1. CCGPS Mathematics Unit-by-Unit Grade Level Webinar Third Grade Unit 4: Operations and Algebraic Thinking: Patterns in Addition and Multiplication October 9, 2012 Session will be begin at 3:15 pm While you are waiting, please do the following: Configure your microphone and speakers by going to: Tools – Audio – Audio setup wizard Document downloads: When you are prompted to download a document, please choose or create the folder to which the document should be saved, so that you may retrieve it later.

2. CCGPS Mathematics Unit-by-Unit Grade Level Webinar Third Grade Unit 4: Operations and Algebraic Thinking: Patterns in Addition and Multiplication October 9, 2012 Turtle Toms– tgunn@doe.k12.ga.ustgunn@doe.k12.ga.us Elementary Mathematics Specialist These materials are for nonprofit educational purposes only. Any other use may constitute copyright infringement.

3. Welcome!

5. http://ccgpsmathematicsK-5.wikispaces.com Turtle Gunn Toms– tgunn@doe.k12.ga.ustgunn@doe.k12.ga.us Elementary Mathematics Specialist

8. Wiki Questions

9. Why are you doing a Unit 4 webinar now? We aren’t even done with unit 1.

10. Wiki Questions Why aren’t there answer keys? Has anyone at the state-level “dug in” and worked through the tasks as you are asking Georgia educators to do? Are these tasks vertically and horizontally aligned?

11. Wiki Questions What about homework and other resources? Where and what are teachers suppose to pull for those? Are the tasks supposed to go home? How are parents supposed to help their children without books or other resources? How are you letting districts know about changes in units?

12. Unit 1, Page 75, Part II “Watch How Numbers Grow” If you are given a ten dollar bill on day one, and get 2 ten dollar bills on day 2, and 3 ten dollar bills on day 3, and this pattern continues, how much will you receive on day 9? On what day would you have collected a total of $1000 by adding together the money collected each day?

13. Wiki Questions Do teachers have to complete all of the tasks? What about grades?

14. Wiki Questions What about students who are not progressing as they should using only the tasks? What about students with disabilities?

15. Need more? VandeWalle- ACTIVITIES AT A GLANCE

16. Wiki Questions What does mathematize mean? Do you understand what it is like to be in a classroom?

17. So, there are the answers.

20. We can’t change how people think by telling them what we think and we can’t change how people teach by telling them how to teach. They have to experience good teaching – first as a learner, then as a teacher. -a really smart person We can’t change how people think by telling them what we think and we can’t change how people teach by telling them how to teach. They have to experience good teaching – first as a learner, then as a teacher. -a really smart person

21. No support? On your own?

22. How can we get support? Collaboratively solve tasks and discuss.

23. Plan for the math by doing the math Learn alongside your learners http://resources.curriculum.org/secretariat/coplanning/approach.shtml

24. How can we get support? Inquire at a local college or university. Mathematicians are inexpensive! Some are free…

25. Does your district have a 10-15% ELL population? http://www.coe.uga.edu/clase/instructional-conversation/

26. Make time this year for the wiki and the webinars.

27. If the square is one square unit, what is the area of any of these shapes?

28. Mathematical Communication The development of students’ mathematical communication shifts in precision and sophistication throughout the primary, junior and intermediate grades, yet the underlying characteristics remain applicable across all grades. CBS Mathematics

29. Mathematical Communication Mathematical communication is an essential process for learning mathematics because through communication, students reflect upon, clarify and expand their ideas and understanding of mathematical relationships and mathematical arguments. Ontario Ministry of Education

30. Mathematical Communication Developing effective mathematical communication Categories of mathematical communication Organizing students to think, talk, and write Updating the three-part problem-solving lesson  Gallery Walk  Math Congress  Bansho (Board Writing)

31. Mathematical Communication “Because mathematics is so often conveyed in symbols, oral and written, communication about mathematical ideas is not always recognized as an important part of mathematics education. Students do not necessarily talk about mathematics naturally; teachers need to help them learn how to do so.” Cobb, Wood, & Yackel

32. Mathematical Communication “The role of the teacher during whole-class discussion is to develop and to build on the personal and collective sense- making of students rather than to simply sanction particular approaches as being correct or demonstrate procedures for solving predictable tasks.” Stein, Engle, Smith, & Hughes

33. Mathematical Communication When teacher talk dominates whole-class discussion, students tend to rely on teachers to be the expert, rather than learning that they can work out their own solutions and learn from other students. CBS Mathematics

34. If the square is one square unit, what is the area of any of these shapes?

35. Students do not necessarily talk about mathematics naturally; teachers need to help them learn how to do so. The role of the teacher during whole-class discussion is to develop and the build on the personal and collective sense-making of students. …learning that they can work out their own solutions and learn from other students.

36. What’s the big idea? Deepen understanding relationship between area model, addition, and multiplication. Deepen understanding of commutative property Develop an understanding of area and area model. Develop an understanding of factors and dimensions of rectangle. Standards for Mathematical Practice.

38. o Imitative Bad Math?

39. o Passive/receptive Bad Math?

40. o Minimal student explanations, comparisons Bad Math?

41. Passive Active

42. Transmission Challenging

44. Research - Communication The value of student interaction Challenges the teachers face in engaging students The teacher’s role Five strategies for encouraging high- quality student interaction 1.The use of rich math tasks 2.Justification of solutions 3.Students questioning one another 4.Use of wait time 5.Use of guidelines for Math Talk

45. Mathematical Communication Tips on Getting Started 1.Organizing the classroom learning environment 2.Preparing yourself mathematically 3.Coordinating student discussion and analysis of solutions

46. Recipe for Success

47. How do students learn math?

49. Hmmm..All three are communication

50. Worthwhile Task https://www.teachingchannel.org/videos/countin g-collections-lesson?resume=0

51. Worthwhile Task Teacher sets up the task…how? Supports include…what ? Suggestion included….what? Student ideas emerge, take form, and are shared….how? Conjectures are made and explored, and evolve into strategies…how? Strategies become retrievable practices…how? The plenary discussion at the end helps to cement these ideas….how and why?

52. How are Number Talks Useful? From Math Solutions Want more? http://www.insidemathematics.org/index.php/number-talks

53. Number Talk Who does the math thinking during the number talk? What specific mathematics do the students demonstrate they understand? What does the teacher do to support the student discourse? What recording techniques might the teacher employ that supported learning in the class?

54. Assessment?

55. http://www.parcconline.org/samples/mathematics/grade-3-mathematics

56. Assessment? http://www.parcconline.org/samples/mathematics/grade-3-mathematics

58. How do teachers change practice?

60. Progressions http://ime.math.arizona.edu/progressions/

61. Resource List The following list is provided as a sample of available resources and is for informational purposes only. It is your responsibility to investigate them to determine their value and appropriateness for your district. GaDOE does not endorse or recommend the purchase of or use of any particular resource.

62. Resources Books  Van De Walle and Lovin, Teaching Student- Centered Mathematics, K-3 and 3-5  Parrish, Number Talks  Fosnot and Dolk, Young Mathematicians at Work  Shumway, Number Sense Routines  Wedekind, Math Exchanges

63. Resources Common Core Resources  SEDL videos -http://secc.sedl.org/common_core_videos/http://secc.sedl.org/common_core_videos  Illustrative Mathematics - http://www.illustrativemathematics.org/http://www.illustrativemathematics.org/  Dana Center's CCSS Toolbox - http://www.ccsstoolbox.com/http://www.ccsstoolbox.com/  Arizona DOE - http://www.azed.gov/standards- practices/mathematics-standards/http://www.azed.gov/standards- practices/mathematics-standards/  Inside Mathematics- http://www.insidemathematics.org/http://www.insidemathematics.org/  Common Core Standards - http://www.corestandards.org/http://www.corestandards.org/  Tools for the Common Core Standards - http://commoncoretools.me/http://commoncoretools.me/  Phil Daro talks about the Common Core Mathematics Standards - http://serpmedia.org/daro-talks/index.html http://serpmedia.org/daro-talks/index.html

64. Resources Professional Learning Resources  Inside Mathematics- http://www.insidemathematics.org/http://www.insidemathematics.org/  Edutopia – http://www.edutopia.orghttp://www.edutopia.org  Teaching Channel - http://www.teachingchannel.orghttp://www.teachingchannel.org  Annenberg Learner - http://www.learner.org/http://www.learner.org/ Assessment Resources  PAARC- http://www.ccsstoolbox.org/http://www.ccsstoolbox.org/  MARS - http://www.nottingham.ac.uk/~ttzedweb/MARS/http://www.nottingham.ac.uk/~ttzedweb/MARS/  MAP - http://www.map.mathshell.org.uk/materials/index.phphttp://www.map.mathshell.org.uk/materials/index.php  PARCC - http://www.parcconline.org/parcc-stateshttp://www.parcconline.org/parcc-states

65. A little something extra: Instead of 30 minutes of television tonight, watch this: http://www.ted.com/talks/lang/en/stuart_brown_says_play_is _more_than_fun_it_s_vital.html Third Grade resources: http://www.livebinders.com/play/play/187117

66. Shaky foundations…

67. “ It ain’t what people don’t know that hurts them. It’s what they do know that ain’t so.” Will Rogers “ It ain’t what people don’t know that hurts them. It’s what they do know that ain’t so.” Will Rogers

68. Thank You! Please visit http://ccgpsmathematicsK-5.wikispaces.com/ to provide us with your feedback!http://ccgpsmathematicsK-5.wikispaces.com/ Turtle Gunn Toms Program Specialist (K-5) tgunn@doe.k12.ga.us These materials are for nonprofit educational purposes only. Any other use may constitute copyright infringement. Join the listserve! join-mathematics-k-5@list.doe.k12.ga.us Follow on Twitter! Follow @GaDOEMath Follow @turtletoms (yep, I’m tweeting math resources in a very informal manner)