1. Agenda Discourse Dot patterns and multiplicative thinking
Portfolio questions
Mathematical Curiosity
Homework

2. Strong Start Math Project
January 26, 2017
4:30 p.m. - 7:30 p.m.

3. Learning Intentions & Success Criteria
We are learning to…
Understand how the CCSSM views the development of multiplicative thinking.
Apply strategies that promoting fluency with single-digit multiplication and division.
We will be successful when…
We can help students apply properties of operations as strategies to multiply.

4. Discourse in the Classroom
"Identify 3-5 aspects of classroom culture from the article. Talk about the benefits and challenges of trying to implement each into your classroom." At your table, choose one of your aspects to share with the group.

5. Video Clips: Seeing Academically Productive Talk
Read xxi in your Classroom Discussions Book.
As you watch each clip, make notes:
What do you see happening in each?
What makes an impression on you?

6. Dot patterns and Multiplicative thinking

7. Dot Images How many dots do you see? How do you see them?
Draw what you see.

8. Definitions of Multiplication
Review your definition of multiplication from last class
Revisit 3.OA.5 and 3.OA.7
What are the properties of the operations that we use when we multiply?

12. Reflect back on 3.OA.5. & 3.OA.7
Think about how the images were described.
Where do the properties show up in the reasoning?

13. Group: Individually: Each person takes a card.
Quickly glance at the dot image and determine the number of dots.
Jot down using “words” describing how you saw the dots.
Write an equation that matches your image and your description.
Identify the property or properties you used.
Pass your card to the right.
Repeat.

14. Sharing
Each person shares how they saw the dot pattern. Share both your “language” and equation.
Make an connection between equations that are different for the same card. How can they both be correct?

19. Big Idea behind Dot Images
Reinforces thinking in Groups
Subitizing
Unitizing
Promotes multiplicative thinking
Skip Counting
Repeated Addition
Number of Sets and Size of Sets
Relationship Groups and Group Size

20. A game of circles and stars

21. Activity from Marilyn Burns: Circles and Stars
Roll the die
Draw the circles according to the number rolled
Roll the die again
Represent the number of stars in each circle.
Find the total number of stars and write a multiplication sentence and a total.

22. Activity from Marilyn Burns: Circles and Stars
2 groups of 3
2 sets of 3
3, 6
2 x 3 = 6
3 groups of 5
3 sets of 5
5, 10, 15
3 x 5 = 15

23. Revisit Standard 3.OA.5 and 3.OA.7
Take turns with a Shoulder Partner to summarize:
Reflecting on our “dot image” and Circles and Stars work, what are the main messages of these standards?

24. Definition of Multiplication
Revise your definition of multiplication.
Where did your definition start?
How did you adjust it? Why?

25. Learning Intentions & Success Criteria
We are learning to…
Understand how the CCSSM views the development of multiplicative thinking.
Apply strategies that promoting fluency with single-digit multiplication and division.
We will be successful when…
We can help students apply properties of operations as strategies to multiply.

26. Teaching Portfolio
Share your questions regarding the portfolio with your table partners.
One person keep a list of common questions, which are questions that are shared by more than one person from your table.
Share the most pressing question from your list with the whole group.
Be ready to turn your list of questions into us for further reflection by the instructional team.

27. What is an artifact? A full lesson can be an artifact
A math game that you taught to help develop fluency
A Number Talk can be an artifact
One task from the lesson can be an artifact (e.g., a story problem or task that sparked lots of discussion or struggle or learning)
A professional development session that you developed and facilitated (a selection)
Parent night that you developed and pulled together

28. Homework

29. Homework Due Feb 23 Two drafts of entries for your portfolio.
Short description of the lesson (or episode) from which the artifact came (1-2 paragraphs)
Rationale for why this artifact was selected (1 paragraph)
A reflection that addresses what you believe students gained mathematically or what they struggled with with connections back to Strong Start (1 page)
3-5 pieces of student work with post-its describe student understandings or misconceptions that are evident in the work
Classroom Discussions
Which of the five reasons for using classroom talk and discussion seem most relevant to your current teaching?
Is there an example from your experience that might support one of the five claims?