1. Welcome to CAMP – Year 3!
Year 3: Day 1

2. What’s golden?

3. Agenda Introductions and Norms Morning Jumpstart: What’s my rule?
Administrivia and overview of CAMP: Year 3
Activity – Expressions and Equations
Lesson Reflection: Reflecting on SMCs and SMPs
Lesson Study lesson planning
Lunch
Launch after Lunch: What’s my rule?
Independent reading: A balancing act: Making sense of algebra (Gavin & Sheffield, 2015)
Activity –It’s all about the balance
Daily Evaluation

4. Evolving Norms for this PD
We will be ready for class and use our class time effectively.
We will keep our focus on learning and use technology for personal reasons during breaks.
We will be respectful of each other’s time and space and work efficiently.
We will actively participate by (a) listening to each other, (b) giving others our attention, (c) not speaking when someone else is talking, and (d) regularly sharing our ideas in class.
If we disagree with someone or are unclear, we will ask a question about his or her idea and describe why we disagree or are confused.
We will ask questions when we do not understand something. We will comment on others’ ideas rather than the person.

5. Evolving Norms for this PD
We will take advantage of opportunities to share ideas and gather feedback through presentations.
We will encourage one another to share ideas.
We will show our appreciation to one another for their ideas.
If we disagree with someone or are unclear about their ideas related to mathematics content and pedagogy, we will ask a question about his or her idea and describe why we disagree or are confused.
We will ask questions when we do not understand something about mathematics content and pedagogy.
We will comment on others’ ideas about mathematics content and pedagogy rather than the person.

6. Evolving Norms for this PD
We will always look for another approach to solve problems.
We will use pictures, graphs, tables, symbols, numbers, manipulatives, and/or words to assist us while doing mathematics.
We will persist with every problem and examine it from multiple perspectives.
We will be mathematically precise whenever possible.
We will explain and justify our ideas in a way that everyone can understand.
We will engage in rough-draft talk and encourage others to do so as well.

7. Morning Jumpstart: What’s my rule?
Jonathan leads 20 minutes. Uses geogebra.

8. Administrivia: Overview
Broadly speaking, a main goal of the CAMP grant is to foster teachers’ mathematics content knowledge, knowledge of the Ohio Learning Standards (specific to mathematics), and in turn support students’ mathematics problem solving. 
Meet August 10, 11, 12; September 13 (lesson study); November 19 (STEM Teaching Symposium); December 6; January 10 (lesson study) and January 17. Alternate date meeting January 24.
All meetings are held at Lima Senior HS unless otherwise specified. Meetings run 8:00 am – 4:00 pm.
Evaluation:
Participating teachers will administer a problem-solving measure at the beginning and end of the academic year.
Participating teachers will complete a mathematics content knowledge test and survey of enacted curriculum on their own time by the beginning of the academic year.
Participating teachers will video-tape and submit videos of their mathematics teaching.
1.5 hours.

9. Administrivia
STEM Teaching BGSU – Saturday November 19: Share ideas from lesson study.
Attendance required, no cost to you, paid attendance for meeting from 8:30 – 4pm. Attendance hours will count towards your CAMP CEU. Morning refreshments and lunch are provided. Hotel room may be available if traveling substantial distance.
Goal for presentation
Briefly discuss your lesson. Engage attendees in one part of the lesson.
Share what you learned from implementing it during lesson study including modifications you made or might make for the future.
Provide suggestions for what attendees can do in their classrooms/schools.
Answer attendees’ questions.
1.5 hours.

10. Administrivia Ohio Council of Teachers of Mathematics Conference
The session is titled “CAMPing through Middle Grades Math Lessons” and happens Friday (October 28) 8:00-9:20 am.
The purpose of this session is to share lessons learned from CAMP experiences that might be transmitted to the broader community of mathematics teachers.
Possible topics might include lesson study, Standards for Mathematical Practice, use of technology and/or manipulatives in lessons, Universal Design for Learning, or connections across mathematics content.
The session lasts 80 minutes. We seek 2 distinct presentations from CAMP participants.
Lodging will be provided for the conference as well as reimbursement for substitutes in your district.
We seek proposals from an individual or group of individuals to present at the Ohio Council of Teachers of Mathematics annual meeting in Sandusky, Ohio.
Send Dr. Bostic and Jessica Belcher an with your name(s) and idea for the presentation by August 13.
1.5 hours.

11. Activity: Equations and Expressions
1.5 hours.

12. Reflecting on SMCs and SMPs
Share across your table with different SMPs and SMCs addressed by today’s activities.
Be purposeful indicating what specific behaviors or habits led you to conclude that you engaged in a specific SMP.
Similarly, what did the instructor(s) do to encourage/foster/facilitate that SMP?
Jonathan leads. About 1 hour.

13. Lesson Study: Goals Overarching goal: Immediate goals:
To collaborate in ways that help us improve our mathematics teaching and learning and reflect upon those actions.
Immediate goals:
Each group will design, enact, reflect upon, and improve one mathematics lesson per semester. This lesson will be taught twice during one day by the same instructor.
This is a learning process for everyone: the instructional team, you, and your lesson study group. Be patient, flexible, and open to trying something new.

14. Lesson Study Planning
Work in lesson study teams to plan a lesson for our September 13 session.
Think about:
What Expressions and Equations (EE) content standards will be the focus?
What SMPs will be the focus of the lesson?
What TTLP questions will you focus on? Your group members should agree on 2-3 questions from each part that you will address in this lesson.
How will students be assessed? (This doesn’t have to be formal!)
Three classrooms. About 1 hour.

15. Lesson Study: Expectations
Lessons should provide outlets for co-teaching and offer rich learning opportunities for ALL learners.
The focal task should be a problem, not an exercise that is immediately solved with a previously learned strategy. The problem ought to be complex, open, and have realistic elements. The goal is to promote problem solving, not efficiency with a known procedure. You have approximately 45 minutes for your lesson.
Ideas for promoting mathematical student-teacher and student-student discourse should be evident in the lesson. Questions prompting mathematical discussions, including eliciting misconceptions, must be present.
Students should be doing mathematics beyond calculating and executing a known (previously learned) procedure.

16. Lesson Study: Action Plan
Frame your lesson using the research question in mind:
“How does this lesson support students’ content learning through engagement in the mathematical practices?“
Your lesson study group should agree on at least two questions from each part that you will addressed in this lesson.
Note: Your final lesson must be uploaded to the website (or sent to Jessica by 11:59pm on Friday, September 9.
Lesson should be easy to follow and implement. It should be obvious what TTLP indicators were selected and how evidence related to them will be gathered. This must be found in the lesson.

17. Lunch

18. Launch after Lunch
What’s my rule?
Geogebra or sketchpad.

19. Reading and discussion
Please read the provided article. Synthesize key ideas from the article into no more than five sentences.
Make sure you address this question: What is algebraic reasoning?

20. Balancing equations with balancing scales
Activity
Balancing equations with balancing scales

21. Reflecting on SMCs and SMPs
Share across your table with different SMPs and SMCs addressed by today’s activities.
Be purposeful indicating what specific behaviors or habits led you to conclude that you engaged in a specific SMP.
Similarly, what did the instructor(s) do to encourage/foster/facilitate that SMP?
Jonathan leads. About 1 hour.

22. Homework for CAMP
Consider the eight Standards for Mathematical Practice.
How might you describe each one (e.g., SMP1, SMP2, SMP3, etc.) to a mathematics teacher? Put another way, what are some observable behaviors your might look for during a lesson, made by students or the teacher?
Bring ideas for each SMP that will be posted on parking lots for consideration in tomorrow’s class.
Jonathan leads. About 1 hour.

23. Take Care
Please complete the exit ticket and place it on the parking lot.
You may leave personal items in the room (e.g., books, calculators, and notebooks).
If you have a laptop then bring it. It’s not a big deal if you don’t have one.
Please help us keep the room in order by throwing away any trash and tidying your area.
Bring snacks, drinks, and/or other food to share!
See you tomorrow and travel safely!