Academic presentation for college course (paper and pencil design)

Planning with the Mathematical Practices in Mind

Please ask participants to bring the following items to Early Release:Elementary Math Best Practices4th Quarter Math Placemat

All participants should have the following materials:Math Swap Directions HandoutMath Swap Graphic Organizer HandoutConcept Match-Up Directions HandoutStrategies to Extend Student Thinking HandoutDiscussion Builders HandoutMath Early Release Planning Guide ChecklistEarly Release Math Template Handout

1Learning Objectives:Identify activities incorporating Mathematical Practices

Success Criteria:Teachers will collaborate to plan instruction focusing on Mathematical Practice 3, 4, or 5

What Are We Up To Today?-Click and read contents of slide2Here Are Some Math Activities You Might Like To Try!

Student Approved!-Read contents of slide3Math Swap Activity

-Click to play embedded video showing how to play the Math Swap Activity (1 minute 25 seconds)Direct participants to the Math Swap Activity Handout and Math Swap Graphic Organizer Handout

Presenter Note: The cartoon shown was a Powtoon. You can create a Powtoon at www.powtoon.com

4Table Talk!

How could you differentiate Math Swap to meet the needs of the learners in your classroom? -Read questions posed on slide

Table Talk (roughly 5 minutes total):Small group discussion (roughly 2 minutes)Whole group share out (2-3 minutes)5Question to ConsiderHow does Math Swap support Mathematical Practice 3, Construct Viable Arguments and Critique the Reasoning of Others?

Table Talk (roughly 5 minutes):Pose question on slide: How does Math Swap support Mathematical Practice 3, Construct Viable Arguments and Critique the Reasoning of Others? (small group discussion 2-3 minutes)Participants may want to reference their Elementary Math Best Practices SheetAllow for whole group share out (1-2 minutes)Possible responses: Students must use correct math vocabulary to construct their argument or explain their groups thinkingStudents must use other students examples to build on the reasoning of a problemStudents listen to the thinking of others and decide if it makes sense. They might also ask questions of their classmates to clarify misconceptions.

6Do your students have difficulty making connections between mathematical representations?10 x 2 = 20XXXXXXXXXXXXXXXXXXXX

Twenty2 Tens and 0 Ones-Read contents of slide7The Concept Match-Up Game Might Be For You!

-Click and read contents of slide8Whats This Concept Match-Up Game All About?How To Play:Use three different colored index cards.Each color index card will be used to represent a number in a different way.On one colored index card write an equation, on another color write the pictorial representation for the equation, and on the third color card write the answer to the equation.Each student will be given a card. Their job is to find the other two students who have the cards representing the number shown on their card. After students collaborate to find their matching groups of three, they can present to the class how they know their cards match-up.

1/8 + 7/8 = 1 One wholeEquationPictorial RepresentationAnswer

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-Direct participants to the Concept Match-Up HandoutDirect participants to Strategies to Extend Student Thinking Handout and Discussion Builders Handout. These handouts are resources for teachers to promote purposeful discussion (Mathematical Practice 3: Construct Viable Arguments and Critique the Reasoning of Others). The Discussion Builders Handout can also be used to promote purposefully discussion among students. These handouts can be used across the content areas.

-Click and read contents of slide

-Important points:Bullet 3: Concept Match-Up can be used as a spiral review by integrating multiple concepts. For example, one set of three index cards might show multiplication, while another set of three index cards might show calculating area of a shape.

9Table Talk!How could you differentiate the Concept Match-Up Game to meet the needs of the learners in your class?

Table Talk (roughly 5 minutes):Pose question on slide: How could you differentiate the Concept Match-Up Game to meet the needs of the learners in your class? (small group discussion 2-3 minutes)Participants may want to reference their Elementary Math Best Practices SheetAllow for whole group share out (1-2 minutes)Possible responses: Adjust level of questioningAdjust questions to focus on concepts students still need more practice onCould be used at the end of a lesson for formative assessment10Mathematical Thought!What Mathematical Practices do you feel the Concept Match-Up Game supports? Justify your thinking.

Table Talk (roughly 5 minutes):Pose question on slide: What Mathematical Practices do you feel the Concept Match-Up Game supports? Justify your thinking. (small group discussion 2-3 minutes)Participants may want to reference their Elementary Math Best Practices SheetAllow for whole group share out (1-2 minutes)Possible responses: MP1: Students would have to understand their question as well as how it relates to othersMP2: Help students make connections from abstract to concreteMP3: Use correct math vocabulary to justify their match-upsMP4: If provided with an equation, a student may have to create a model before locating the pictorial representationMP5: Students may need to use tools to solve their problem before being able to locate their matchesMP6: Students would have to state the meaning of symbols, units of measure, etc. while collaborating and explaining their thinkingMP7: Look for patterns or structure recognizing that quantities can be represented in different ways****These are only some possible responses!11

The strength of the team is each individual member. The strength of each member is the team.

~ Phil Jackson-Read quote on slide

-Video is embedded, click to play (27 seconds)

-Working as a TEAM, teachers will collaborate to create a math lesson focusing on either Mathematical Practice 3, 4, or 512Coming Attractions!Next year we will be focusing on

Mathematical Practice 3-Read contents of slide

-Next year, we will be building on our knowledge of Mathematical Practice 3 as we focus on purposeful student talk. Participants may want to keep the upcoming focuses in mind as they collaborate in the upcoming activity

13As You Are Planning-Direct participants to the Math Early Release Planning Guide Checklist Handout

-Click and read contents of slideThe slide contains an overview of the Planning Guide Checklist Handout

-Important Points:A lesson will probably last for more than one class period. The lesson will most likely incorporate multiple Mathematical Practices, but you will focus on creating a lesson centered around a single Mathematical Practice (Mathematical Practice 3, 4, or 5).

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Math Planning TemplateWrite the topic or concept that will be the focus of instructionWrite the Mathematical Practice that will be the focus of your instruction. Identify the other Mathematical Practices that will be evident in instruction.Write the Tier II and III Vocabulary you will need to incorporate into instructionWrite the steps for facilitating instructionDescribe the assessment you will use. How will you know the students understood the objective?Write the technology or technology resources you might use- websites, videos, etc.-Direct participants to the Early Release Lesson Guide HandoutThis handout is for training purposes only. It is not a required lesson planning template. If your school/teachers are using a similar template addressing all components of this handout, they may use their own template.If teachers wish to download this document, it can be found on the Common Core Webpage under May Professional Development.

-Click and read contents of slide

-Teachers will collaborate to design instruction focusing on one Mathematical Practice (MP 3, 4, or 5)

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Thank you for everything you do!-Click to play embedded video (49 seconds)

-Thank you for your hard work this year as you implement topics covered in professional development into your classroom!

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