1. Math Fellows
Meeting #3
Add your name and ESD Logo

2. Larger context Leadership in the Extended Community
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

3. 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

4. Break Image: https://www.flickr.com/photos/mpancha/2505656136

5. 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.

6. 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.

7. Compass Points Skim Pages 48-52 Record Thoughts on Sticky Notes
East: Excited
West: Worrisome
North: Need to Know
South: Stance, Steps, or Suggestions
Image from pixabay: Free for commercial use; no attribution required

8. Compass Points
Post Your Responses on a Poster Paper Marked East, West, South and North
Review responses on each poster
Choose one of the four posters to “park and discuss”
Image from pixabay: Free for commercial use; no attribution required

9. Sharing Ideas
Each person shares ideas for one minute. Discuss notes on charts that have not been addressed. Summarize the notes from the chart. Be ready to share your groups big ideas!
Image from pixabay: Free for commercial use; no attribution required

10. Perfect Purple Paint Task
Jessica gets her favorite shade of purple paint by mixing 2 cups of blue paint with 3 cups of red paint. How many cups of blue and red paint does Jessica need to make 20 cups of her favorite purple paint?

11. Finding Evidence of Productive Struggle
Expectations for Students
Teacher Actions to Support Students
Classroom Based Indicators of Success

12. Teaching Channel
Looking for Productive Struggle

13. Next Steps with Principles to Actions—Leadership of Self & Others
How could you use this activity with school/district teams?
As stated earlier we will deepen our understanding and practice with both our book study in Principles to Action and through number talks.
Consider how your ESD RMC can support you in both the book study and with the productive routines.
Think about even though we took a very short dip into this routine, what can you add to your action plan that you may want to do in your school/district.

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

15. Continued Study…
4th Fellows Meeting: Elicit and use evidence of student thinking
The book study will provide the theory of these big ideas. But we will also need to provide practical strategies, supports, or activities for our teachers and students that we can implement right away that addresses these three teaching practices.
We have thought about this bridge of the theory versus the practices routines in our classrooms and considered the big work in our state along with our Washington Learning Standards.
To continue this big work we are intentionally making this bridge through productive instructional routines. This year not only will we be investing time in our book study, but engage you in the work of productive routines.

16. Lunch We will start back up in ____.
Image:  CC0 Public DomainFree for commercial use  No attribution required 

17. 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)

18. 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.

19. 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.

20. 63-28 Number Talk Complete a Number Talk
If you are newer to Number Talks refer to the Number Talks-Where to Start??? Document that was shared at Fellows Meeting #2 for tips on how to begin.
63-28
Have participants share the ways in which they solved the given problem.
Record these strategies on poster paper for all to see.
The goal here is to try to pull out all 5 of the Efficient, Generalizable Strategies for Subtraction.
If a strategy from this list isn’t mentioned you may want to share it by saying something like…”I was in a ___ grade class the other day and a student shared this strategy…”
When appropriate, record the shared strategy using an open number line.
Making Number Talks Matter (Humphreys & Parker, 2015, pps ) has examples of what the five efficient generalizable strategies for subtraction are including examples of how to record the strategy. Make sure you are familiar with these strategies and can record them as well as represent them with an open number line when appropriate.

21. 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

22. Exploring the Use of Various Strategies
Number Talk Problems to try
Efficient, Generalizable Strategies for Subtraction
71 – 39
91 – 26
223 – 219
236 – 188
337 – 159
Round the subtrahend to a multiple of ten and adjust
Decompose the subtrahend
Add instead
Same Difference
Break apart by place
Explore solving the problems using the strategies from the list of Efficient, Generalizable Strategies for Subtraction. Make sure to solve each problem using a few different strategies from the list.

23. Turn and Talk Which strategies did you tend to use the most?
Were there any kinds of problems that called out for a different strategy?

24. Practicing Questioning with Number Talks
Directions:
Problems to choose from:
Choose one person to deliver the Number Talk.
The rest of your group will try and share ways to solve the problem using the Efficient, Generalizable Strategies for Subtraction.
The person delivering the Number Talk practices questioning using the Questioning Handout.
Repeat as time allows with a new member delivering the Number Talk each time.
315 – 97
84 – 36
34 – 27
93 – 28
72 – 56

25. Number talks: A High-leverage teaching strategy to transform the culture of the classroom
FROM:
TO:
Teacher centered
Student-centered – students have ideas worth listening to
Teacher explaining the solution to an answer
Students sharing their reasoning & strategies
Focusing on the right answer
Honoring how students arrive at a solution – even if it is wrong
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.
Math anxiety/low confidence
Confidence in math ability
One method of solving a problem – often using the standard algorithm
Students are flexible in their thinking & reasoning
Low student participation
High student engagement & productive struggle

26. Next Steps with Number Talks —Leadership of Self & Others
What can you commit to between now and our next meeting?
As stated earlier we will deepen our understanding and practice with both our book study in Principles to Action and through number talks.
Consider how your ESD RMC can support you in both the book study and with the productive routines.
Think about even though we took a very short dip into this routine, what can you add to your action plan that you may want to do in your school/district.
Pencil & Pen Images: Pixabay: Free for commercial use no attribution required
So you’re afraid of commitment, aren’t you?

27. Break
Image from Pixabay: free for commercial use; no attribution required

28. 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?
This is the same protocol from our last meeting.

29. 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

30. Summary - Leadership of self, others and the extended community
Leadership Piece –
Principles to Actions: Supporting Productive Struggle
Number Talk: Subtraction Strategies with Questioning
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.

31. Homework - Leadership of self, others and the extended community
Administer post tasks, score using rubrics
and record data*
Share Number Talks with a colleague
Meet with Admin and complete Action Plan Part B (Part B will be completed following each Fellows meeting)
Number Talks: Efficient Generalizable Subtraction Strategies and Questioning
Principles to Action: Supporting Productive Struggle
Principles to Action…Read Pgs. 53 to 57(Elicit and Use Evidence of Student Thinking) by our next meeting
Use Data Sheet from Meeting Three to Collect Student Data
Image:  CC0 Public DomainFree for commercial use  No attribution required 

32. Math Participant Survey
Thank You!
Math Participant Survey
At Meeting #2 ALL FELLOWS should complete the Fellows Meeting Follow-up Surveys