1. Mathematics Leadership Support Network Presentation Provided Jointly by the P-12 Math and Science Outreach Division of PIMSER and the Kentucky Department of Education Please begin playing the game on your table (100% or Bust) as you enjoy your breakfast. We will begin at 9:01.

2. Feedback/Reflection on Game  100% or bust

3. Community Building

4. Housekeeping WelcomeEnding Today CandyDrinks BreakfastLunch Parking Lots: KDE, MLSN 4

5. Meeting Norms 5 o Please Put Your Cell Phone on Vibrate… o If you do need to answer a phone, please go into the hall/other room. o Use The Rule of Two Feet… We are all adults We’re not responsible for students today. Thus, we can use our two feet beyond the confines of these walls. o Side-bar talking Please limit talking with other participants unless group work is under way.

6. MLSN 2009-10 Goals To build leadership capacity by: Actively engaging in a professional learning community through study and discussion of important conceptual and pedagogical issues facing elementary, middle, and high school mathematics teachers (characteristics of high quality instruction, formative and summative assessment, technology, literacy, etc.) Continuing to develop understanding of curriculum, instruction, and assessment- related practices that result in student achievement Studying and engaging in dialogue around the latest research on school improvement, teaching and learning, and leadership Providing districts with local “mathematics experts” to help in the implementation of improvement efforts in participating schools and districts **The focus for MLSN this year will be proportional reasoning and characteristics of high quality instruction.

7. Learner Goals for Today Proportional Reasoning Goal: I can use pictures, models and/or manipulatives to make sense of proportional reasoning in problem- solving situations. Learning Climate Goals: 1. I can recognize strategies used by facilitators today to create an effective learning climate. 2. I can articulate the importance of an effective learning climate.

8. High Quality Instruction September focus: Learning Climate What is next?

9. Literature Connection (Proportional Reasoning) 100% or Bust (Learning Climate— active engagement) Alligator Alley (Proportional Reasoning) Let’s Make Lemonade—Grade Level Break-out (Proportional Reasoning) KDE Support of HQI—(Learning Climate) Community Building (Learning Climate—active engagement) Let’s Make Lemonade—Whole Group (Proportional Reasoning) Roadmap for the Day

10. Who’s in the room??? Getting to know our participants Getting to know your facilitators

11. Everyone Needs a Break

12. KDE Support of High Quality Instruction  Characteristics of High Quality Teaching and Learning (CHQTL)  KDE indicator statements—What is Learning Climate?  Show the website; show parts of the video; facilitator guide- evidence

13. Feedback/Reflection on KDE Support

14. Alligator Alley

15. Feedback/Reflection on Activity  Alligator Alley

16. Literature Connection

17. Feedback/Reflection on Literature Connection: Lulu’s Lemonade

18. Let’s Eat

19. Math Leadership Support Network ’09-10 Let’s Make Lemonade (Whole Group)

20. Math Leadership Support Network 2009-10 COMMIT TO AN OUTCOME: Noah is planning to open a lemonade stand. He plans to make the lemonade by mixing water and frozen lemonade concentrate. To find the mix that tastes the best, he decides to test several mixes.

21. Math Leadership Support Network 2009-10 Mix A 5 cups concentrate 8 cups cold water Mix B 3 cups concentrate 6 cups cold water Mix C 6 cups concentrate 9 cups cold water Mix D 3 cups concentrate 5 cups cold water

22. Math Leadership Support Network 2009-10 COMMIT TO AN OUTCOME: Which mix will make the lemonade that tastes the most “lemony”? Which mix will make the lemonade that tastes the least “lemony”?

23. Math Leadership Support Network 2009-10 EXPOSE BELIEFS: Share your answers and your reasoning with the members of your group. Select a person to share your group’s ideas with the rest of the class.

24. Math Leadership Support Network 2009-10 CONFRONT BELIEFS: As a group use the materials provided to test your ideas. How do your findings compare with your original predictions?

25. Math Leadership Support Network 2009-10 ACCOMMODATE THE CONCEPT: Discuss your findings with the rest of the class. Discuss your findings with the rest of the class. Write a general statement about what makes one recipe more “lemony” than another. Write a general statement about what makes one recipe more “lemony” than another.

26. Math Leadership Support Network 2009-10 EXTEND THE CONCEPT: Examine these statements about the lemonade mixes Examine these statements about the lemonade mixes above. Decide whether each is accurate. Give reasons for your answers. Mix C has the most water, so it will taste least “lemony”.Mix C has the most water, so it will taste least “lemony”. Mix D is the most “lemony” because the difference between the concentrate and the water is 2 cups. It is 3 cups for each of the others.Mix D is the most “lemony” because the difference between the concentrate and the water is 2 cups. It is 3 cups for each of the others. Mix B is the least “lemony” because it has 2 cups of water for each cup of concentrate. The others have less water per cup.Mix B is the least “lemony” because it has 2 cups of water for each cup of concentrate. The others have less water per cup. Mix B and Mix C taste the same because you just add 3 cups of concentrate and 3 cups of water to turn Mix B into Mix C.Mix B and Mix C taste the same because you just add 3 cups of concentrate and 3 cups of water to turn Mix B into Mix C.

27. Math Leadership Support Network 2009-10 GO BEYOND: What questions and ideas of your own would you like to explore about comparing recipes?

28. Math Leadership Support Network 2009-10 Reflection Time: Let’s Make Lemonade

29. Take a Break

30. Grade Level Break-Out Groups  Math Activity Part 2 (grade level specific break- out groups)  Share Out in Whole Group

31. Feedback/Reflection on Grade Level Break-outs

32. Reflection on Proportional Reasoning Goal What did we do? 100% or bust Alligator Alley Lemonade (Conceptual Model) Lemonade (Grade Level) What did we learn? Target: I can use pictures, models, and/or manipulatives to make sense of proportional reasoning in problem-solving situations.

33. Reflection on our Learning Climate Goals 1. I can recognize strategies used by facilitators today to create an effective learning climate. At your tables, choose 2 or 3 of the Characteristics of High Quality Instruction. Discuss how facilitators exhibited these characteristics in a segment of today’s session. 2. I can articulate the importance of an effective learning climate. Homework—Chapter 3 of Active Learning Through Formative Assessment by Shirley Clarke

34. Wrapping it Up  T-Charts to be used for I & I in October  Completed Reflection Sheets from today  Name tags back in the box  Homework assignment from Chapter 3 of Clarke’s Formative Assessment book