1. Wednesday, March 21, 2012 Paul Perskin www.cfn204.com CFN 204 Mathematics Network Meeting

2. Agenda

3. Collection of Student Work As mentioned throughout the school year, the network will be collecting samples of student work. No names, classes or schools should appear on the work. The idea is to see how the citywide instructional expectations were implemented based on the work students produce.

4. Looking Back Strengths/Areas of Concern Take a few moments to read page 2 of the 2011-2012 Citywide Instructional Expectations. Using the Yellow Post-It Notes, please: Write down one or more strengths or promising practices that is happening at your schools (1 per post-it) Additionally, write down an area of concern that you continue to have.

5. Looking Back Please place the post-it notes on the correct side of the chart paper Strengths Areas of Concern

6. Gallery Walk Using the color post-its on your table, take a walk around the room and read other people’s charts. If you see a misconception you can clear up – post-it! If you see a question you can answer – post-it! If you have a reaction to something for any reason – post it! If you want to ‘second’ an observation – post it!

7. Looking Forward Article “CCSSM: The Big Picture” Read the article (re-read if you have read previously) At your tables, discuss any noticings you may have Each table will present at least one finding Are there ideas in this article that we can use with our teachers? Building upon our work from this year 2012-2013 State Assessments – What to expect? CCLS Aligned Units – Standards & Shifts Adopt/Adapt CC Algned Units/Tasks Using Inquiry Teams effectively

9. Read the first two pages silently Jot down your thoughts about what will need to be done in terms of planning Knowing the domains of focus and the pacing of standards Share your thoughts and ideas at your table Please be prepared to discuss with the whole group What supports do you need from me, that I am capable of supplying?

10. Standards of Mathematical Practice #3 – Construct viable arguments and critique the reasoning of others. # 4 – Model with Mathematics How will students show a viable argument (prove) to back up their mathematical thinking? What does modeling look like?

11. The Postage Stamp Problem Recently, while cleaning out your Aunt Bettie’s apartment you discover an entire drawer full of stamps. Interestingly, they come in only 5-cent and 7-cent denominations. This gets you thinking about all the postcards, letters and packages you could send with these stamps. A 10-cent piece would work, a 14-cent piece would be possible, even a 12-cent would be fine, but what else?

12. Partner Work 1. Together with a partner, determine all of the combinations that you cannot make with these stamps [impossible amounts] 2. How do you know for sure that you cannot make these amounts? Craft an argument to convince the room. 3. Once you think you’ve found all of the impossible amounts, develop a mathematical argument, or proof, to explain how you know you’ve found them all. The strength of the argument is whether or not you can convince a group of your colleagues.

13. Your Poster Should Include:  A title  Names of all contributors  An argument that shows why your model makes sense, is reasonable, or “works” for your data  Some of your data, as evidence of your process, organized in a readable form  Should not require someone to explain it to us in person; a stand-alone written mathematical argument  May include unanswered questions or dilemmas the group faced  Can include words, diagrams, symbols, graphs and other ways to craft an argument  Should not be a step-by-step listing of everything the group did, but should be a stream-lined argument

14. Math Discussion & Presentation Take a few minutes to go around and view the work your colleagues have produced. Some teams will present to the group about how they went about solving the Postage Stamp Problem. Questions can only be asked after the team presents their work (they should not be interrupted)

15. At your tables have a conversation about:  What you were asked to grapple with mathematically?  In what ways you were invited to model ― think about the task, the materials, the design of activities, your colleagues?  In other words, what made this experience modeling, not just problemsolving?  What was that like for you as a learner? Stepping out:

16. Closing As you know, the math assessment will be given April 25 – April 27 Triangulate Resources to make intelligent decisions Percenatge of Q’s on Assessment DataYour gut Increased Student Outcomes

17. Scheduled for Wednesday, May 16, 2012 At MS 294 – Bell Academy Will be rescheduled due to a conflict with grading. All information will be emailed prior to the meeting. Please email me if you have any questions. Final Math Meeting