1. Give me 5
SDCOE Mathematics

2. SDCOE Mathematics Audrey Mendivil Mathematics Coordinator (6-8)
Mindy Shacklett
Mathematics Coordinator (9-12)
Mark Alcorn
Mathematics Coordinator (K-5)

3. Learning Intentions
Learn about five resources for high-quality mathematics tasks
Deepen understanding on how to lead purposeful math discussions using the “5 Practices”

4. Setting our Ground Rules
Take on the role of learner while solving problems.
Reflect on your role as teacher in facilitating and advancing student thinking.
Honor productive struggle.
Never tell an answer.
When sharing in small groups, no one speaks twice before everyone speaks once.
Respect the learning space.
@fawnpnguyen #NCTMinst

5. Getting to know each other: Which one doesn’t belong?
Decide which “corner” doesn’t belong, and why.
Then move to the corresponding corner of the room (look for matching)
“Number 10”

6. Talk Moves Revoicing Repeating Reasoning Adding on Revise Wait time
Share, Expand, Clarify
Time to think
Say more
So are you saying….?
Think with others
Agree/Disagree and why?
Add on
Explain what someone else means
Revoicing
Repeating
Reasoning
Adding on
Listen carefully to one another
Who can rephrase…?
Can you repeat what said?
Dig deeper into their reasoning
Ask for evidence or reasoning
Challenge or counterexample
Revise
Wait time

7. How much: Getting into the math
Can you shade in ¾ of ¼ ? Can you convince me? Are there other ways to shade the same amount? How much of the whole is shaded? 3 4 × 1 4
‘Squares 02’ from fractiontalks.com

8. Can you…
How many ways can you shade 1/8th? Can you convince me? How do we know we counted “all” of the ways?
‘Squares 04’ from fractiontalks.com

9. Discourse: What was different?
Revoicing
Repeating
Reasoning
Adding on
Revise
Wait time
‘Squares 02’ from fractiontalks.com
‘Squares 04’ from fractiontalks.com

10. 5 Practices for Orchestrating Productive Mathematics Discussions
Anticipating likely student responses to challenging mathematical tasks
Monitoring students’ actual responses to the tasks (while students work on the tasks in pairs or small groups)
Selecting particular students to present their mathematical work during the whole-class discussion
Sequencing the student responses that will be displayed in a specific order
Connecting different students’ responses and connecting the responses to key mathematical ideas.

11. Group Work Questions to consider: What makes this task high-quality?
How could you plan for a discussion using this resource?
What is valuable about the resource?
How does this resource help encourage collaboration and discourse in the math classroom?
How is the online resource designed/organized?
In your new groups, take an in depth look at your assigned resource by:
Do the task together
Learn more about the site
Add to the Padlet so that others can learn about the resource
Access to the Padlet:

12. Group Jealousy: What are the other groups doing?
Open Middle
Visual Patterns
Would you rather…?
What is the next item in the pattern?
Which one would you rather? Why?
How do you ….
Which one doesn’t belong?
Fraction Talks
Which ‘corner’ doesn’t belong with the other three? Why?
How much is shaded….?

13. Effective Mathematics Teaching Practices
NCTM. (2014) Principles to actions: ensuring mathematical success for all. Reston, VA: National Council of Teachers of Mathematics

14. Professional Learning
#MTBoS @ExploreMTBoS

15. Call to Action
Continue learning: Sign-up/plan for a future learning opportunity
Pass on what you learned: Try one of the tasks in your class, or pass on to a teacher to use.
Share your experience: Talk with a colleague about what happened or share on Twitter, #MTBoS and #SDCOEmath
Questions?
@Audrey_Mendivil