1. Talking and Writing During Math? From Math Journals to Math Talk
BUILDing Math Proficiency
Part 2
Pass out teacher hand out #1

2. Research says…
According to Boaler (2008)…“Listening to a teacher talk about math is quite different from actually understanding the concept well enough to apply it a few weeks later. When students reflect and organize their thoughts to share their ideas with others, they often discover that they need more clarification to fully understand the concept or that they have developed keener insights into the mathematical concepts.”
“One of the most important parts of being mathematically literate is the ability to reason and offer justifications for solutions to problems.” Boaler.
The National Council of Teachers of Mathematics (2000, 64), “When students can connect mathematical ideas, their understanding is deeper and more lasting. The deeper understanding that students gain through recognizing connections equates to greater utility and versatility of the knowledge of the learner. (Bamberger and Oberdof 2007, 2).
#2 OBJECTIVE.

3. Quick Write…
How do you incorporate writing and literacy into math? How do you incorporate math during literacy?
Teams to share with each other. Share out

4. Quick Write… A quick write or fast write is a short written response.
The teacher is trying to help students connect or show what they know about a topic by looking for evidence of their thinking.
Students will write for 3-5 minutes.
Quick writes can be written on index cards, sticky notes, recycled paper or in math journals.
Jasmine- How have you used quick writes in the past? (different content areas? In math?)

5. Talking and Writing during Math?
Yes!!!!!!!!
It’s interdisciplinary! It will allow you to integrate math during your literacy time and integrate literacy during your math time! (Standards and Objectives/Presenting Instructional Content)
It’s a way to differentiate instruction! Students can speak as much as they would like (within parameters) to explain/analyze their thinking or critique/justify their responses or the response of another student/teacher. (Academic Feedback)
Relate to TAP – school weakness is writing…writing shows depth of thinking

6. Talking and Writing during Math?
It’s a great formative assessment tool! Incorporating writing will allow teachers to have a deeper insight regarding students’ understandings, misconceptions, and/or strategies that they are using but confusing…also lack of strategies. (Assessment)
Meets all of the Career Readiness Anchor Standards for Speaking and Listening.
An easy way to ensure you are utilizing the Eight Mathematical Practices daily.
Students aren’t merely doing math…they are thinking, analyzing, and developing strategies/skills while learning the math concepts as opposed to…
Just using an algorithm….regrouping in second grade without understanding place value.
Michelle-8 practices teachers and students are both not fluent with knowing and purposeful use of them…become familiar!

7. Game Time!
Each teacher will get a card. One set is the Mathematical Practice Standard and one set is the I CAN statement (Student Friendly). You must find your match!
Pass out cards and give each teacher 4 minutes to find their match.

8. 1. Make sense of problems and persevere in solving them.
I can try many times to understand and solve a math problem.
2. Reason abstractly
and quantitatively.
I can think about the math problem in my head, first.
3. Construct viable arguments
and critique the reasoning
of others.
I can make a plan, called a strategy, to solve the problem and discuss other students’ strategies too.
4. Model with mathematics.
I can use math symbols and numbers to solve the problem.
Pass out teacher hand out #2

9. Use appropriate tools
strategically.
I can use math tools, pictures, drawings, and objects to solve the problem.
6. Attend to precision.
I can check to see if my strategy and calculations are correct.
7. Look for and make use
of structure
I can use what I already know about math to solve the problem.
8. Look for and express regularity
in repeated reasoning.
I can use a strategy that I used to solve another math problem.

10. Number Talks… Teacher presents the problem
Students figure out the answer.
Students share their answers.
Students share their thinking.
The class agrees on the “real” answer for the problem.
The steps are repeated for additional problems.
Number Talk Explanation
Ms. Haines will present her number talks here.
She will share one with the staff.
Barcelona- differentiate for lower grades

11. Mrs. Haines- Fourth Grade Mrs. West- Kindergarten
Number Talks…
Mrs. Haines- Fourth Grade
Mrs. West- Kindergarten
3rd Grade Number Talks
Part 1
Part 2

12. The answer is 24. What is the question?
Open Tasks…
The answer is 24. What is the question?

13. What’s the Problem?
Teams can share out math problems according to your grade level expectations! Think about Math Practices!

14. Second Grade Math Journal SAMPLES Same question...different explanations!
What does this tell you about the students? Highlight use of appropriate vocabulary terms and the consistent use of high level academic vocabulary. QUESTION: Which response would score higher and why? What would your feedback be to both students?
QUESTION:
Which response would score higher and why? What would your feedback be to both students?

15. Justify It! How do the problems differ?
Mr. Lewis had some toy cars. His mother gave him 17 more cars. Now he has 34 cars in all. How many cars did she have at first?
Mr. Lewis had 34 toy cars. His mother took 17 of his cars. How many cars does he have left?
Mr. Lewis had 17 toy cars. His mother gave him some more. Now he has 34 cars. How many cars did his mother give him?

16. Attend to Precision…
James had 34 kittens and 17 kittens. James added the ones first… = 11. Then he added the tens = = 51. “My answer is 51,” said James. Is James correct…why or why not?

17. Reflect… Think about Math Talk and Writing during Math Block.
How are your students using Math Talk and/or Writing during Math right now?
What is an idea that you learned from today that you are ready to implement in YOUR math block?
What do you need from us to help you implement Math Talk and/or Math Writing in your classrooms?
Have teachers answer questions on notecards…

18. Resources…
Classroom Discussions: Using Math Talk to Help Students Learn by Suzanne H C.hapin
Building Mathematical Comprehension: Using Literacy Strategies to Make Meaning by Laney Sammons
Number Sense Routines: Building Numerical Literacy Every Day in Grades K-3 by Lucy West
Reading Strategies and Writing Strategies for Mathematics by Trisha Brummer and Stephanie Macceca