1. WELCOME August 27, 2015: Timely Mathematics Interventions (TMI) Please fill out the following forms as we wait for teachers to arrive: NCTM Membership Form Class Schedule Form Intent to Participate in Year III Form Please help yourself to some refreshments and get focused for our day of learning. We will begin promptly at 9:01 a.m.

2. WELCOME August 27, 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.

3. 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.

4. 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 Jill Parker, Kentucky Center for Mathematics Jamie-Marie Miller, Lincoln MS and PIMSER Regional Teacher Partner

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

6. PAPERWORK! Please make sure that we have the following forms from you! NCTM Membership Form Class Schedule Intent to Participate in Year III Form

7. Upcoming Classroom Observations If you have not talked with Pam or Jamie-Marie, you will receive an email about scheduling an observation. This is NOT an evaluation!! All data collected from the observations will be used for coaching and mentoring.

8. Upcoming Classroom Observations We will look for the use of ANY of the following items in your classroom: Growth Mindset Learning Powers Talk Partners Formative Assessment Number line CRA Silent Teaching Technology: TI-Nspires, Desmos, etc. Use of Manipulatives: Algebra Tiles, multi-link cubes, etc.

9. TMI in Rewind…Summer Meetings Created and presented Instructional Intervention Sequence in grade level groups Practiced using our TI N-Spires Calculators Examined more instructional/assessment strategies with the Math Tools book Learned how to use algebra tiles for signed number operations and algebraic reasoning Played card games to build fluency

10. Today’s Learning Topics TI-Nspire Activities 3 Types of Effective Questions Interactive Formative Math Games More uses of Algebra Tiles

11. Today’s Learning Targets I am learning how to use my TI-Nspire as an instructional tool I am learning three types of ways to pose more effective questions in my class I am learning how to use interactive math games in order to formatively assess my students I am learning how to use algebra tiles for simplification and factoring

12. PGES Connection Today’s Focus!!! Domain 1—Planning & Preparation Component 1B: Demonstrating Knowledge of Students Knowledge of Child & Adolescent Development Knowledge of Learning Process Knowledge of Students’ Skills, Knowledge, and Language Proficiency Knowledge of Students’ Interests and Cultural Heritage Knowledge of Students’ Special Needs Component 1E: Designing Coherent Instruction Learning Activities Instructional Materials and Resources Instructional Groups Lesson and Unit Structure

13. Today’s Learning Power DON’T GIVE UP Work hard Practice lots Keep going Try new strategies Ask for help Start again

14. TMI Reflection Time!! On a scrap piece of paper, brainstorm as many strategies or topics that we have covered during your time in TMI! If you are new to the project, list areas you would like to have growth in during your time in the TMI project. You have 1 minute!

15. Math Tool Time!! Look on p. 38: Vocabulary Knowledge Rating (VKR) Adapted for this activity: Reflection on Timely Mathematical Interventions PLEASE TAKE 5 MINUTES TO COMPLETE BOTH SIDES

16. GAME TIME: FACTOR FIND

18. GROUP SPLITTING If you were here in July… Please Stay for TI-Nspire Activities If you were absent in July or are new to TMI… Please Move to the Other Room for DTAMS

19. EFFECTIVE QUESTIONING Bumping our Questioning from Low to High Cognitive Demand

20. Question Overload!!! Dougherty & Foegen, 2010 study found: An average American math classroom has approximately 145 questions posed in only 48 minutes of instruction. So what types of questions do you think are being posed in a classroom like this???

21. Moving From Low to High Demand Cognitive Tasks Effective instruction is centered around cognitive demand Tasks need to develop capacity to Think Reason Problem-solve GOAL: Change the way we pose questions so we can have deeper and rich math discussions!!! THINKING TASKS PROMPT THE MATH PRACTICES!

22. Converting from Low to High Cognitive Demand Tasks Low Demand Use the slope formula A(4, 5) and B (7, 6) High Demand Given that the slope of a ramp is 3/7. What is the height of a ramp that is 15 feet long?

23. Converting from Low to High Cognitive Demand Tasks Low Demand What’s the average of 11, 6, 3, 17, 5? High Demand What 5 numbers have an average of 8.4?

24. Converting from Low to High Cognitive Demand Tasks Low Demand Solve for x: 4x -3(x – 2) = 10 High Demand Bob and Ann both solved 4x -3(x – 2) = 10 Bob says the answer is 16. Ann says the answer is 4. Who is right and why?

25. Moving From Low to High Demand Cognitive Tasks Changing how you pose questions can make a difference!! Three types of questions: Reversibility Generalization Flexibility

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

27. 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?

28. 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

29. 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.

30. Low to High Cognitive Demand What attributes do low cognitive demand tasks exhibit? What attributes do high cognitive demand tasks exhibit? When could you use high cognitive demand tasks in your classroom?

31. When You Change Your Questioning… THE PAY-OFF: Provides opportunity for multiple answers thus differentiation! Students are doing more problems to check the correctness of others’ answers.

32. LUNCH

33. ALGEBRA TILES

34. CRA Time

35. Writing Effective Questions: Using the 3 Types of Questions

36. 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

37. 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

38. GAME TIME: FRACTION RUMMY

39. 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

40. 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 September. Enjoy the rest of your summer and see you on SEPTEMBER 24 th !!