1. CFN 204 NETWORK MATH MEETING Paul Perskin pperskin@schools.nyc.gov cfn204.com

2. TODAY’S PLAN *SUBJECT TO CHANGE  New Participants  Get digits  What resources are you using?  Warm Up  The Answer Is…  What’s the Math  Discussion  Coherence  Article – “The Answer Is…”  Deep Thoughts

3. CLEAR EXPECTATIONS  Starting on time  Coming prepared  Listening to others without interruptions  Participating  Saying when you don’t understand  When anyone is speaking, addressing the whole group  Treating others’ contributions with respect  Keeping personal issues out of the session  Maintaining confidentiality within the group  Technology etiquette

4. WARM UP - WOULD YOU RATHER?? Have a Mansion in Beverly Hills or A Penthouse in Manhattan? Turn and Talk with the person next to you.

5. WARM UP  Would you rather work for seven days at $20 per day or be paid $2 for the first day and have your salary double every day of the week?  Show your work and be prepared to verbally explain your answer.  What mathematical practices may a student use in solving this problem?

6. “THE ANSWER IS…” TASK The Answer is 20 cookies. What is the question?

7. THE ANSWER IS 20 COOKIES  At your table, share the question, the number sentence and the illustration that you created in a round robin format.  *In a round-robin format, each particpant has a turn to offer his or her response without being interrupted.  Nobody can pass. If a response is similar to or the same as prior ones, the person has to start by acknowledging colleagues who had similar ideas:  “I had the same image as Ellen. I drew a triangle….”  Table Talk - What do you notice about the work at your table? Similarities? Differences?

8. WHAT’S THE MATH?  Using your self-created question, determine the following:  Domain  Content Standard  Practice Standard  Switch work with the person next to you and determine if you agree with what standards they chose?  Have a brief discussion with your partner about why you agree or disagree by using evidence from the text.

9. THE ANSWER IS 20 COOKIES  The use of constraints:  Create another word problem, number sentence and illustration for the grade that you currently teach, coach or supervise using the DOMAIN listed below.  **Be prepared to replicate your work on chart paper to present to the group.  K-5 – Number and Operations in Base 10  6-8 – The Number System

10. MATH TASK ANALYSIS GUIDE  Take a few minutes to review the Math Task Analysis Guide (TAG)  Where does this task fit?  Why?  Use text from the TAG to support your reasoning.

11. WHEN DOES 10 MINUTES REALLY MEAN 15 MINUTES? When it’s time for a break!

12. TAKE A HIKE!  Gallery Walk  What do you notice about the learning from grade to grade?  Why is it essential that our teachers know the progression of learning?

13. REFLECTION  How will I use this task with my teachers in getting them to deepen their understanding of the CCLS?  How will I use this task with my students to help deepen their conceptual understanding?

14. TABLE DISCUSSION  WHOLE GROUP  How does this task relate to our work with:  The 2012-2013 Citywide Instructional Expectations in relation to the Instructional Shifts  Focus, Coherence, Fluency, Deep Understanding, Application, Deep Understanding  Teacher Effectiveness  1e – Designing coherent instruction  3b – Using Questioning and Discussion Techniques

15. ARTICLE “The Answer is 20 cookies. What is the Question? - By Angela T. Barlow and Janie M. Cates

16. FINAL THOUGHTS AND COMMENTS  All materials will be posted on the CFN 204 website  Cfn204.com  Next meeting – *Date Change  Will now be held on Monday, December 3, 2012  Location – PS 29, College Point