1. Engaging Students in Learning Mathematics Fifth Grade Session 2 Pam Hutchison October 29, 2015

2. AGENDA Guiding Principles for Teaching Math 8 Math Teaching Practices Mindset and Mistakes Review of Daily Math GO! Math

3. Principles to Actions: Ensuring Mathematical Success for All

4. Assessment Principles to Actions Curriculum Teaching and Learning Access and Equity Professionalism Tools and Technology

5. Effective Teaching and Learning Time and time again, research has shown that an effective teacher is the strongest in-school predictor of student achievement. 6 times the impact of all other factors combined

6. Mathematics Teaching Practices … the profession need to identify “practices at the heart of the work of teaching that are most likely to affect student learning” NCTM released “Principles to Actions: Ensuring Mathematical Success for All” 8 Mathematics Teaching Practices

7. Mathematical Teaching Practices 1.Establish mathematics goals to focus learning. 2.Implement tasks that promote reasoning and problem solving. 3.Use and connect mathematical representations. 4.Facilitate meaningful mathematical discourse.

8. Mathematical Teaching Practices 5.Pose purposeful questions. 6.Build procedural fluency from conceptual understanding. 7.Support productive struggle in learning mathematics. 8.Elicit and use evidence of student thinking.

9. MTP’s Take a few minutes to read over the descriptions At your tables discuss, –How do these practices relate to the SMP and the content standards? –Which ones do you believe are prevalent at your site? –What would be your next steps?

10. Standards for Mathematical Practice 1.Make sense of problems and persevere in solving them 2.Reason abstractly and quantitatively 3.Construct viable arguments and critique the reasoning of others 4.Model with mathematics 5.Use appropriate tools strategically 6.Attend to precision 7.Look for and make use of structure 8.Look for and express regularity in repeated reasoning

11. Connections to SMP’s 1.Make sense of problems and persevere in solving them (2, 3, 7) 2.Reason abstractly and quantitatively (2, 3, 4, 5) 3.Construct viable arguments and critique the reasoning of others (2, 4, 5) 4.Model with mathematics (2, 4, 5) 5.Use appropriate tools strategically (2, 4) 6.Attend to precision (4) 7.Look for and make use of structure (2, 6) 8.Look for and express regularity in repeated reasoning (2, 6)

12. Mindset

13. Growth Mindset A belief system that suggests that one’s intelligence can be grown or developed with persistence, effort, and a focus on learning Fixed Mindset A belief system that suggests that a person has a predetermined amount of intelligence, skills, or talents

14. Mistakes and Learning

15. Michael Jordan 1997 Nike commercial “I’ve missed more than 9,000 shots in my career. I’ve lost almost 300 games. Twenty- six times I’ve been trusted to take the game winning shot…. and missed. I’ve failed over and over and over again in my life. And that is why I succeed.”

16. Pete Athans Failures provide information to help us do things differently next time. “I learned how not to climb the first four times I tried to summit Everest,” says alpinist Pete Athans, who’s reached the world’s highest peak seven times. “Failure gives you a chance to refine your approach. You’re taking risks more and more intelligently.”

17. Mindset for Growth http://mindsetforgrowth.com/ –Growth Mindset: Failure is the most essential step to success –Famous Failures

18. Inventions Created by Mistake We tend to hold inventors in high esteem, but often their discoveries were the result of an accident or twist of fate. This is true of many everyday items, including the following surprise inventions.

19. Inventions Created by Mistake 1.Penicillin 2.The Slinky 3.Wheaties 4.Post-It Notes 5.The Color Mauve 6.Plastics 7.Saccharin 8.Corn Flakes 9.Pacemaker

20. Feedback and Re-Do’s Keep expectations high and let students know when they have not met those expectations, then tell them what they need to do to improve. Give them time to re-do the work and offer support in the process.

21. Feedback and Re-Do’s Circle errors on papers. Let students know that this means “Look at this again.” Provide feedback in writing or in person. (An X on a paper teaches nothing.) Allow re-do’s

22. Feedback and Re-Do’s Feedback and re-do’s can be an extremely valuable part of the learning process We need to allow peer edits and revisions in math, the same as we do in writing But it is only valuable if there is something in place that that will help them learn from their mistakes

23. GO! Math