2. Math Leadership Support Network ’08-’09 MLSN 2008 - 2009 Change Leadership Assessment KSI Number Sense

3. Math Leadership Support Network ’08-’09 GROUP NORMS Cell Phones Two Feet Participate Sidebars

4. Math Leadership Support Network ’08-’09 Agenda Advance Organizer Advance Organizer Conceptual Change Model Conceptual Change Model Literature Connection Literature Connection Assessment – How to Grade… Assessment – How to Grade… Literature Connection Literature Connection Number Number Change Leadership/KSI Change Leadership/KSI

5. Math Leadership Support Network ’08-’09 Advance Organizer Focus for today: Number – How can composing and decomposing numbers improve student understanding of multiplication, division, and related properties Leadership/KSI – Where am I in my efforts to implement the Seven Disciplines for Strengthening Instruction? How can I use Progress Monitoring and Probes to improve instruction?

6. Math Leadership Support Network ’08-’09 Advance Organizer Focus for today: Assessment/Grading – What are the principles on which your grading practices are based? What future revisions in your grading practice are you considering? Conceptual Change Model – What are the six critical components in the Conceptual Change Model?

7. Math Leadership Support Network ’08-’09

8. WHY DO MANY CITIZENS OF THE UNITED STATES THINK THAT SOME HAVE THE MATH GENE AND MOST DO NOT?

9. Math Leadership Support Network ’08-’09 DO YOU AGREE THAT BASIC mathematical competency includes the ability to –Reason and validate reasoning –Solve problems –Apply and communicate mathematically –Understand various ways to represent mathematics and –Use technology

10. Math Leadership Support Network ’08-’09 TEXTBOOK QUESTIONS With a partner, discuss the following: With a partner, discuss the following: –How is your textbook chosen? –How often do your students read the text? –What is the value of textbook examples?

11. Math Leadership Support Network ’08-’09 Supports and Resources Following each section including the preface there are references with notable authors and researchers.

12. Math Leadership Support Network ’08-’09 Textbook/Resources –How do you use the auxiliary materials that accompany your textbook? –Rate the overall value for learning of your textbook on a scale from 1 to 10

13. Math Leadership Support Network ’08-’09 Seeing a Difference List four (4) ways research-based best practices conflict with the traditional textbook and teaching methods.

14. Math Leadership Support Network ’08-’09 Conceptual Change Model Commit to an outcome Confront beliefs Extend beliefs

15. Math Leadership Support Network ’08-’09 Conceptual Change Model continued … Accommodate the concepts Extend the concept Go beyond

16. Math Leadership Support Network ’08-’09 Activity: Adding Nines Samantha watched a snail move across her patio one afternoon. She discovered that it took one hour for the snail to travel nine (9) centimeters. If it kept traveling at the same speed, how far do you think it traveled in six (6) hours? Commit to an estimate.

17. Math Leadership Support Network ’08-’09 Adding Nines Pair ‘n’ Share your estimate

18. Math Leadership Support Network ’08-’09 Adding Nines Justify your answer using only addition and subtraction. Through discussion at your table, how many different ways did the group answer the question?

19. Math Leadership Support Network ’08-’09 Adding Nines Record on chart paper the different methods used in the group.

20. Math Leadership Support Network ’08-’09 Adding Nines Would these strategies work if we were adding sevens (7s)?

21. Math Leadership Support Network ’08-’09 Adding Nines Create an original problem that you could use to illustrate this concept.