1. 1 Breakout 3 Patterning and Algebra Responding to Student Mathematical Thinking

2. Partners Around the Clock 2 No time to talk Nor share a thought Just write your names To play this game

3. Partners Around the Clock 3 New friend’s name and your name New friend’s name on your clock AND your name on her clock You need the names of 4 different people on your clock

4. Session Goals understand the difference between additive thinking and multiplicative thinking use a Frayer model to define multiplicative thinking examine student work and match it to the stages of multiplicative thinking chart write descriptive feedback on the content discuss the processes and how they engage students in mathematical thinking become familiar with the DI process cards and re-write prompts appropriate for students in K-4 4

5. Read with your Elbow Partner 5

6. A Frayer Model 6 concept /word DefinitionCharacteristics Non-ExamplesExamples

7. A Frayer Model 7 Fraction Any part of a whole, a set, or a measure. has two numbers written one over another top number numerator tells how many parts are being considered bottom number denominator tells how many parts in the whole 4536 6.5 - 12 3 4 17 3

8. A Frayer Model 8 Have a date with your 6:00 partner!

9. The Right Number of Elephants 9 Jeff Sheppard and Felicia Bond Sharm counted 10 trunks. How many legs would there be on the elephants belonging to those 10 trunks?

10. Examining Student Work Sit at a table with another pair of 12:00 partners so there are 4 of you Peruse the samples of student work Pick 1 sample that the 4 of you want to talk about 10 Find your 12:00 partner!

11. Stages in Development of Multiplicative Thinking 11

12. Responding (in the moment) to Mathematical Content Consider the stages of development of multiplicative thinking Identify (as a table of 4) where your work sample “fits” the continuum For your 1 student sample write descriptive feedback on a BLUE post-it note focusing on the content of the mathematical thinking you are seeing Post your descriptive feedback on the wall on the sample of student work 12

13. Before Break Please clean up your table space. Leave any student samples not used, in the middle of the table. During break – please wander through the Descriptive Feedback Gallery and be ready to comment on what you read… 13

14. BREAK 14 And Gallery Walk

15. When you return from break 15 Sit down with your 3:00 partner…

16. Descriptive Feedback… over time 16 Communicating Connecting Problem solving Reflecting Reasoning and proving Selecting tools and strategies Representing

17. DI process cards The set has one card to describe each process Read the sample questions and sample prompts for REPRESENTING Pick another few processes and read these 17

18. The Right Number of Elephants 18 Jeff Sheppard and Felicia Bond Sharm counted 10 trunks. How many legs would there be on the elephants belonging to those 10 trunks?

19. Writing Descriptive Feedback Use YELLOW post-it notes to write descriptive feedback to the student about the process of representing and ??? Post your notes on the posted student sample. 19

20. 20 Find your 9:00 partner! DI cards and Tongue depressors

21. DI process cards Turn and talk at your table about how effective the prompts and questions would they be with your students? Pick another few processes and read these Re-write prompts appropriate for K-4 Sticks are for yourself. 21

22. Journal Write descriptive feedback about what you learned today. Be sure to comment on content and process. 22