1. Numeracy across the Curriculum October 2005 Kickoff Kathleen Carpenter, facilitator

2. Why should I care about numeracy? Lack of student sensemaking in math Need for high-level consumer reasoning skills Math teachers cannot do it alone

3. A Problem-solving Approach to Studying Numeracy Numeracy is not well-defined Numeracy means different things in different places School v. life problem-solving

4. Five Articles Dealing with Numeracy Create 10 groups. Study assigned article and summarize. Create groups of five, with each member having read a different article. Present summaries.

5. Numeracy Concept Map Refer to page 14 of handout. Based on discussion and study so far, create a concept map for numeracy. Present on chart paper.

6. Data Collection—Numeracy Surveys Refer to pages 4-6 of handout for numeracy surveys. Who should take each survey?  Teacher Survey—all teachers  Leader Survey—school leadership team  Student Survey—several classes of students with follow up interviews

7. Data Collection—Course Placement and Performance Refer to pages 7-9 of handout. Other data to track  AP Enrollment  Math-intensive C/T program enrollment  Postsecondary remediation rates

8. Data Collection—Current Best Practices Refer to pages 10-13 of handout. Which best practices are currently taking place? Which best practices could be goals for our school? Remember, there are best practices going on in every school...sometimes you have to look for them!

9. My School’s Current Status and Definition of Numeracy Refer to page 3 of handout. As a group, complete the chart. Volunteers share one set of responses with another team.

10. Definition of Numeracy Refer to page 15 of handout for working definition. As a group, create your school’s definition of numeracy.  Consult articles  Consult concept map  Refer to best practices

11. What is the best estimate of 2.62 x 196? 3 x 200 2 x 100 2.5 x 200 3 x 150

12. What is high-quality instruction? Study article. What are the implications for my school?  Math classes  Non-math classes

13. What is the area of the rectangle below? (rectangle with one side labeled 8 and another side labeled 3) Eighth-graders correct = 83%

14. What is the area of the rectangle below? (rectangle with two sides labeled 8 and the other two sides labeled 3) Eighth-graders correct = 37%

15. Introduction to Problem-solving Study the defn of “question,” “problem” and “exercise.” Use OGT prep book  Find an exercise.  Find a problem. What are appropriate uses of the OGT prep book?

16. Transforming Math Problems Read article. What are implications for my school?  Math classes  Non-math classes

17. Traditional: We are investing $1,000.00 at 5% for 5 years compounded semi-annually. How much money would you make? Revised: We are investing $1,000.00 for 5 years a) 5% compounded semi-annually b) 4.9% compounded quarterly c) 4.75% compounded continuously Which would you choose if you were doing the investing? Explain.

18. Traditional: A certain machine produces 300 nails per minute. At this rate, how long will it take the machine to produce enough nails to fill 5 boxes of nails if each box will contain 250 nails? Revised: Determine the time for filling 5 boxes of nails containing 250 each, given the rate at which nails are produced. Describe the procedure you would use to determine this time.

19. Traditional: What is the probability of drawing a blue marble from a bag containing 3 green, 5, yellow, 6 blue and 10 yellow marbles? Revised: How many blue marbles would you need to add to the original bag of marbles to make the probability of drawing a blue marble 0.5?

20. Traditional: Find the circumference and area of a circle with a diameter of 15 feet. Revised: You are VERY hungry. Given a choice between a 12” round pizza or a 12” square pizza that would cost the same, which would you choose? Defend your choice.

21. Creating a Differentiated Math Classroom Read article. What are the implications for my school?  Math classes  Non-math classes

22. Mastery math students... Want to... learn practical information and set procedures Like math problems that... are like problems they have solved before and that use algorithms to produce a single solution Approach problem solving... in a step-by-step manner Experience difficulty when... math becomes too abstract or when faced with non-routine problems Want a math teacher who... models new skills, allows time for practice, and builds in feedback and coaching sessions

23. Understanding math students... Want to... understand why the math they learn works Like math problems that... ask them to explain, prove, or take a position Approach problem solving... by looking for patterns and identifying hidden questions Experience difficulty when... there is a focus on the social environment of the classroom (e.g. on collaboration and cooperative problem solving) Want a math teacher who... challenges them to think and who lets them explain their thinking

24. Self-expressive math students... Want to... use their imagination to explore mathematical ideas Like math problems that... are non-routine, project- like in nature, and that allow them to think “outside the box” Approach problem solving... by visualizing the problem, generating possible solutions, and exploring among the alternatives Experience difficulty when... math instruction is focused on drill and practice and rote problem solving Want a math teacher who... invites imagination and creative problem solving into the math classroom

25. Interpersonal math students... Want to... learn math through dialogue, collaboration, and cooperative learning Like math problems that... focus on real-world applications and on how math helps people Approach problem solving... as an open discussion among a community of problem solvers Experience difficulty when... instruction focuses on independent seatwork or when what they are learning seems to lack real-world application Want a math teacher who... pays attention to their successes and struggles in math

26. Team Planning Role of the Numeracy Leader (p. 16) Getting Started (p. 17) SMART Objectives, Action Plans (pp. 18-20)  Specific  Measurable  Action-oriented  Realistic  Time parameters included

27. Sample Numeracy Objectives Increase problem solving. Add one extended response item to every end-of-unit exam. Meet as a vertical team of math teachers each month.

28. Homework/Next Steps Recommended Readings and Web Resources (pp. 21-25) Page 26  Implement action plan  Study one of the listed articles