1. Student Work Presentation and Reflection Project Due: July 31
Core Mathematics Partnership
Building Mathematical Knowledge and
High-Leverage Instruction for Student Success
Wednesday, July 20
1:00 PM – 2:00 PM

2. An Instructional Strategy to Focus Classroom Discussions
Goals
Connect the structure of the 5 Practices to the high-leverage teaching practice Implementing Mathematical Discourse, PtA, 2014
Use evidence from student work samples to facilitate focused, meaningful mathematical discourse within classrooms.
Practice leading a focused discussion around student work.

3. A Brief Overview of Project Expectations
Read through Parts 1 & 2 in Project 1.
You will select an area of need identified in your student work samples (Geometric Measurement or Geometric Shape)
2. You will select 3-5 pieces of student work that can support a mathematics discussion around that big idea in Geometry.
You will be using a variety of resources to help you select and sequence your work samples.
For the past two days we have looked at student work from Grade 1, 2, 3.

4. Part 3 and Part 4
3. Develop a 5-7 minute presentation sharing how you sequenced the work to strengthen the targeted area of need.
Your presentation should clearly communicate:
(1) The targeted area of need you identified.
(2) Anticipated student thinking.
(3) Alignment to the grade level trajectory of learning.
(4) The mathematical outcome related to your goal.
4. You will submit an outline/plan of your presentation. Along with the outline, submit a 1- 2 page reflection on how this process of orchestrating a conversation might impact your practice next year.

5. Core Mathematics Partnership Project
Disclaimer
Core Mathematics Partnership Project
University of Wisconsin-Milwaukee,
This material was developed for the Core Mathematics Partnership project through the University of Wisconsin-Milwaukee, Center for Mathematics and Science Education Research (CMSER). This material may be used by schools to support learning of teachers and staff provided appropriate attribution and acknowledgement of its source. Other use of this work without prior written permission is prohibited—including reproduction, modification, distribution, or re-publication and use by non-profit organizations and commercial vendors.
This project was supported through a grant from the Wisconsin ESEA Title II, Part B, Mathematics and Science Partnerships.