1. November 3,2012 Roxane Dyk 9:00-11:30/12:30-3:00 Huron Professional Development

2. Roxane.dyk@k12.sd.us Math Specialist SD Counts Introductions

3. Introduction Activity “The Power of Positive Words” Share with your table one thing you are “thankful for” 5 minutes

4. K-12 Outcomes Participants will leave…. With thoughts on how the environment determines what will happen during math class How to get students engaged in math class Ideas to be covered Establishing Group Norms Social Learning Model Questions (CGI/Webb Levels’) Manipulative Video of a Number Talk Smarter-Balanced Assessment Sampler Curriculum Map Updating

5. 6-12 Outcomes Participants will leave…. With thoughts on how the environment determines what will happen during math class How to Get Students Engaged in Math Ideas to be covered Establishing Group Norms Social Learning Model Questions (CGI/Webb Levels’) Manipulative Video of a Number Talk Smarter-Balanced Assessment Sampler Curriculum Map Updating

6. K-12 Group Norms

7. K-12 Wish List Activity What do you hope to learn over the next few hours….. I would be happy if I learned….. I would be disappointed if we did not cover…..

8. Let’s begin looking at the ways to get students K-12 engaged in your math classroom.

9. Number your group of by 3’s

10. Group Role Responsibilities 3. Time Keeper-keeps track of time 6. Task Master-focus on task 9.Reporter-will share out to large group 12. Recorder-write down what group shares 15. Chart maker-creates the chart 18. Materials and resource person (in your classroom no more than 3-4)

11. K-12 Article “Becoming Environmentally Aware”

12. Sharing out your thoughts Discuss key findings (task-master) Allow each group member to share their key ideas from thr article (each will be allowed 1 minute to talk) (time-keeper) Record key ideas taken from the article (recorder) Put a star by key ideas you do already Discuss what you could implement on Monday Share with another group your findings Share (reporter)

13. Questioning in the Classroom See Handout Ask many questions, from clarifying to proving questions. Webb’s Level What level of questions do you ask?

14. Daily Routines When used thoughtfully they provide the opportunity for rich mathematical discussions. Through routine, children sustain contact with ideas. They also anticipate the work and mentally prepare for it. We all have daily routines, now we need to make them richer. Calendar math Thinking of the calendar activities you already do and the questions we just visited, what are ways you could make them “richer” Keep in mind what you need to accomplish with your grade-level CCSS Record ideas and be ready to share

15. Effective in a K-12 Classroom Social Learning Model Posing the problem Ask for clarifying questions Giving individual “think time” See research handout Sharing in your small group Large group sharing

16. K-12 Problem-solving activity I will model the process with this activity What Does a Design Worth 8 Look Like? Suppose a blue rhombus equals 1/4. Record your design and explain how you know the design is equal to 8. Done? Create a design worth 16 look like?

17. Manipulatives In your group compile a list of manipulative that you regularly use in your classroom. Share with another group- are they the same or different

18. As we continue this journey, we must remember… “What was good enough for us in learning mathematics is not good enough for our children. Despite the reality that learning math was a bust for so many of us, we have pressed on with ineffective teaching approaches that clearly don’t work.” -M. Burns

19. First, we will learn the components of a number talk?-video Then we will watch a number talk in action- K and 3 rd grade class Next we will engage in a number talk. Finally, we will prepare a number talk to use Monday in school. Number Talks

20. Components of a Number Talk Video

21. Video’s K/3 rd Grade Number Talks

22. Number Talks Video http://insidemathematics.org http://mathsolutions.com

23. Tell me everything you know about the number 60.

24. Smarter-Balance Assessment Sampler Questions http://www.smarterbalanced.org/ sample-items-and-performance- tasks/ http://www.smarterbalanced.org/ sample-items-and-performance- tasks/

25. Curriculum Mapping Updates

26. As we end this day-long journey, please remember… When helping students develop new understandings and new skills, it’s important to keep in mind that learning happens over time and that children learn on different schedules. The goal of instruction should be to help children learn in ways that pay attention to who they are, what they know, and how they best learn. More rigor does not mean doing more of the same kind of problem or increasing the number of digits in an arithmetic exercise, it means pushing students to apply the concepts and skills they’ve learned in new and different ways

27. K-12 Wish List Activity What do you hope to learn over the next few hours….. I would be happy if I learned….. I would be disappointed if we did not cover…..

28. http://midcentral- coop.org/esa3/south-dakota-counts/ 2006-07 SD Counts Math Problem Booklet 2008-09 Math Problems 2010-11 CGI Problem Type Add/Sub CGI Problem Types Multi/Div SD Counts Remainders CGI-Multiplication Websites for Problems

29. Thank You Roxane.dyk@k12.sd.us