1. Meaningful Math moments
Cynthia Palmer
Summer Institute 2017

2. Objectives: Review “Talk Moves” to facilitate math discussions.
Learn the 5 INVISIBLE Practices for Orchestrating math discussions.
Focus on importance of, and how to Anticipate responses in math discussions.
Have a student experience in a math discussion.

3. Expectations:
Be Present.
Participlay.
Respect Others.

5. Does “Math talk” seem complicated?

6. WHAT!

8. https://www. teacherspayteachers

9. A Problem on the Farm…
When others are thinking we NEVER tell the answer. The one who doesn’t understand is the one who should be doing the most talking.

10. Math Talk helps students look closer…

11. Behind the scenes…

12. 5 Practices for discussions
These 5 practices go together. One immediately leads to another. Interconnected parts. But sometimes when we watch a master teacher we don’t see all of the parts that go together to make their discussions work. They just seem to flow. Just like for me: a computer is just an amazing tool that helps me do all of my work, but I don’t understand all the parts that make it work because that is not my job. When I need help I call someone to fix it who knows how it is put together. However in your classroom discussions don’t necessarily come naturally and may seem difficult and painful at first. However, knowing the steps will help you intentionally include all the pieces to set you and your students up for success.
Anticipating student responses.
Monitoring student work, “in the moment”.
Strategically selecting student responses to share.
Sequencing responses in a meaningful way.
Connecting responses to each other and prior learning.

13. Lay the foundation

14. Don’t I just use the objective in the Advantage Math program?
Wait!!!
Don’t I just use the objective in the Advantage Math program?
Yes…
But look closer.

15. Students will be able to multiply a two-digit number by one-digit number.
Students will be able to use repeated addition to multiply two-digit by one-digit whole numbers.
Students will recognize that multiplication is another way to solve repeated addition and vice versa. They will apply this knowledge to solve unknown multiplication problems involving a two-digit number multiplied by a one digit number.

16. Anticipating… IS the KEY!
Quality math instruction hinges on our ability to anticipate student responses so we know how to guide and respond. Think about preparing for campout/hiking. We had to prep for rain, hunger, injuries, etc.
Tutoring—Place Value—Base 10 blocks example. A little bit of anticipation goes a long way to prevent “What the heck were you thinking!”

17. How would you say this number
How would you say this number? How would you write this number in base-10 form? How many hundreds are in this number?
If you can anticipate misconceptions, you can craft questions to guide students through those misconceptions.

18. Place Value
What are some anticipated problems that you might encounter when presenting a place value problem involving reading and writing number?
Take 30 seconds to jot down some anticipated problems with place value. Then group share.

19. Mayan Number System Write the numbers 0-9 Write the numbers 11-19.
Allow mistakes using base-10 system. Then share that Mayan numbers written vertically on a base-20 system. Let them solve for 175 and share how they know that they are right. Then go to the Mayan numbers website and play game 2 and 3 for a challenge to have a discussion about answers. Give time for independent and pair and group share on accelerated level.
Can you write 20?
What about 175?

20. Anticipate…
What do you think will be the most common successful strategy? What mistakes do you think students might make? Why do they make those mistakes?

21. Practice makes Progress
Give example of math video when I anticipated wrong.
Be kind and patient with yourself. Working with others widens the perspective.
As you get to know the capabilities of your students you will be able to anticipate their responses better.

23. to connect
The purpose of Anticipating, Monitoring, Selecting, and Sequencing is to help students effectively connect mathematical ideas and not see them as separate events that just happened to lead to the same answer.