1. Cypher IV Mathematics Leadership Project/Yukon Education Assessment Pilot March 27, 2013: Digging Deeper Into Numeracy Nets - Using The Collaborative Planning Cycle To Help Move Student Learning Forward Gr. K-3 & 3-6 Groups 4 PM - 6 PM Gr. 6-9 Group 7 PM - 9 PM

2. Audio Setup Wizard & Group Norms - DO THIS NOW PLEASE Please run the Audio Setup Wizard prior to each meeting. –Tools –Audio –Audio Setup Wizard Please scroll through the first few slides and reread the technical group norms and discussion group norms prior to each meeting.

3. Before - Technical Group Norms Run the audio setup wizard prior to each session Turn your mic on and off as needed Once a timer has expired, wrap up your conversations and turn off your microphone Use the step away button, emoticons, hand up/down buttons when appropriate Alert us to questions that go unanswered in the chat box Use the chat box to make connections as other people are speaking

4. Before - Discussion Group Norms Share book title, page, etc. All voices must be included and participants must feel included –Let people pass –Take turns –Interrupt politely –Show enthusiasm –Give everyone a chance to respond before you take a second turn Everyone must have their ideas respected Listen Thoughtfully –As others share, listen and think about how to respond, what connections can you make, what questions do you have, how does this make you feel, what picture do you get in your mind as you hear this speaker? The discussion should move us to new understandings

5. Before - Information Page http://yukon-education- mathematics.wikispaces.com/Cypher+IV+Mathematic s+Leadership+Project+Information+Page+2012+- +2013 for all of the info that you will needhttp://yukon-education- mathematics.wikispaces.com/Cypher+IV+Mathematic s+Leadership+Project+Information+Page+2012+- +2013 –The people in this group who are not in the Cypher IV Mathematics Leadership Project, just focus on the Numeracy Nets Sessions and ignore the Yukon Education Literature Circle Meetings Paula.Thompson@yesnet.yk.ca Yukon Education, Mathematics Consultant 1000 Lewes Blvd., Whitehorse, YT Y1A 3H9 867-667-8249 (Phone) & 867-393-6339 (Fax)

6. Tonight! Digging Deeper Into Numeracy Nets - Using The Collaborative Planning Cycle To Help Move Student Learning Forward –4 PM - 6 PM (Grades K-3 & 3-6 Groups) –7 PM - 9 PM (Grades 6-9 Group)

8. Materials Numeracy Nets Binder: Bridging the Gap Between Assessment and Instruction Grades K-2, Grade 3, or Grade 6 Teaching Student-Centered Mathematics Grades K-3, 3-5 and/or 5-8 by John Van de Walle Headset with a microphone (Optional) Student data (overview charts for each student, student samples, and personal notes from activities) to inform your discussions

9. Learning Objectives (AFL Strategy) Use Elluminate Live! with increasing ease Continue to build/refine the self-assessment table Continue to build up the summary data chart Review the “Three-Part Format for Problem-Based Lessons” Continue to set the stage for increasing the number of checkpoints (re)assessed Dig deeper into the numeracy nets to enhance student learning by: –Completing Step 7 of the cycle for Checkpoint 6 - The student uses x and / to represent situations involving equal groupings and arrays and Checkpoint 7 - The student understands and applies relationships among the four operations. That is, analyze student work to evaluate whether the instruction met student needs –Completing Step 8 of the cycle. That is, Reassess: repeat cycle or move to another Checkpoint Outline future meeting plans

10. (Re)Introductions Grades 6-9 Group –Corissa Rees (Telegraph Creek) –Dean Chandler (Telegraph Creek) –Véronique Thériault (École Émilie Tremblay, Whitehorse) - Véro is on Mount Lorne winter camping with her class tonight

11. Future Meeting Objectives In future meetings most of us will continue with the literature circle. Next one is Wed., April 3 @ 8 PM Next session: Tues., Apr. 16 from 4PM-6PM –Preparing for the final May session called “Sharing our Stories” All three groups will be together in May for the final session of “Sharing Our Stories.” –In the spirit of the ownership piece of assessment for learning, I will be send out invitations for some people to listen in and participate including administrators, consultants, superintendents etc.

12. You Can, Toucan, Math This is a book that I ordered for you since it could be used within the context of the “3-Part Format For Problem-Based Lessons” for the checkpoints about solving a variety of addition, subtraction, multiplication and division problems.

17. Before - Introductory Reflections Reflect Stems (This is a Pause-and-Think Self- Assessment AFL Activity – Phrases and Prompts from p. 22 Knowing What Counts: Self-Assessment and Goal Setting Second Edition by Kathleen Gregory, Caren Cameron, and Anne Davies) –I feel good about… –Two things I remember are… –One question I have is … –One thing that is new for me is … –I am responding to students’ learning needs by … –If I could do something again differently, I would… –I incorporate the use of the Numeracy Nets resource into my classroom by... –Numeracy Nets are like... because... (The purpose of the use of metaphor is to engage participants in discussions and reflections on beliefs.) Connection - http://bcelc.insinc.com/web castseries/20081001/ http://bcelc.insinc.com/web castseries/20081001/ –Other?

18. Before - Continue to Build the Self-Assessment Data

19. Before - Continue to Build An Excel Data Summary Chart

20. Grades K-3 Data

26. Grades 3-6 Data

32. Grades 6-9 Data

38. Reflection Stems What do you see? What surprises you? What patterns do you notice? What trends and patterns do you notice over time? What similarities and differences do you see across the various data sets? What pieces of data stand out from the rest? What questions do you have? Other?

39. During - Step 6: Implement the Instructional Plan - First Try Read Aloud using the “3-Part Format For Problem-Based Lessons” –Organize students to work in pairs. One reads aloud various number sentences from either a textbook or a card and the other writes the number sentence. Include examples such as 7 + ? = 27 and 12 = ? - 5. Compare the written version with the original to see if they are the same. If not, why? Create a list of the words used for the operation signs. Compare lists with other pairs to find more words. Story Problems using the “3- Part Format For Problem- Based Lessons” –Have students work in pairs. One reads aloud a number sentence from a textbook and together, they write a related story problem. Ask students to use different words for the operation by referring to the list made during the Read Aloud activity.

40. During - Step 6: Implement the Instructional Plan - This Time Checkpoint 6 and Activity 2.24: Learning About Division, page 64 and for Checkpoint 7 are completing Multiplication and Division, page 66 and Multiplication and Division Stories, page 77

41. During - Step 7: Analyze Student Work & Evaluate The Instructional Plan

42. During - Step 7 & 8 Of The Cycle Analyze student work and evaluate the instructional plan. –Referencing the Three- Part Format for Problem- Based Lessons, describe the lesson that you delivered. In the before portion of the lesson I... In the during portion of the lesson I... In the after portion of the lesson I... –Has the instructional plan addressed learning needs? How do you know? –Id strengths and continuing needs relative to the Checkpoint. Determine what worked and what didn’t. Discuss how the instructional plan contributed to the observed strengths and try to identify what needs to happen in subsequent instruction to address the continuing needs.

43. Dean’s Classroom Samples

44. During - Step 7 & 8 Of The Cycle Reassess: Continue assessing your students needs and working on the checkpoints Please refer to p. 17 of the Numeracy Nets book for the Collaborative Planning Cycle.

45. Ode To Division

52. Response to Intervention - Problem Types/Structures Have students sort problems into problem types using a schema of the different problem types - help students to decipher which set of “rules” to use (Cognitively Guided Instruction Resources that I sent previously with How Bear Lost His Tail sample.) The mixing of problem types within the daily lesson (once at least two problem types have been introduced) Daily review Cumulative review

53. Checkpoint 6 Learning Activities

54. Checkpoint 6 Van de Walle Activities In the Grades 3-5 book and not the 5-8 book as indicated in the Numeracy Nets resource –Activity 2.22 Finding Factors –Activity 2.23 Factor Patterns –Activity 2.24 Learning About Division

55. Checkpoint 6 First Steps Activities Think Board (In Checkpoint 7 handout from last time - on the webpage.) Soup For Everyone How Many Each? (In Checkpoint 7 handout from last time - on the webpage.) Multiplication and Division (Also in Checkpoint 7)

56. Soup For Everyone Have students solve multiplicative change problems to convert a soup recipe for eight to cater for 16 people then for 12. Potato Soup (Serves 8) 8 small potatoes 1L of water 4 chicken stock cubes 50 ml of butter 250 ml of cream Ask: What number sentences could be used? In what order should the numbers in the sentence be? Does it matter? Why?

57. Checkpoint 7 Learning Activities

58. Checkpoint 7 Van de Walle Activities None listed for this checkpoint

59. Checkpoint 7 First Steps Activities Sharing and Grouping Array Model Multiplication and Division Constructing Arrays Unknown Number Read Aloud and Story Problems were picked by the group last time

60. Sharing and Grouping Ask students to use a think board (Line Master 1) to solve the following problems. –Sharing: 48 horses are placed into six paddocks. Find out how many horses are in each paddock. –Grouping: Organize 48 horses into paddocks, with six horses per paddock. Find out how many paddocks will be needed. Ask: How are these two problems the same? Different? What number sentence could be used? Why are the numbers in that order? What does the ÷ sign show?

61. Array Model Use an array model to help students see how one problem can be solved by grouping or sharing. For example: There are 24 trees planted in four rows. How many trees in each row? There are 24 trees with six in each row. How many rows of trees? Both problems can be represented by a 4x6 array.

62. Constructing Arrays - From Last Time Have students construct arrays for a given number using grid paper, pegboards or blocks. Ask them to record each array using two multiplication sentences, such as 6x4=24, 4x6=24, and two division sentences, such as 24÷6=4 and 24÷4=6. Ask: What do each of the numbers show in the array? How is 6x4=24 the same as 4x6=24? How is it different? Can we say 24÷6=4 and 24÷4=6 are the same? Why not?

63. Constucting Arrays/Array Model Sample - One Hundred Hungry Ants - From Last Time 100 hungry ants are hurrying to a nearby picnic. Marching in single file seems too slow to the littlest ant, who suggests they travel in two rows of 50. The ants reorganize several times and arrive at the picnic in a 10-by- 10 array, too late for food!

64. Constructing Arrays/Array Model Sample - One Hundred Hungry Ants - 2 Rows of 50 - From Last Time Have students construct arrays for 100 using grid paper, pegboards or blocks. –2x50=100 –50x2=100 –100÷50=2 –100÷2=50 Ask: What do each of the numbers show in the array? How is 2x50=100 the same as 50x2=100? How is it different? Can we say 100÷50=2 and 100÷2=50 are the same? Why not?

65. Constructing Arrays/Array Sample - From Sherry in Atlin 2011/2012 - From Last Time

66. Multiplication and Division Have students use the relationship between multiplication and division to represent sharing problems in symbols. For example: How many pens will each student get if 24 are shared among six students? Ask students to paraphrase to come up with each of the following number sentences: 24÷6=?; ?x6=24; 6x?=24. Ask: Which number sentence best matches the question? Which number sentence matches the way you might calculate the answer using your tables? Which matches the way you would get your answer using your calculator? Explain how one relates to the other.

67. Unknown Number Ask students to write open multiplication sentences to solve problems, and then say whether the unknown number is the number of groups or the amount in each group. For example: Tanya has five times as many marbles as Jill; if Tanya has 70, how many marbles does Jill have? Or: Jill has five marbles; how many times as many marbles hoes Tanya have if she has 70?

68. Read Aloud - Our First Attempt Organize students to work in pairs. One reads aloud various number sentences from either a textbook or a card and the other writes the number sentence. Include examples such as 7+?=27 and 12=?-5. Compare the written version with the original to see if they are the same. If not, why? Create a list of the words used for the operation signs. Compare lists with other pairs to find more words.

69. Story Problems - Our First Attempt Have students work in pairs. One reads aloud a number sentence from a textbook and together, they write a related story problem. Ask students to use different words for the operation by referring to the list made during the Read Aloud activity.

70. After - Round-table Sharing Reflect Stems –I feel good about… –I used to… but now I… –My goal is… I will know I am on my way when… –One thing that worked today was… –One question I have… –Two things I remember are… –If I could do something again differently, I would… –Our discussions tonight have made me realize that … –One thing that I will try in my classroom after this session is … –One thing that I need to tweak in my practice is …

71. After - Homework (Re)submit the Data Sheet as you continue to work on all of the checkpoints. Try to send in a visual that you would like to speak to at the final celebratory session when we will be “Sharing Our Stories.” (May 8, 2013) If you are in the literature circle then keep reading and the next session in Wednesday, April 3, 2013 @ 8 PM The next numeracy nets session is Tuesday, April 16, 2013 from 4 PM - 6 PM

72. Questions