1. 5 Pillars of Mathematics Training #1: Mathematical Discourse Dawn Perks Grayling B. Williams

2. Today’s Agenda Quick Introductions Statement of Purpose and Expectations and Session Focus Which Does Not Belong? Task 1: “It All Adds Up!” Debriefing: Accountable Talk Talk Moves Task 2: “Eric, The Sheep” Debriefing: What did we learn? Task 3: The Expressions Debriefing Transforming Mathematical Tasks Debriefing Where do we go from here?

3. DETERMINE MASTERY and COMMUNICATE RESULTS Corrective Instruction Enrichment Focused RevisionStandards -Based Grading ASSESS and ANALYZE DATA Standards, Item Analysis, Student Responses Looking at Student Work Teacher and Student Reflection CALIBRATE RIGOR and DESIGN ASSESSMENT Local Assessments Minute by Minute Assessments Common Assessments PLAN and DELIVER INSTRUCTION Descriptive Feedback Student Ownership and Engagement Instructional Strategies Gradual Release of Responsibility EXAMINE and UNPACK STANDARDS Curriculum OverviewInstruction and Assessment CalendarLearning Targets and Progressions Teaching and Assessment Framework

5. 5 Pillars of Mathematics 1.Reasoning to make sense of mathematics 2.Productive use of discourse when explaining and justifying mathematical thinking 3.Procedural fluency 4.Flexible and appropriate use of mathematical representations 5.Confidence and perseverance in solving

6. 1. Reasoning to make sense of mathematics 1. Make sense of problems and persevere in solving them. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning. 2. Productive use of discourse when explaining and justifying mathematical thinking 3. Construct viable arguments and critique the reasoning of others

7. Which does not belong? Why? 2, 6, 5, 10

8. Which does not belong? Why? 9, 16, 25, 43

9. Which does not belong? Why? 2, 3, 15, 23

10. Course Goals This course is designed to help you: Strengthen your math content and pedagogical knowledge for the purpose of making math accessible for students; Understand how students learn mathematics; and Implement instructional strategies that promote thinking, reasoning, and making sense of mathematics as called for in the Common Core State Standards

11. Task #1 It All Adds Up!

12. Why is talk critical to teaching and learning?

13. Positive Influences of Mathematical Discourse Accountable talk can reveal understanding and misunderstanding. Accountable talk supports robust learning by boosting memory. Accountable talk supports deeper reasoning. Accountable talk supports language development. Accountable talk supports the development of social skills.

14. Talk Moves Revoicing Repeating Reasoning Adding on Waiting Video 3.2b Classroom Discussions: Using Math Talk to Help Students Learn, 2009

15. 15 minute break

16. Task #2 Eric The Sheep It’s a hot summer day, and Eric the Sheep is at the end of a line of sheep waiting to be shorn. There are 50 sheep in front of him. Eric is impatient, and every time the shearer takes a sheep from the front of the line to be shorn, Eric sneaks up two places in line.

17. What Are Good Tasks?

18. What Are Good Tasks? What Are Good Tasks? They help students make sense of the mathematics. They are open-ended, whether in answer or approach. They empower students to unravel their misconceptions. They not only require the application of facts and procedures but encourage students to make connections and generalizations. They are accessible to all students in their language and offer an entry point for all students. Their answers lead students to wonder more about a topic and to construct new questions as they investigate on their own.

19. Asking Essential Questions What do we want our students to know and understand about variables?

20. Standards for Mathematical Content 6.EE.1 Write and evaluate numerical expressions involving whole-number exponents. 6.EE.2 Write, read, and evaluate expressions in which letters stand for numbers. 6.EE.4 Identify when two expressions are equivalent 7.EE.4 Use variables to represent quantities in a real- world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities. HSN-Q.A.2 Define appropriate quantities for the purpose of descriptive modeling. HSA-SSE.A.1 Interpret expressions that represent a quantity in context.

21. Task #3 The Expressions

22. Knowledge: Conceptual vs. Procedural Consists of well-defined concepts, more informal mathematical ideas, and relationships among ideas, concepts, and skills. Involves knowledge of facts, symbols, rules, and procedures.

23. "When concepts and procedures are not connected, students may have a good intuitive feel for mathematics but not solve the problems, or they may generate answers but not understand what they are doing.” James Heibert, author of The Teaching Gap Rigor Conceptual Understanding Application Skills and Procedures

24. “It is possible to have procedural knowledge of a topic and to have little or no conceptual knowledge. However, without knowledge of the important concepts and ideas, it is impossible to truly understand that topic.” --Classroom Discussions: Using Math Talk to Help Students Learn, 2009

25. 5 Pillars of Mathematics 1.Reasoning to make sense of mathematics 2.Productive use of discourse when explaining and justifying mathematical thinking 3.Procedural fluency 4.Flexible and appropriate use of mathematical representations 5.Confidence and perseverance in solving

26. 1. Reasoning to make sense of mathematics 1. Make sense of problems and persevere in solving them. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning. 2. Productive use of discourse when explaining and justifying mathematical thinking 3. Construct viable arguments and critique the reasoning of others

27. Mathematics Lesson Rigorous Task/Problem Classroom Discourse In order for a problem/task to be rigorous Meaningful classroom discourse is it must meet the following criteria: imperative to extend student’s thinking The problem/task has important, useful and connect mathematical ideas. mathematics embedded in it. i.e. Where is “ Discourse includes ways of representing, it in the standard course of study? thinking, talking, agreeing, and disagreeing; The problem/task requires higher-level the way ideas are exchanged and what the thinking and problem solving. ideas entail; and as being shaped by the tasks The problem/task contributes to the in which students engage as well as by the conceptual development of students. nature of the learning environment.” The problem/task creates an opportunity -NCTM for the teacher to assess what his or her students are learning and where they are experiencing difficulty.

28. THANK YOU……We looked forward to seeing you again at training #2