1. Welcome to …

2. Introductions Instructors Gabriel Matney Jessica Belcher Sandy Zirkes
Sherry Lane
Dan Brahier
Graduate Assistants
Allison Marino
Nisakorn Boonsena
Alyssa Lustgarten
Rachel Wiemken
Special Guest
Esther Hopkins
Ohio Department of Education
PASS OUT NOTE PADS and explain that these pads are to jot down pedagogical and mathematical connections they make…then later they will be given time to reflect on their own connections.

3. Overarching COMP Goals
Professionally grow in our knowledge of mathematics and MKT across grade levels.
Understand and apply teaching practices that promote students learning of significant mathematics and their mathematics proficiency (SMP’s).
PASS OUT NOTE PADS and explain that these pads are to jot down pedagogical and mathematical connections they make…then later they will be given time to reflect on their own connections.

4. TODAY’S AGENDA SMP’s – Examples 5 Practices for Mathematical Discourse
Creating, Describing, and Comparing Shapes
Polygons: Properties and Definitions
Lessons and Reflections
PASS OUT NOTE PADS and explain that these pads are to jot down pedagogical and mathematical connections they make…then later they will be given time to reflect on their own connections.

5. Revisiting Our Norms
Look over the “Revisiting Our Norms” handout discuss these 3 questions as a group: Do these still make sense for us? Any additions? Any deletions?
Gabriel: Give the teachers a copy of the “Revisting our Norms” handout.

6. Bring your ideas…
As a group of professionals we have made a commitment to helping children attain success in life and a voice in the world.
Many times the best part of these kinds of professional development is simply the chance to share ideas, raise questions, and work with other practitioners to improve our own understandings and practice.
Please bring your stories of children’s learning with you.
Gabriel - Make any agreed upon revisions to the norms

7. Our Socio-mathematical Norms
Listen intently when someone else is talking avoiding distractions
Persevere in problem solving; mathematical and pedagogical
Solve the problem in more than one way
Make your connections explicit - Presentation Ready
Contribute by being active and offering ideas and making sense
Limit cell phone and technology use to the breaks and lunch unless its part of the task.
Be mindful not to steal someone else’s “ice cream”
Respect others ideas and perspectives while offering nurturing challenges to ideas that do not make sense to you or create dissonance.
Limit non-mathematical and non-pedagogical discussions
Gabriel - Make any agreed upon revisions to the norms

8. Presentation Norms
Presenters should find a way to show mathematical thinking, not just say it
Presenters should indicate the end of their explanation by stating something like “Are there any questions, discussion, or comments?”
Others should listen and make sense of presenters’ ideas.
Give feedback to presenters, extend their ideas, connect with other ideas, and ask questions to clarify understandings
Gabriel - Make any agreed upon revisions to the norms

9. The Standards for Mathematical Practice Student Reasoning and Sense Making about Mathematics
Can we describe an example of what each SMP looks like in a way that includes a mathematics task and what the student is doing?
Make sense of problems and persevere in solving them
Reason abstractly and quantitatively.
Construct viable arguments and critique the reasoning of others.
Model with mathematics.
Use appropriate tools strategically.
Attend to precision.
Look for and make use of structure.
Look for and express regularity in repeated reasoning.
Gabriel – Have teachers look at their SMP pages we passed previously and state an exemplar of evidence from a student enacting the SMP.
Be thinking about examples you can write about students

10. 5 Practices for Orchestrating Productive Mathematics Discussions
Overview & Introduction of the 5 practices

11. Leaves & Caterpillar Task
A fourth-grade class needs 5 leaves each day to feed its 2 caterpillars.
How many leaves would the students need each day for 12 caterpillars?

12. Solving the Task Solve the task individually Pair-share with a partner
Whole Group Discussion

13. Reading & Reflection Read pages 1 – 6
Reflect individually then share your ideas with a partner.
Share reflections & discuss whole group

14. Break Time 1

15. Creating, Describing, and Comparing Shapes

16. Making Shapes
Square piece of paper
Scissors

17. Tangram Puzzle

18. Perimeter and Area
How do the perimeters of the pieces compare (Grade 3 – attributes of shapes)?
How do the areas of the pieces compare (Grade 4 – areas of rectangles, Grade 5 – area and volume)

19. Can you create shapes with certain “dollar values”?
Problems
Can you create shapes with certain “dollar values”?

20. Ohio’s New Mathematics Standards Geometry
Kindergarten
Identify and describe shapes
Describe, compare, create, and compose shapes
Grades 1, 2, and 3
Reason with shapes and their attributes
Grade 4
Draw and identify lines and angles, and classify shapes by properties of their lines and angles

21. Ohio’s New Mathematics Standards Geometry
Grade 5
Graph points on the coordinate plane to solve real-world and mathematical problems
Classify two-dimensional figures into categories based on their properties

22. Lunch

23. Polygon Capture

24. Quadrilaterals Interactive www. mathsisfun
Quadrilaterals Interactive

25. What’s My Shape?

26. Break Time 1

27. Math Content for our Classrooms
Each day we will spend time with grade level teams making lesson plans.
Each of us will make one plan that is part of a unit of plans the grade level team is working on.
Each plan must have the following:
Connected mathematics content focus from Ohio’s Mathematics Learning Standards
A focus SMP
Designed to Orchestrate Productive Mathematics Discussions (The 5 Practices)
Handout Page 15

28. Math Content for our Classrooms
Three checks must be made for the completion of lesson plans:
Check 1) Consult with Sandy and/or Mary about the mathematics content of the lesson and explain to her its mathematical appropriateness. When the lesson is complete Sandy, our resident mathematician, will sign off on its content (SMC’s).
Check 2) Consult with Sherry about the design of the lesson to promote mathematical discourse (5 Practices). Sherry must sign off on the lessons discourse elements.
Check 3) Consult with Dr. Matney about the design of the lesson having a focus Standard for Mathematical Practice. Dr. Matney must sign off on the lessons mathematics proficiency elements (SMP’s)
?Questions about COMP Lesson Plans?
Handout Page 15

29. Air of Appreciation
We want to pass on to each generation a sense of learning how to appreciate life, others, and learning.
Let’s spend some time sharing one thing or experience that we appreciate:
Examples: I appreciated when Ray didn’t give up on solving that hard problem. It encouraged me to keep thinking for myself to make sense of it.

30. On a sticky note tell us one thing you learned today.
Time of Reflection
On a sticky note tell us one thing you learned today.
Tell us one think you liked or one thing you are still struggling with.
Handout Page 15

31. Stay Safe Please help us put the room in proper order.
Please leave your name tents for next time.