1. Talk Less, Smile More: Getting Students to Discuss and Debate Math
Welcome to Day 2!
Talk Less, Smile More: Getting Students to Discuss and Debate Math
Chris Luzniak & Mattie Baker
@PiSpeak
@Stoodle

2. Desmos!
Welcome to Day 2!

4. I used to think all class time should be spent on math,
but now I think...
I used to think you had to norm discussion before you could have a good one, but now I think well-structured prompts lead naturally to deeper culture.
I used to think all class time should be spent on math,
but now I think I should spend more time building community and letting kids build relationships.
I used to think having a debate required a TON of planning,
but now I think it can be more “off the cuff” once structure is in place.
I used to think structure was constricting,
but now I think structure lowers the stakes.

5. Lingering Questions...
Management (focus, accountability, quiet students)
Timing (periods, curriculum)
- Instruction (introducing, good questions)

6. MORE on Debate!

7. Why Debate? Socratic Method Civics Student Centered Current Events
Critical Thinking skills
Questioning skills
Public speaking skills
Literacy skills
Rhetoric skills
Research skills
Public Speaking skills
Evidence skills
Note taking skills
Refutation skills
Critical Pedagogy Skills
Teamwork Skills
And more!
Civics
Current Events
Philosophy
Critical Theory
Critical Thinking
Humanities
Rhetoric
Political Science
Economics
Debate Across the Curriculum – any subject area

8. Why Debate…in STEM? Meaningfully Engages Large Classes
Danielson connections
Improves Graduation Rates & College Readiness
Common Core connections:
CCSS.Math.Practice.MP3 Construct viable
arguments and critique the reasoning of others.
“students understand and use stated assumptions, definitions, and previously established results in constructing arguments…They justify their conclusions, communicate them to others, and respond to arguments of others.”
“students try to communicate precisely to others…they have learned to examine claims and make explicit use of definitions.”

9. More Examples

10. Which One Doesn’t Belong?

11. Classwork/Proof

12. Classwork/Proof

13. QuickWrite
Describe any patterns you see:
1, 3, 5, 7, 9
2, 3, 5, 7, 11
28, 21, 14, 7

14. Quizzes

15. ARGUMENT = CLAIM + WARRANT
Debate #4?: Table Debates
Team A: It is better to solve by breaking the shape into rectangles.
Team B: It is better to solve by finding the large rectangle and subtracting the missing piece(s).
ARGUMENT = CLAIM + WARRANT

16. How to Start

17. Write Questions/Problems
Structure for Students

18. Structure for Students
ARGUMENT - a statement made with sound reasoning. Every argument has two key parts:
CLAIM - the controversial statement being made.
WARRANT - the justification for the claim.

19. 1. Debate-y Words Best/Worst (method, solution…) Should
Biggest/Smallest/Most
Weirdest/Coolest
Always / Sometimes / Never
Agree / Somewhat Agree / Disagree
Include Variables

23. Make it Debatable

24. Graph the function

25. The BEST way to graph a sine function is…
(For example, )

29. More Examples!

30. The square root of a number is smaller than the original number.
The best way to find the slope of the line through the points in this table… X -4 -2 4 8 18 Y -5 7 13 28

31. Try NOW!
The coordinates in black below were given (for some numbers a,b,c and d). Are her expressions for the coordinates in red correct?
(2c,2d)
(-a,-b)
(-0.4,-1.3)

32. Plickers!
When simplifying exponents, it is best to start with the “negative part”
(Example: )
AGREE
SOMEWHAT AGREE
SOMEWHAT DISAGREE
DISAGREE

33. KenKen! For a 4x4 puzzle, fill in with numbers 1-4.3- 2÷ 9x 2 1- 5+ 4
For a 4x4 puzzle, fill in with numbers 1-4.
Do not repeat a number in any row or column.
The numbers in each heavily outlined set of squares, called cages, must combine (in any order) to produce the target number in the top corner of the cage using the mathematical operation indicated.
Cages with just one box should be filled in with the target number in the top corner.

36. Take a break!

38. Group by what you teach... Create talking points for your class.
Write some debate questions for your class.
Develop the structure for discussion in your class.

39. Wrapping Up!

40. Open-Ended Feedback: - “I used to think…., but now I think…”
- Burning Questions
- Draw a picture to represent your thoughts
- Etc. etc. etc.

41. Contact Us! Mattie Baker Chris Luzniak @Stoodle @PiSpeak
@Stoodle
pythagoraswasanerd.wordpress.com
Chris Luzniak
@PiSpeak
clopendebate.wordpress.com