1. Mathematical Practices 1 & 3
Presenter Notes:
Teachers need to bring with them to Early Release:
Elementary Math Best Practices Handout (from October PD)
GO Math! Teacher Edition
K- Chapter 4 Lesson 4.1
1- Chapter 4 Lesson 4.1
2- Chapter 4 Lesson 4.1
3- Chapter 4 Lesson 4.1
4- Chapter 4 Lesson 4.1
5- Chapter 5 Lesson 5.1
Participants will need copies of:
PowerPoint – Print the PowerPoint with 3 slides per page so that teachers may take notes during the presentation.
Handout #1
Sample K-5 ‘Extending a Text Problem’
Reflection Pass
Elementary Math
November 2013

2. Learning Goal Success Criteria Path to Success
Describe aspects of the Standards for Mathematical Practice 1 & 3
Success Criteria
Create a plan on how you will integrate the Standards for Mathematical Practice 1 & 3 in your instruction 4d
Presenter will read Title-Path to Success
Click 1x Read Learning Goal
Click 1x Read Success Criteria
4d Growing and Developing Professionally -The teacher actively pursues professional development opportunities and initiates activities to contribute to the profession. In addition, the teacher seeks feedback from supervisors and colleagues.

3. We’re Taking Teaching and Learning Above and Beyond
Collaboration
Working together to reach a goal-putting talent, expertise
and smarts to work
We’re Taking Teaching
and Learning
Above and Beyond
What evidence of the 4C’s are you witnessing in your classroom as you have begun implementation of the Mathematical Practices?
Communication
Sharing thoughts, questions,
ideas, and solutions
Creativity
Trying new approaches
to get things done equals innovation
and inventions
Critical Thinking
Looking at problems in
a new way, linking
across subjects and
disciplines
Say: Today’s students are moving beyond the basics and embracing the 4C’s- “super skills” for the 21st century!
Click 1x Read slide
Say: Students who are fluent in the Mathematical Practices are creative thinkers, use critical thinking skills, communicate effectively, and collaborate efficiently.
Click 1x then read the question that appeared below the question mark. Table talk and share whole group. 3mins

4. A Task Worth Doing A worthwhile mathematical task is one that:
is open-ended.
does not have a solution path that is immediately obvious.
requires students to think and not just rely on memorized procedures.
requires students to connect mathematical skill, understanding, and reason.
requires students to interpret and communicate results.
Say: Providing students with meaningful, rigorous, and relevant tasks is a key component of implementing the Common Core Standards.  It is through these types of tasks that students have opportunities to persevere in problem solving, model with math, and engage in the other Mathematical Practices and Content Standards.
Click 1x Read sentence starter
Continue clicking 1x and read each bullet (there are 5 bullets).
Say: Think back to last month’s Early Release and the Performance Tasks you analyzed as a grade level. Hopefully, you have had time to utilize a Performance Task with your students. How does the Performance Task meet the qualifications of a task worth doing?
Table talk then share whole group. 3 mins

5. MP 1 Make Sense of Problems and Persevere in Solving Them
5. Check my answer & make sure my solution is reasonable.
4. Try my path & make changes if needed.
3. Choose a solution path.
Click 1x and Say: Today we are going to look closer at MP1 and discuss how to purposefully plan for ‘making sense of problems and persevere in solving them’.
Click 1x Say: The Mathematical Practices should not be pulled out and separated from the mathematics that the students are doing daily in class, nor should they be segmented (such as problem solving Mondays, perseverance Tuesdays, etc.). However, teachers can name them, discuss them with students, and talk about the practices as how mathematicians do math. For the Mathematical Practices to become a habit of mind, students must have an understanding of them, know what they are, and strive to get better at them.
Click 1x and read the 5 steps students need to be aware of when solving problems/tasks. These steps are generic steps that all students should follow when solving problems. The Go Math! textbook has a graphic organizer that can be used. The phrasing may be a bit different.
2. Understand the question & predict a solution.
1. Read (Close Read) the problem carefully.

6. How Can You Promote Perseverance With Your Students?
Say: Let’s watch students solve problems. Listen as teachers point out how students must persevere and guide them to using their strategies and solutions to solve the problem.
Say: Jot down examples of the teachers encouraging the students to persevere on your PowerPoint handout.
Start video, duration 1:18. If you have trouble accessing video use the following link:
Say: Ask participants how can you promote perseverance with your students? Table talk 3 mins and share whole group.

7. Extending A Text Problem To Include MP 1
Take out Handout #1
Using your Handout and your Teacher’s Edition, extend the Problem of the Day to include MP1- Make Sense of Problems and Persevere in Solving them
Only focus on Steps/Columns 1 & 2 on the Handout (we will complete the handout by the end of today’s session)
Presenter will read title of slide and share that we will use our Go Math! Teacher Edition for this activity. There are multiple sources we can use to find meaningful tasks, but let’s start with our Teacher Edition.
Click 1x Read participants will take out handout #1
Click 1x Read In your Teacher Edition turn to page: K- page 133A; 1- page 153A; 2- page 173A; 3- page 133 A; 4- page 137A; 5- page 201A
Click 1x Read direct them to work in grade level groups 5 mins
Say: Many of you are probably asking ‘How will I get through the rest of the lesson/pages if I am extending the Problem of the Day or spending half a class period on the Performance Task/Problem Solving activities?’ Remember, you can assign for practice the On Your Own section only, the odd or even numbers and even start with the Problem Solving activity FIRST. You decide the sequence of activities and include only worthwhile and rigorous tasks/problems.
As participants are finishing up, hand out the sample ‘Extending a Text Problem template’.
Say: Here is an example of possible descriptions on how your grade level task could be extended.
1e Designing Coherent Instruction- The teacher coordinates knowledge of content, students, and resources to design a series of learning experiences aligned to instructional outcomes. The teacher differentiates where appropriate to make learning experiences suitable for all students. Learning experiences are likely to engage students in significant learning. 1e

8. MP 3 Construct Viable Arguments and Critique the Reasoning of Others
I can explain and justify my thinking using words, objects, and drawings.
MP 3 Construct Viable Arguments and Critique the Reasoning of Others
I can ask useful questions.
I can listen to other ideas and decide if they make sense.
I can make and test conjectures.
Say: Read title of slide
Say: These are behaviors we want our students to exhibit. MP3 describes how students should be interacting with the mathematics and with one another.
Click 1x Read thought bubble and continue clicking 1x and read each thought bubble (there are 4 thought bubbles with captions).
Say: The following video shows a 5th grade class. As you watch the video, jot down notes on how the teacher helps her students to listen and repeat a classmate’s thinking.
Click 1x and click on girl to start video duration 1:46.

9. A Task Worth Doing Why Math Talk?
Talk can reveal understanding and misunderstanding.
Talk supports robust learning by boosting memory.
Talk supports deeper reasoning.
Talk supports language development.
Talk supports development of social skills.
Say: Why Math Talk? Allow participants to table talk about why math talk is essential to CCSS and then share whole group. 3mins
Click 1x Read sentence
Continue clicking 1x and read each bullet (there are 5 bullets).
Say: Using communication in the classroom to represent, explain, justify, agree, and disagree shapes the way students learn mathematics. Classroom dialogue engages students, encourages them to learn more, and allows for the exploration of ideas, strategies, procedures, and facts.

10. How Can You Encourage Meaningful Math Discussions?
WHY?
Say: ‘How Can You Encourage Meaningful Math Discussions?’
Table Talk and share whole group 2-3 mins
Click 2x Say: For many, this is a new look and sound to our math classrooms. Students will not know automatically how to start meaningful math discussions. We, the teachers, need to MODEL how to start math discussions. Examples of modeling include using chart paper make an anchor chart, use sentence starters, and provide each child with open-ended discussion questions. (See Accountable Talk Stems. They are contained in the November PD sent to schools for you to print.)
CLICK 2x Say: Math Talk supports a social learning environment for children—creating a community of encouragement, respect, and the exchange of ideas. Teachers can immediately begin math discussions by asking “How” and “Why” questions. Many students second guess themselves when asked about their thinking. We must create a classroom environment that encourages math talk and where mistakes are acceptable so we can learn from them.
2a Creating an Environment of Respect and Rapport Classroom interactions among the teacher and individual students are highly respectful, reflecting genuine warmth and caring and sensitivity to students’ cultures and levels of development and abilities.
3b Using Questioning and Discussion Techniques- Questions reflect high expectations and are culturally and developmentally appropriate. (If using a modified curriculum, at an independent, supportive, or participatory level.) Students formulate high-level questions based on their physical and intellectual abilities, and the teacher ensures that all voices are heard.
2a, 3b

11. Extending A Text Problem To Include MP 3
Take out Handout #1
Using your Handout and your Teacher’s Edition, extend the Problem of the Day to include MP3- Construct Viable Arguments and Critique the Reasoning of Others
Only focus on Step/Column 3 on the Handout
Say: Read slide- Click 1x participants will take out Handout #1 and Go Math! Teacher’s Edition. Continue clicking 2x and read slide. Using the pages listed below complete step 3/column 3 as a grade level. 5 mins
In your Teacher Edition turn to page:
K- page 133A
1- page 153A
2- page 173A
3- page 133A
4- page 137A
5- page 201A

12. Mathematical Practices 1 & 3
How might student behavior change when you purposefully plan for these standards in your instruction?
Pose the following question to grade levels: How might student behavior change when you purposely plan for Standards of Mathematical Practice 1 & 3 in your instruction? 3 mins
Say: The two videos that you saw today show classrooms rich with manipulatives. These standards can be implemented in classrooms with or without manipulatives.
1a, 2b, 4d

13. Table Group Activity: Reflect on Mathematical Practices 1 & 3
Reflect on the following:
How will you implement Mathematical
Practices 1 & 3 in your classroom? 4d
Say: As a grade level, you have now extended and enriched a Problem of the Day from your GO Math! lesson.
Click 1x Read contents of slide to participants.
Allow roughly 5 minutes for table groups to collaborate as they discuss, reflect, and answer the question provided on the Reflection Sheet.