1. Math Leadership Network
October 20th, 2015
NWESD

2. The Goal
Math Leadership Network members will broaden/deepen their existing knowledge of one or more of the following:
Content Standards
Research-Based Instructional Practices
Equity (Instructional Practices for Diverse Student Populations)
Assessment
Professional Collaboration (Sharing with Colleagues)

3. Norms of Collaboration
1. Promoting a Spirit of Inquiry 2. Pausing 3. Paraphrasing 4. Probing 5. Putting ideas on the table 6. Paying attention to self and others 7. Presuming positive intentions
Being present??

4. Welcome Give one, Get one, Move on
Use 3 different colored sticky notes to answer the following questions:
What is your role? YELLOW
What is your school/district focus? GREEN
Where do you need support? ORANGE

5. Survival?

6. The Martian
Andy Weir was asked: “What's an example of a word problem math teachers can use?” “A good simple algebra problem in the book is Mark has enough food to last this long and can grow potatoes at this rate. Every potato has this many calories. How long now until he runs out of food? It works out to be like a bucket with a hole in it [problem, in which the bucket is leaking and being refilled]. It's exactly that same format just with calories and time. That's a good one for 9th grade algebra.”
1387 sols until next Mars Mission arrives
A sol is 39 minutes longer than a day.
How many calories do I need to grow if I have 1500 calories for 400 days?

7. Agenda Number Talks Leadership Role – Fundamentals of Learning
Grade Band Tasks
Principles to Action Book Study
State Updates
Afternoon Breakout Sessions

8. What are number talks?
Number talks are only one of a variety of instructional routines.

9. What are number talks? An Instructional Routine
3-4 times a week for about 10 – 15 min – consistency is important
Opportunity for students to mentally reason with numbers
Students share their solutions and strategies and their solutions are recorded and honored
Allows students to consider different perspectives on how a problem can be solved
Opportunity for students to reflect on and compare their solutions with other students’ solutions.
Number talks are only one of a variety of instructional routines.

10. Number Talks

11. Jo Boalar’s
Number Talk

12. Consider this problem…

13. Fundamentals of Learning
Overview of Document
Making Meaning
Participating and Contributing
Managing Learning
Assign Math Shift to use as lens for pages 4-10.
Focus
Coherence
Rigor
Card Sort
Teams of 2-3
Sort attributes of the three Fundamentals of Learning

15. Making Sense of the Task
Look at the task as though you are a student so that you can think about misconceptions that might arise.
Discuss:
What knowledge do your students need to have to be successful on this task?

16. Miles of Tiles
Find the CCSS Math content and practice standards you think students would access while working on this task.
Share with your table group what you believe to be the standards
Review the Miles of Tile tasks and reflect on how you can use one of the tasks with your school/district.

17. Principles to Actions -
Connect and Continue the work from
Implement High-Leverage Practices and Routines

18. Individually consider the following question…
What are high-leverage practices and essential teaching skills that promote deep learning of mathematics?
An opening statement from Principles to Action, “The teaching mathematics is complex.” Considering this statement reflect on the following questions for 3 minutes silently. Jot down your thoughts on an index card.
What are high-leverage practices and essential teaching skills that promote deep learning of mathematics?
Share out thoughts to question above with partners or small groups.
Have each small group provide one idea to the entire group.

19. Re-read chart on page 10 of Principles to Action, Mathematical Teaching Practices.
Share with a partner the practices you see most often in a mathematics classroom.

20. First Grade Video Can you find evidence of practices in the video?
Look for evidence of teaching practices from classroom teacher.
Use video template to record evidence of teaching practices within the grade level clip.
Make individual notes of evidence of the teaching practices on the video template provided.
After making individual notes, participants will find a partner and share each others thoughts.
As a whole group…
What take aways from the video clip and activity do you and your partner have regarding the 8 Mathematics Teaching Practices?
How will the teaching practices impact your instruction?
Did you as partners see more than one or two teaching practices in the video clip? Were there more than one or two practices?

21. Complete the Video Template
With a partner, complete the Video Template as best you can , using examples from the video.
If you wish to review the video, access Canvas and the Math Leadership Course.
Form a group of four and share your findings with one another.

22. OSPI Updates

23. AESD Participant Survey
Math Participant Survey
At Meeting #1 ALL Fellows should complete the online AESD Math Participant Survey. There will likely be a different survey for them to complete at subsequent meetings.