1. WELCOME September 24, 2015: Timely Mathematics Interventions (TMI) Grant Sponsor: Kentucky Department of Education(KDE) Math and Science Partnership (MSP) Funds Facilitated by: PIMSER-UK College of Ed, Kentucky Center for Mathematics, UK Mathematics Department Please help yourself to some refreshments and get focused for our day of learning. We will begin promptly at 9:01 a.m.

2. The Partnership Institute for Math and Science Education Reform (PIMSER) is part of the College of Education at the University of Kentucky. It was established by the UK Board of Trustees in 2005. Our goal is to support effective teaching and learning in science and math through providing high quality learning experiences and programmatic support for districts and their educators in grades K-12. @UKPIMSER facebook.com/ukpimser www.uky.edu/pimser

3. MATH Achieving Success in the Algebra II and Calculus Classroom with Underserved Students For Algebra 2, Calculus, Pre-calculus and AP Calculus teachers Academy for Effective Math Teaching Intermediate/Middle School Academy for teachers grades 3-8 High School Academy for teachers grades 9-12 SCIENCE NGSS Short Courses For teachers grades K-12; 10 courses available ACT Boot Camp for Science Teachers 2-day session SparkFun Workshops Elementary, Middle, and High School sessions NEW TEACHERS SMART Start – New Math & Science Teacher Academy For teachers with 0-5 years experience, grades K-8 Registration and full information on our website, www.uky.edu/pimser PIMSER can provide customized and targeted professional learning to your district or school. Contact us at 859-257-4836 for more details.www.uky.edu/pimser PIMSER FALL 2015 PROFESSIONAL LEARNING

4. Timely Mathematics Intervention (TMI) Timeline: February 2014- September 2016 Overarching Goal: 1.To develop a deep understanding of strategies and tools used for Tier I intervention (majority of students) at the classroom level. 2.To develop a deep understanding of number as it relates to success in Algebra.

5. Community of Practice—making meaning to improve our mathematics classroom practice Tweet #PIMSERTMI FACILITATORS Kim Zeidler-Watters, PIMSER, Director Dr. Carl Lee, Dept. of Mathematics, UK Pam Harned, PIMSER Regional Teacher Partner Jamie-Marie Miller, Lincoln MS and PIMSER Regional Teacher Partner

6. CLIMATE CONTROL RULE OF TWO FEET SILENCE YOUR CELL PHONE KEEP THE WORK ABOUT THE MATH KEEP SIDEBAR CONVERSATIONS TO A MINIMUM

7. TMI in Rewind…August Meetings Practiced using our TI N-Spires Calculators Learned about the high versus low cognitive demand tasks Learned about 3 Types of Questions that increase rigor in classroom discourse Practiced writing the 3 Types of Questions in a carousel Played card games to build fluency

8. SEPTEMBER HOMEWORK Practice your question writing skills with using the three types of questions: Bring the following: Questions you have written in the three types Reversibility Generalization Flexibility Samples of Student Responses

9. Today’s Learning Activities 3 Types of Effective Questions Standards Dig Table Top Strategy Math Stations

10. Today’s Learning Targets I am learning three types of ways to pose more effective questions in my class I am learning about ratios and proportional reasoning

11. PGES Connection Today’s Focus!!! Domain 1—Planning & Preparation Component 1A:Demonstrating Knowledge of Content and Pedagogy Knowledge of Content and the Structure of the Discipline Knowledge of Prerequisite Relationships Knowledge of Content-Related Pedagogy Component 3B: Using Questioning and Discussion Techniques Quality of Questions Discussion Techniques Student Participation

12. Today’s Learning Power HAVE A GO! Have a growth mindset Don’t worry if it goes wrong Learn from mistakes Be excited to try new things

13. Linear Lingo Look on p. 120: Group and Label Activity used to review our work with linear equations and their multiple representations PLEASE TAKE 10 MINUTES TO COMPLETE

14. LET’S RE-EXAMINE… QUESTIONING!! A typical measurement problem… Find the area of a rectangle that has a width of 4 inches and a length of 5 inches.

15. Reversibility Questions HOW TO: Provide an answer and the student must provide the problem. HOW THIS COMPARES TO OUR EXAMPLE PROBLEM: A rectangle has an area of 20 inches square. What dimensions are possible for a rectangle to have an area of 20 inches square?

16. Generalization Questions HOW TO: Ask students to find or describe patterns they see. HOW THIS COMPARES TO OUR EXAMPLE PROBLEM: Examine the rectangles below. Describe how to calculate the area of each one of these rectangles. ??????? s k

17. Flexibility Questions HOW TO: Provide a question or task that can either be solved in multiple ways or students find relationships between HOW THIS COMPARES TO OUR EXAMPLE PROBLEM: Describe how you would find the area of the shape to the right.

18. Create Your Own High Cognitive Task Move into grade level groups (NO MORE THAN 3 PER GROUP) Think about a typical question you may pose for your students that is of a lower cognitive demand. If you are stuck, look at Dr. Lee’s Algebra Tile handout for ideas on math topics or think of your content Write to an algebraic or number computation concept Rewrite the concept using ALL of the questioning techniques: Reversibility Generalization Flexibility Write on poster paper. We will share in 15 minutes

19. FEEDBACK CAROUSEL Materials Needed: Post-it Notes and Pen/Pencil Stand in front of the poster your group created Move clockwise to the next poster For four minutes your group will review the questions on the poster. Provide feedback for revisions on post-it notes. Leave for the group on their poster Move to the next poster WHEN TIME IS CALLED TO MOVE When group gets back to poster, review feedback and make revisions on new poster paper. DON’T THROW AWAY YOUR ORIGINAL WORK

21. Proportional Reasoning and the Bad Date http://mathsnacks.com/baddate-en.html

22. Standards Dig!! Brainstorm words that are synonyms for ratio and proportional reasoning. You have 1 minute!! Stay in your grade level groups from the Questioning Carousel activity 6 th, 7 th, 8 th, HS (look at both algebra and geometry) will investigate what their standards say about ratio/proportional reasoning. Write and highlight on your copy of the Standards. Report out findings on chart paper and share out

23. Reflection Time: Standards Dig!! What did you learn about the progression of ratios and proportional reasoning as a student moves middle to high school curriculum? What will you focus more on in your classroom instruction of ratios and proportional reasoning? What will you change in your classroom instruction of ratio and proportional reasoning as a result of this Standards Dig?

24. Table Top Partner or group strategy Materials needed: 1 piece of chart paper per group Markers Manipulatives (if needed) Show all work on the chart paper…it is a collective body of work! Purpose: To foster both individual and group work along with mathematical discourse on a mathematical task

25. TABLE TOP HOW TO… After grouping students, provide each group with materials (chart paper, markers, math task prompt, and any manipulatives) Provide the math prompt for each participant on a slip of paper. Teacher will read aloud the prompt and then have more 2 students to read the prompt aloud to the class. Field any questions. Provide 2 minutes of individual work time…Students must write on the corner of the chart paper. After individual work time, group works together to provide the solution(s) for the task IN THE CENTER OF THE CHART PAPER. Teacher circulates the room to determine which groups will share out their work to the group.

26. Festival Proportional Task Use your knowledge of ratios and proportional reasoning to find the number of children in at least three ways: The ratio of adults to children at a festival is 2:5, or 2/5. If there are 198 adults, how many children are there? From: Building Proportional Reasoning: Across Grades and Math Strands, K-8 by Marian Small

27. Reflection Time! TABLE TOP STRATEGY Have a 3 minute conversation with your table group. How could the Table Top strategy be useful in the classroom? What could be some issues with the Table Top strategy? What topics could lend themselves easier to the Table Top Strategy?

28. LUNCH

29. APPLY WHAT YOU’VE LEARNED Proportionally Speaking Choose two of the four tasks from the handout: Proportionally Speaking Solve the two tasks INDIVIDUALLY using as many methods as possible. You have 10 minutes and then we will share with partners.

30. Ratio Rambling Fractions can be associated with any ratio situation. Write as many fractions as possible along with a sentence describing the fraction from the task below: Example: 4/7 describes the fraction of red circles to the total number of circle represented. From: Building Proportional Reasoning: Across Grades and Math Strands, K-8 by Marian Small

31. Ratio Rambling and Diving into Marian Small’s Proportional Reasoning Read p. 63-65 in Marian Small’s Proportional Reasoning book In light of the 3 Types of Questions (Reversibility, Generalization and Flexibility), Look at Good Questions to Ask on p. 65. Classify each question based on the 3 Types of Questions.

33. MATH STATIONS

34. MATH STATIONS GROUPS Group A: Carrie, David F., Courtney, Pat Group B: Jake, Rebecca, Charla, Christel Group C: Maggie, Jonathan, Stephanie M., David N. Group D: Erin, Trey, DeWayne, Sarah Group E: Matt, Essien, Celena, Susan Group F: Sue, Lizzie, Jordan, Kellie Group G: MacKensie, Chris, Linda, Justin Group H: Tom, Stephanie B., Jeremy, Mark

35. OCTOBER HOMEWORK ?????

36. GAME TIME: Ratio Game

37. HOW ARE WE DOING? Please provide us with a little formative feedback on today’s session so that we can better meet your needs in October. Enjoy the Fall weather and fun!! See you on OCTOBER 21 st !!