1. Math AP Meeting January 20, 2015 Presenter: Simi Minhas Math Achievement Coach, CFN204

2. Questions…. How are you providing an opportunity for your students to apply and explain the mathematical practices? How are you including writing in your math program? How can students self assess their work? How can they peer assess? What supports and scaffolds can provided to support student learning?

3. Problem Solving in Early Elementary Grades Multiple representations/models, and Clear expectations for students Open ended tasks that allow for multiple entry points Multiple ways of solving the problem Engages students in productive struggle Students have to explain and justify their thinking using math models and words

4. Selecting the Problem Solving Task Does this problem promote application of the mathematical ideas presented in the current instructional focus or unit of study? Does this problem match students’ current instructional level? Is this problem accessible to all students? Is the problem relevant and engaging to students? Does this problem require students to “stretch” their mathematical reasoning abilities? Could the problem be extended or enriched?

5. Problem Solving Process Teacher and students read the problem together. The teacher makes sure the student understands what the problem by clarifying vocabulary. Students work in partnerships or groups to solve the problem The teacher assesses student performance by conferring and listening to the groups. Manipulatives are accessible for students if needed Students share possible strategies for solving the problem, and make connections. Teacher and students decide on a solution(s) to the problem The teacher’s role is that of the facilitator. The teacher does no direct teaching during this time, but prompts student thinking through questioning. The teacher may do shared problem solving with a small group of students, based on their needs.

6. Cooperative Teams Teacher strategically arranges the students into small cooperative groups Students attempt to solve a new problem, using the mathematical concepts and strategies that have been taught in the classroom. Using words, pictures, and/or numbers, the students solve the problem and justify their thinking. Students facilitate the learning of other students by sharing their strategies with the group members. Students share their work with the whole class

7. Goals Organize and consolidate their mathematical thinking through communication Communicate mathematical thinking coherently and clearly to others Analyze and evaluate mathematical thinking and strategies of others Use the language of mathematics to express mathematical ideas precisely.

8. Assessment Use of rubrics and checklist to provide feedback Clarify the assessment criteria Align checklists to the expectations of the rubric Make the rubrics and checklist student friendly

9. Different Addition and Subtraction Situations Add To: 5 bunnies sat on the grass. 3 more bunnies hopped there. How many bunnies are on the grass now? Change Unknown: 5 bunnies were sitting on the grass. Some more bunnies hopped there. Then there were 8 bunnies. How many bunnies hopped over to the first A bunnies? Start Unknown: Some bunnies were sitting on the grass. 5 more bunnies hopped there. Then there were 8 bunnies. How many bunnies were on the grass before? Compare: There are 8 bunnies and 5 sheep on the farm. How many more bunnies are on the farm?

10. Problem Solving at PS28 Professional development timeline Impact on Student performance Resources created and used by teachers Teacher team work Rubrics and assessment Challenges

11. Classroom Observations Norms: Please do not ask questions from teachers when they’re interacting with the students. It can be disruptive for the flow of the lesson. Please ensure there are no more than 4-5 people in the room at one time. Stay in the room for at least 7-10 minutes You can take pictures of the classroom environment if you like, but please ensure that it does not distract the students. Use the note taking sheet if needed. Please save your observations, questions, and comments for the debrief session.

12. Debrief Questions Comments Observations Feedback