1. Instructional Priority: Conceptual Understanding
Tulsa Teacher Institute - December 2016
0 minutes [Total 0 min] session begins at 9:15

2. 1 minute [Total 1 min] 9:16
Opener as people are settling in. The key is that 120 = 5 factoral.

3. Do Now: Mathematics Celebrations!
On an index card, describe a highlight from the last two weeks of mathematics instruction. Be ready to share!
(2 minutes) [total 3 minutes] 9:18
Needs to be written on a card for exchanging. May need to state to the group.

4. Do Now: Mathematics Celebrations!
Give One, Get One!
Find a partner. Each partner shares their highlight from the last two weeks of mathematics instruction.
Trade index cards.
(2 minutes) [total 5 minutes] 9:20
Run Timer – transition quickly
Have them thank their partner

5. Do Now: Mathematics Celebrations!
Give One, Get One!
Find another partner. Share your own highlight and the highlight on the card you have.
Trade cards.
(2 minutes) [total 7 minutes] 9:22
Run Timer – transition quickly
Have them thank their partner

6. Do Now: Mathematics Celebrations!
Give One, Get One!
Find another partner. Share your own highlight and the highlight on the card you have.
(2 minutes) [total 11 minutes] 9:25 → includes transition times
Final Round, run timer
Skip if short on time
Have them thank their partner

7. Do Now: Mathematics Celebrations!
Give One, Get One!
(3 minutes) [total 15 minutes] 9:30
Ask three volunteers to share a great highlight that they heard.

8. Welcome! Gary Horner, Academic Coordinator for Secondary Mathematics
Teacher
Central HS & East Central HS
Leader
Math Coach (East Central HS)
Academic Coordinator
(1 minutes) [total 16 minutes] 9:31
This is a sample slide - update with your information! :)

9. Multiple Roles: Triple Track Agenda
•Track 1: Learner
Building your own knowledge before leading others
•Track 2: Contributor
Providing input on a plan or resource still under development
•Track 3: Designer
Applying your understanding of new knowledge and the process for learning it to your school context
(1 minutes) [total 17 minutes] 9:32
For each session, we will clearly articulate the role(s) of the participants so they can adjust their expectations for participation and application.
Adapted from:

10. Learning Outcomes Teachers will be able to
model mathematics to demonstrate thinking and varied approaches
collaborate to prepare a task-based lesson in which students model mathematics to demonstrate thinking and varied approaches
(2 minutes) [total 19 minutes] 9:34

11. Personal Responsibility
Conditions for Success
We go all in all the time
We are focused and present
Excellence
We start on time
We find the third way
Personal Responsibility
We embrace our roles as learners, contributors or designers
We listen and plan for the smallest details
Intentionality
We ask and answer questions
We give and seek honest and frank feedback
Growth Mindset
We actively listen and participate
We take risks and own our challenges
Respect and Humility
(2 minutes) [total 21 minutes] 9:36
Choose one you will be mindful of.

12. Thank you, I will come back when the sale ends.
(1 minutes) [total 22 minutes] 9:37
Ice breaker

13. Developing Mathematicians: How do we define success?
(0 minutes) [total 22 minutes] 9:37

14. Sick Number Patterns
(6 minutes) [total 28 minutes] 9:43 → Show the video (hyperlinked to my own downloaded file on my thumb drive)
Let the know that this is not the math we will be doing today. Darn!
Ask “What is the point to the video?”
(7 minutes) [total 35 minutes] 9:50
Whole group discussion

15. Mathematical Actions & Processes
Demonstrate a deep and flexible conceptual understanding of
mathematical concepts, operations, and relations while making
mathematical and real-world connections. Students will develop an
understanding of how and when to apply and use the mathematics
they know to solve problems.
(2 minutes) [total 37 minutes] 9:52
Turn and talk.
Why is conceptual understanding critical to students’ success in college and career?

16. Mathematical Actions & Processes
Develop the Ability to Make Conjectures, Model, and Generalize
Make predictions and conjectures and draw conclusions throughout the
problem solving process based on patterns and the repeated structures
in mathematics. Students will create, identify, and extend patterns as a
strategy for solving and making sense of problems.
(2 minutes) [total 39 minutes] 9:54
Turn and talk other shoulder partner.
Why must students model mathematics?

17. Mathematical Actions & Processes
Develop the Ability to Communicate Mathematically
Students will discuss, write, read, interpret and translate ideas and
concepts mathematically. As they progress, students’ ability to
communicate mathematically will include their increased use of
mathematical language and terms and analysis of mathematical
definitions.
(3 minutes) [total 42 minutes] 9:57
Whole table discussion
How do students communicate mathematically in your classroom?

18. Can you tackle this task without
Try it!
You are considering driving an ice cream van during the summer vacation. Your friend, who “knows everything” tells you that “It’s easy money.” You make a few inquiries and find that the van costs $600 per week to rent. Each ice cream cone costs 50 cents to make and sells for $1.50.
(1 minute) [total 43 minutes] 9:58 Introduce the task
(2 minutes) [total 45 minutes] 10:00 Work independently
(3 minutes) [total 48 minutes] 10:03 Work as a group
(5 minutes) [total 53 minutes] 10:08 to design a poster; 3 ways to model the problem 1 without using numerals; 1 model with numerals; 1 equation or algebraic model
(8 minutes) [total 61 minutes] 10:16 Gallery walk and discussion
Can you tackle this task without
the use of numerals?

19. Try transforming it! Challenge!
You are considering driving an ice cream van during the summer vacation. Your friend, who “knows everything” tells you that “It’s easy money.” You make a few inquiries and find that the van costs $600 per week to rent. Each ice cream cone costs 50 cents to make and sells for $1.50.
Challenge!
Transform this problem so that it would be appropriate for your course.
What would a problem look like for the course prior to and after your course?
(15 minutes) [total 76 minutes] 10:31
If they hate this problem, use the activity at the end of the design and adjust times.

20. Reflect
Develop a Deep and Flexible Conceptual Understanding
Develop the Ability to Make Conjectures, Model, and Generalize
Develop the Ability to Communicate Mathematically
(2 minutes) [total 78 minutes] 10:33
Journal their thinking
How did you apply your conceptual understanding to model and communicate the mathematics?

21. Task Debrief What constitutes a rich task in your courses?
How can you use rich tasks to inspire student engagement, interaction, and collaboration?
How might you structure student time with tasks to engage students deeply with relevant and meaningful problems in your classroom, and ensure that they do most of the thinking during the lesson?
What works best for you when engaging your learners with rich tasks?
(3 minutes) [total 81 minutes] 10:36
Table Talk
© 2013 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. /

22. Intellectual Preparation for Instruction: Lesson Preparation
(0 minutes) [total 81 minutes] 10:36

23. Annotate Annotate the lesson plan:
underline, write, or scribble on key parts that need to be highlighted when teaching
“make your mark” on the lesson
make changes that suit your students’ needs and your style
identify the parts that you need to know cold
Identify common misconceptions and think of scaffolds
(3 minutes) [total 84 minutes] 10:39

24. Write the Exemplar
Identify the 100% correct responses you want from students, and stand by them. Identify where the students are and build the road to get to 100%.
(1 minutes) [total 85 minutes] 10:40

25. Time Stamp Define the times:
A lesson plan on paper can include everything, but real time is not so kind. You need to know where you’ll cut if you’re going over time or what to add if you run short.
(1 minutes) [total 86 minutes] 10:41

26. Rehearse Rehearse the lesson:
Rehearsing will let the you see what is going to work and what needs to be improved.
(1 minutes) [total 87 minutes] 10:42

27. Annotate, Write the Exemplar,
Core Idea
Intellectual Preparation =
Annotate, Write the Exemplar,
Time Stamp, and Rehearse to
internalize the lesson
(1 minutes) [total 88 minutes] 10:43 Have 3 people read the statement

28. INTERNALIZING THE LESSON
Solo Read and Reflection
What are the precise learning objectives of this lesson?
What do you need to prepare?
Which sections of the lesson might students struggle with? Which students? How will you provide additional scaffolding/practice?
What questions do you have?
(30 minutes) [total 118 minutes] 11:13
PASS OUT THE TASK COPIES to those who need a task
Explain that they should dissect and prepare their lesson/ task using the discussed tools. Refer to slides as needed.

29. INTERNALIZING THE LESSON
Group Discussion & Work Time
What parts of the lesson are most important for you to know cold?
What is the 100% correct exemplar response you want students to be able to deliver by the end of the lesson/activity?
Which sections of the lesson might students struggle with? How will you anticipate and address misconceptions/ misunderstandings? How will you provide additional scaffolding/practice?
Review the time allotments – add time stamps to each segment of the activity.
What preparation is required?
(10 minutes) [total 128 minutes] 11:23

30. Tweek the Lesson / Task Scaffolding
Exchange your lesson or task with someone who did not work on it.
Find places where student may have misconceptions and note them for the person whose lesson or task you have.
Using the feedback plan a scaffold of questions to address the misconceptions.
This replaces the activity on slide 19 (15 minutes)

31. Share Out A highlight from your group’s collaboration
One next step for your group
(5 minutes) [total 133 minutes] 11:28
Wrap-up and Closing
Ask volunteers (at least one per group) to share one highlight from their collaboration and one next step.

32. Review of Objectives Teachers will be able to
model mathematics to demonstrate thinking and varied approaches
collaborate to prepare a task-based lesson in which students model mathematics to demonstrate thinking and varied approaches
(1 minutes) [total 135 minutes] 11:30
At the end of your session, review the objectives for the session and give participants a moment to jot down any final big ideas on their reflection sheets.
Thank participants for their hard work and collaboration. Remind participants to complete their survey.

33. Closing Thank you for your participation today!
(0 minutes) [total 135 minutes] 11:30