Developing a Process and Content Peer Support System District 91 Idaho Falls, Idaho Facilitated by Dr. Jennifer Prusaczyk March 16, 2015

Anchor Task Analysis Some of you created your own tasks or modified existing tasks Some of you helped your teachers do the same Some of you utilized anchor tasks in your classroom Rearrange yourselves to that you are sitting with a new group.  Share your thoughts with each other.  As a table, choose one pertinent finding to share out with the whole group.

Peer Expertise As our group develops over time, it will be more and more important that you identify your own expertise. You should be able to share these areas of interest and expertise with your peers. Today, Alexa Manley will share some findings from her research related to math fact fluency. I’m handing off to Alexa!

Thanks Alexa!

Games/Activities for learning and for practice How do you see games fitting into the curriculum? Are there specific games of which you are particularly fond?

Games for learning and for practice How do you see games fitting into the curriculum? My Big Ideas include: use a game board (ten-frame) it helps develop “ten”ness and can be used to assist with place value too. Use tally marks every time you fill up the board. When time is called, the highest number of tens wins. 5 tallies and 3 boxes means 5.3 tens or = 53 Clearing the board and writing a tally mark is a kinesthetic movement associated with carrying a ten or moving a place value from ones to tens. Use a number line – incomplete number lines can be used as a formative assessment device. Students who need to can add numbers and/or tick marks as needed. Moving on the number line couples addition with kinesthetic movements thus strengthening the understanding as the brain has at least two senses involved in the learning. Grade levels with no use for negatives can say, “This is for underground counting, we don’t’ need them now, fold them under.) Keep values small by using dice or playing cards (face cards removed)

Games for learning and for practice Increase values by using a multiplier that signifies the number of groups for a specific value. Two dice, the red is the number of groups, the green is the number in each group. Draw two cards, the first is the multiplier, the second is the number in each group

SPECIFIC GAMES SUMS OF TEN (OR FIVE OR FIFTEEN…) Use each card only once Use one suit (less face cards) and find all the sums of ten possible. How many are there? How will you know when you get them all? Winner is first to find all possible sums and be able to justify how they know they have them all. Work with a partner, and find all possible sums of ten (or five or fifteen). How does working with a partner change the possibilities? Winning team is the team with the most non-duplicated sums when time is called.

SPECIFIC GAMES Squirrels and Moles in trees and tunnels. Put a box in the middle of your paper and call it ground zero. Make ten boxers above and ten boxes below.. The winner is the first to get to their nest (at ten). Work in partners with each partner becoming a squirrel or mole. Draw from their own stack of cards and either add lengths to their path up the tree or down the tunnel or subtract lengths up the tree or down the tunnel. When first playing the game, use only addition. Make no reference to positive or negative numbers. This game will lay an instinctual foundation for integer arithmetic without actually teaching rules. ADD ONE LENGTH OF TREE SUBTRACT ONE LENGTH OF TREE ADD ONE LENGTH OF TUNNEL SUBTRACT ONE LENGTH OF TUNNEL ADD TWO LENGTHS OF TREE SUBTRACT TWO LENGTHS OF TUNNEL ADD TWO LENGTHS OF TUNNEL SUBTRACT TWO LENGTHS OF TUNNEL ADD THREE LENGTHS OF TREE SUBTRACT THREE LENGTHS OF TREE ADD THREE LENGTHS OF TUNNEL SUBTRACT THREE LENGTHS OF TUNNEL ADD FOUR LENGTHS OF TREE SUBTRACT FOUR LENGTHS OF TREE ADD FOUR LENGTHS OF TUNNEL SUBTRACT FOUR LENGTHS OF TUNNEL ADD FIVE LENGTHS OF TREE SUBTRACT FIVE LENGTHS OF TREE ADD FIVE LENGTHS OF TUNNEL SUBTRACT FIVE LENGTHS OF TUNNEL The green cards are for squirrels and the brown cards are for the moles. Cut the cards apart and draw randomly, each from their own pile. The first to reach their nest is the winner. (See provided handout.)

Contextualizing 3 x 5 One of these card doesn’t belong, which one is it?

Often the focus is merely 3 x 5 = 15 Sometimes it is 3 x 5 = 5 x 3 Occasionally it is 3 x 5 = 15 so 15 3 = 5 Not often enough is it contextualized. Be aware that presenting all these relationships can be overpowering for students. Consider looking at them in clusters or merely asking them to sketch the relationship as part of a number of the day activity or something similar. Twenty Ways to Think of the 3 x 5 Relationship (in context)

This is how I organized Stem represented the multiplicative relationship The lower right and left represented the partitive and measurement division relationship

SAME Product Contextually different How much does that matter? It matters when interpreting the remainder. It matters in solving equations. It matters when making sense of integer arithmetic.

Contextualizing multiplication Other ways to contextualize? _____ horses with four shoes on each horse. _____ packs of gum with 6 pieces of gum in each pack. _____ tricycles with three wheels on each bike.

Theory on Fact Fluency from Jo Boaler at youcubed.org 5 minutes to review your highlights and answer these questions. 1.What did you agree with? 2.What were you unsure of? 3.How might this article change your practice? Table sharing after 5 minutes. Group sharing if time permits.

Peer Guide Planning Session For the purpose of brainstorming at your content level, please sit in your grade level groups. How will you plan your time with your peers. What questions will you ask? What will you include? What will you save in case you run out of time? What will you have on hand in case no one contributes?

Summary Do you have questions or comments? Quickly drawing this year’s activity to a close. Consider what you hope to see in the future. Share that with Todd and I. Your ideas matter. Next meeting is Monday, April 6, 2015