be intentional and specific!

26. 11:15 – 12:00 LUNCH!!

27. Please Sit in Vertical Teams
Dana / Melissa / Monique / Jenna
Amy / Sarah / Katie
Laura / Mary / Angela
Tiffany / Teresa / Kellie
Mia / Kelsey / Sara

28. Objectives for Today Review & recognize high leverage teaching moves
Explore strategies to differentiate within Concept Development
Apply new thinking as you plan your next lessons
Gain a greater understanding of number bonds and tape diagrams
Engage in collaborative long-term planning

29. Why Use Math Models or Drawings?
Number
Bonds
Support conceptual understanding
Bridge from concrete to abstract
Powerful problem-solving tools
CCSS
“…using objects, drawings, and equations..”
“…using concrete models or drawings…”
“…using drawings and equations…”
MP.5: Use appropriate tools strategically
Tape
Diagrams

30. Let’s do some more math!
With your team, complete the Number Bond and Tape Diagram problems
What do you notice about the progressions from K-3 and beyond?
Be prepared to share
Think about using their work to create a visual progression in the room—posters?

31. Observations, questions, insights?
What do you notice about the progressions?
How are number bonds and tape diagrams similar?
How are they different?
How was this exercise useful?

32. Looking back to look forward: June
Work as a team to analyze your remaining Eureka module(s):
Which lessons are most critical?
CCSS major work for your grade level (*)
EOM assessment
What vocabulary & fluency practices are most critical?
What lessons can be skipped or consolidated?
What are some potential extensions?

33. Looking back to look forward: Next Year
Work in pairs to analyze your Eureka modules:
Where did students do well & where did they struggle?
What vocabulary & fluency practices are most critical?
What lessons can be skipped or consolidated?
What are some potential extensions?

34. How should we launch math?
What is the best balance between:
Eureka lessons & pacing
Creating excitement about math
Building a supportive community of mathematicians
Teaching procedures

35. Final reflection…
What is the most important thing you’ve learned this year about or from Eureka?
What was our most helpful work today?
High leverage moves
Video
Concept development
Planning upcoming lessons
Number bonds & tape diagrams
Looking back to look forward
Discussions & reflections