1. E LEMENTARY M ATH L IAISON M EETING Simi Minhas CFN204

2. L ESSON S TUDY : D R. T AKAHASHI

3. W HAT IS LESSON STUDY ? Read ‘Lesson Study Project’ Discuss: What is lesson study? What are some of the components that we’re already using? What was interesting to you?

4. T HREE LEVELS OF TEACHING

5. P RINCIPLES TO ACTION : NCTM BELIEFS ABOUT TEACHING AND LEARNING

6. Small group discussion: What struck you the most? What kinds of beliefs do most educators hold? How can we switch to some of the more productive beliefs?

7. P ROBLEM SOLVING

8. L ESSON STUDY CYCLE

9. P ROGRESSION OF LEARNING

10. A DDITION : K INDERGARTEN AND FIRST GRADE

11. C OMMON C ORE S TANDARDS

12. U NPRODUCTIVE V S P RODUCTIVE B ELIEFS

13. S HOW ALL THE DIFFERENT WAYS TO SOLVE THE PROBLEM Denise collected 9 acorns and John collected 4. How many did they collect altogether?

14. P URPOSE FOR SELECTING AND POSING THE PROBLEMS IN A PARTICULAR ORDER Why do you think the problems were posed to students in this particular order?

15. I NQUIRY BASED LEARNING Pose HOT problems that students can investigate

16. D ESIGN SERIES OF LESSONS TO TEACH A CONCEPT AT A DEEPER LEVEL

17. W ORD PROBLEMS Think about the use of visuals. Can the students use the visuals to solve the problem? Why?/why not?

18. M ATH ACTIVITIES TO REINFORCE CONCEPTS

19. A DDITION BINGO

20. H IGHER ORDER THINKING QUESTIONS

21. S UBTRACTION EXPLORATION

22. E XAMPLE OF FIFTH GRADE PROBLEM Think about the mathematical practices that are being addressed in the task.

23. Thought Provoking Questions

24. P OSSIBLE SOLUTIONS Multiple solution pathways shared in one lesson, instead of teaching one strategy at a time.

25. B EYOND SHOW AND TELL

26. L EVELS OF CLASSROOM DISCOURSE Read-Levels of Classroom Discourse Underline the parts that … Speak to you Seem impossible to attain Validate /match your view about math discourse How can we attain level 3 in math discourse? What steps are necessary to facilitate that?

27. NYS A SSESSMENT Tools for each grade Grades 4 and 5: Rulers and protractors Grade 3: Rulers

28. R EDEFINING S TUDENT AND T EACHER S UCCESS How is student and teacher success defined in this document? How do effective teachers implement the mathematical practices in the classroom?

29. ‘N UMBER T ALKS ’ BY S HERRY P ARRISH Group Share: What are some of the learnings that you’ve implemented at your school? Have you done any work, or provided any PD related to the book? Did you create any resources, or model any lessons to support the teachers in your building?