1. Standards for Mathematical Practices 4 & 5
MP 4 Model with Mathematics
MP 5 Use Tools Strategically
Elementary Math
December
Presenter Notes:
Teachers need to bring with them to Early Release:
-GO Math! Current Teacher Edition
-PowerPoint – Print the PowerPoint with 3 slides per page so that teachers may take notes during the presentation.
-Handout #1
-Elementary Math Best Practices (from October & November PD)
-Reflection Pass
*Presenter: From ThinkCentral, load Mathematical Practice Professional Development with Julie Dixon Segment 12 before presentation begins and have screen available to access for viewing after reading slide 6.

2. Moving Forward… Success Criteria Learning Goals
Identify how students will develop and demonstrate Practices 4 & 5 in their work and discussions
Success Criteria
Create a plan on how you will integrate Standards for Mathematical Practices 4 & 5
Presenter will read Title- Moving Forward
Click 1x-Read Learning Goal
Click 1x-Read Success Criteria
4d Growing and Developing Professionally -The teacher actively pursues professional development opportunities and initiates activities to contribute to the profession. In addition, the teacher seeks feedback from supervisors and colleagues. 4d

3. Share cartoon.
Say: How many of you have heard “Don’t ask me. I don’t do math.” Maybe we should respond with “I don’t do read.”
Research proves this is not true. Our students can all think like mathematicians if they have the right tools and opportunity to learn.
We need to talk to our students like mathematicians, treat them as mathematicians, and provide opportunities for them to ‘learn math’, not just ‘do math’.
The link below is an article, The Myth of, ‘ I’m Bad At Math’. This article sheds light on the fact that basic ability in the subject isn't the product of good genes, but hard work.

4. Mathematical Practices
Mathematical practices describe the habits of mind of mathematically proficient students.
In your classroom,
Who is doing the talking?
Who is doing the thinking?
Who is doing the math?
Say: We ended last month discussing how student behavior might change when we purposefully plan for Standards Mathematical Practices 1 & 3 in our instruction. The one talking, sharing their thinking, and doing the math is LEARNING!
Say: Share with your table how you implemented Standards of Mathematical Practice 1 & 3 in your instruction and how student behavior has changed during math class. 3 mins share whole group.
Say: Today we are delving deeper into MP 4 & 5.

5. MP 4 Model with Mathematics
What Do These Careers Require Each Of Them To Do Before They Have A Final Product?
MODEL
MP 4 Model with Mathematics
Engineer
Read Title:
Click 1x- Fashion Designer/Engineer pictures pop up
Click 1x- Dress/bridge model pop up
Click 1x- Banner labeled MODEL pops up
Say: Each of these careers require a model to be created first to test effectiveness of the product. Students, regardless of age, K-12 need to understand the value of a model and be provided opportunities to create models when solving rigorous problems. Now let’s investigate Standards for Mathematical Practice #4, Model with Mathematics.
Fashion Designer

6. Where Can You Obtain Background Knowledge For Modeling Your Thinking?
Turn to the following page in your Teacher Edition:
K Page 165E
1st Page 181E
2nd Page 241E
3rd Page 207E
4th Page 265E
5th Page 277E
Click 1x- Read title- participants share whole group where they can obtain knowledge for modeling mathematical thinking. 2mins
Say: Take out Handout#1 and open your Teacher Edition to the following pages: Presenter note: These are the pages if teachers are keeping pace with the Math placemats. K- page 165E, 1- page 181E, 2- page 241E, 3- page 207E, 4- page 265E, 5- page 277E
If they did not bring these pages, have them turn to the Teaching for Depth page-table of contents will guide them to what page.
Click 1x- Teaching for Depth Page appears
Say: This page, Teaching for Depth, is found at the beginning of each chapter in each grade level. We all get busy and feel rushed, but if we take the time to review and build our content knowledge we will become more fluent and will then model more fluently for our students, hence leading to more effective instruction. Building our own content knowledge can help decrease our planning time because we are now more aware of tools, models, and strategies to plan for.
Click 1x on picture- Access ThinkCentral Segment 12 video that you loaded before presenting.
Say: As you watch video jot down behaviors of teacher modeling mathematical thinking on your Power Point notes page.
Say: Many of you probably have had parents call/send notes because they are having trouble using the strategies their child has learned in math. The parents are having trouble because they were not exposed to most of these strategies during their own math instruction. On your class ThinkCentral account make the Professional Development podcasts available to the students and communicate with parents this tool that is available for them to use. You can download the video you want them to view and add to student assignments.
Say: On Handout #1 Part 1, record how you could use this page, Teaching for Depth, to plan more effectively.
Say: Other resources to build your background knowledge of content are:
Youtube, Teachertube, Google Search, Discovery Streaming. Multiple resources can be found on OCSD Common Core Website.
1a Demonstrating Knowledge of Content and Pedagogy -The teacher’s plans and practice reflect extensive knowledge of the content and the structure of the discipline. The teacher actively builds on knowledge of prerequisites and misconceptions when describing instruction or seeking causes for student misunderstanding. The teacher stays abreast of emerging research areas, new and innovative methods and incorporates them into lesson plans and instructional strategies.
1d Demonstrating Knowledge of Resources and Technology- The teacher seeks out resources and technology (may include assistive technology) in and beyond the school or district in professional organizations, on the Internet, and in the community to enhance own knowledge, to use in teaching, and for students who need them.
1a, 1d

7. How Can You Engage Your Students In Modeling with Mathematics?
Create a class list of math strategies and add to the list as you add new strategies.
Through questioning allow students opportunities to explore and explain their thinking.
Read title
Click 1x –Image will appear
Click 1x-Read each bullet (2x)
Click 1x and Say: Are you noticing the spiral effect of the Mathematical Practices? Last month it was shared not to teach the practices in isolation. Today, after viewing and discussing MP 4-Modeling with Mathematics, you see students can’t model in problem solving without persevering, math talk, and using tools.
Research tells us that complex knowledge and skills are learned through social interactions (Vygotsky 1978; Lave and Wenger 1991).
3c Engaging Students in Learning -Students, throughout the lesson, are engaged based on their physical and intellectual abilities in significant learning and make material and/or relevant contributions to the activities, student groupings, and materials. The lesson is adapted as needed to the needs of individuals, and the structure and pacing allow for student reflection and closure.
3e Demonstrating Flexibility and Responsiveness-The teacher seizes an opportunity to enhance learning, building on a spontaneous event or student interests. The teacher ensures the success of virtually all students, using an extensive repertoire of instructional strategies.
3c,e

8. How Could You Use ELA Strategies To Model Your Thinking in Mathematics?
Use think aloud strategies
Approach problem solving as a close read
Break the problem apart and model each step during direct instruction
Scaffold your questioning to reach all advanced learners
Say: Presenter reads question and participants table talk and share whole group. 2 mins
Click 1x-Read each bullet, continue 4x
After 4th bullet Say: The cycle of questions, responses, questions, and more responses is a spiral to lead to higher learning (Blackburn, 2012).
Say: When modeling your thinking during problem solving activities share with your students that they need to approach problem solving as a close read.
1a Demonstrating Knowledge of Content and Pedagogy -The teacher’s plans and practice reflect extensive knowledge of the content and the structure of the discipline. The teacher actively builds on knowledge of prerequisites and misconceptions when describing instruction or seeking causes for student misunderstanding. The teacher stays abreast of emerging research areas, new and innovative methods and incorporates them into lesson plans and instructional strategies.
3c Engaging Students in Learning-Students-throughout the lesson, are engaged based on their physical and intellectual abilities in significant learning and make material and/or relevant contributions to the activities, student groupings, and materials. The lesson is adapted as needed to the needs of individuals, and the structure and pacing allow for student reflection and closure.
3e Demonstrating Flexibility and Responsiveness -The teacher seizes an opportunity to enhance learning, building on a spontaneous event or student interests. The teacher ensures the success of virtually all students, using an extensive repertoire of instructional strategies.
1a, 3a,b, e

9. MP 5 Use appropriate tools strategically
What Types of Math Tools Do Your Students Have Access to When Modeling in Mathematics?
Brainstorm a list of 5 manipulatives students have access to and how students will use them during math instruction.
Manipulatives
MP 5 Use appropriate tools strategically
Presenter reads question and directs participants to brainstorm at their table/group a list of manipulative/tools students have access to when modeling in mathematics. The terms manipulative and tools will be used interchangeably 2 mins
Click 1x- Banner will disappear
Click 1x- Read
Click 1x-Handout will appear
Say: Take out Handout#1 and list 5 manipulatives/tools your students have access to and explain how students use them during math instruction. Share whole group. 2mins
2c Managing Classroom Procedures-Students contribute to the seamless operation of classroom routines and procedures for transitions, handling of supplies, and performance of non-instructional duties. (If using a modified curriculum, at an independent, supportive, or participatory level.) 2c

10. Why Should Students Use Tools In The Mathematics Classroom?
Manipulatives give more freedom to move and get physically involved in solving math problems
Manipulatives reach a wider range of learners
Manipulatives provide more student engagement
Discussions about manipulatives build communication skills
Read question
Click 1x- Read bullet, continue 4x
Say: When problem solving, physical objects in front of the learner give students tools to solve problems that are complex or difficult to understand. Manipulating the objects can lead the child to the answer. For example, if he struggles to reduce a fraction to lowest terms, fraction strips can help him solve the problem. Learners also get confirmation on answers that they don't get on paper. With a worksheet, he won't know until the teacher checks the work if he was correct. With manipulatives, he can see right away that he is correct.
Say: Now refer back to Handout#1 and complete your plan for implementing Mathematical Practice 4 & 5 in a lesson next week.
3c Engaging Students in Learning -Students, throughout the lesson, are engaged based on their physical and intellectual abilities in significant learning and make material and/or relevant contributions to the activities, student groupings, and materials. The lesson is adapted as needed to the needs of individuals, and the structure and pacing allow for student reflection and closure. 3c

11. Reflection
How can you ensure that manipulatives/tools are accessible to all students?
Read contents of slide to participants.
Say: You have already begun implementing Mathematical Practices 1 & 3. Now have a plan to implement Mathematical Practices 4 & 5.
Allow roughly 5 minutes for participants to collaborate as they discuss, reflect, and answer the question provided on the Reflection Sheet.
Pass out Professional Learning Community Assessment and have teachers complete assessment during their Professional Learning Community (PLC)
4a Reflecting on Teaching -The teacher’s reflection on the lesson is thoughtful and accurate, citing specific evidence. The teacher draws on an extensive repertoire to suggest alternative strategies and predicts the likely success of each. 4a