Name Tag Soaring to new heights One Side

Name Tag: Soaring to new heights!!!! One Side: Your Name Really Large nd 2 and The Other Side: An Educational #Hashtag Sue D’Angelo and Alicia Charbonneau Making Each Math Moment Matter rd 3

How is it going? Questions, Comments, Concerns, Success Stories Think, Write, Post • Individual Activity • One thought per post-it • Post on appropriate chart: Number Talks, Problem of the Day, and/or Other

Planning is like ______.

Our Purpose for Today:

Key Understandings When you leave here today we want you to have these key understandings: 1. ) Everything we do in the math class serves a purpose. In order for the structure to be maximized we must have a goal and know what success looks like before implementing it. Planning is critical. 2. ) SLOW DOWN! Use the success criteria to help you see what students need to do by the end of the year. One great problem is better than 30 rote problems. 3. ) Action during each part of your structure is your lesson. You don’t need to add another component to “teach a lesson”. If your parts of the structure are intentional and purposeful, students are doing what they need to do to be successful.

Differentiation is a result of proactively planning.

How are we going? On My Way “Taking off” “Rocking It” When Finished: Make two individual goals 1: pertaining to number talks 1: pertaining to problem of the day.

Action Plan One person from your team opens the action plan from the training page of our website: Math. sarasotacountyschools. net Type your individual goals in the boxes

Number Talk Time!

What is the missing addend? 497 + n = 643 n = Your goal is to determine the missing addend. How will I know when I am successful? • I can tell a reasonable estimate for “n” before I add or subtract. • I can choose a strategy to solve an equation with an unknown in any position, and explain my strategy to others. • I can explain how another student’s strategy is similar to mine.

497 + n = 643

1. 2. 3. 4. I am successful when: • I can tell a reasonable estimate for “n” before I add or subtract. • I can choose a strategy to solve an equation with an unknown in any position, and explain my strategy to others. • I can explain how another student’s strategy is similar to mine.

When do I have time to teach a lesson? Structure Time Number Talk 10 -15 minutes Problem of the Day 10 -20 minutes Build and Explore 15 -20 minutes Complete

Success Criteria

With your team: Highlight your grade level success criteria for statements that we experienced during the number talk. What did you notice? What questions do you have?

ü Mathematical Goal and Success Criteria ü Anticipating strategies ü What is important about how I record? ü Follow up (questions, look fors, anchor chart)

Why do we teach strategies? It goes beyond memorization AND knowing 20 different strategies!!! -Graham Fletcher “All students need to have a deep and flexible knowledge of a variety of procedures, along with an ability to make critical judgements about which procedures or strategies are appropriate for use in a particular situation. ” National Research Council (2012)

ü ü Mathematical Goal and Success Criteria Anticipating strategies What is important about how I record? Follow up (questions, look fors, anchor chart) Le t’s Do On e. T og eth er!

Tools g n i ch a Te ps i T Nu m be r. T al ks

Exit Ticket for Lunch: What is going to be our challenge in planning for number talks and how are we going to overcome that challenge?

Processing…… What is success criteria and why is it so important?

Problem of the Day

Problem of the Day The art teacher asked Luwan to help her prepare the tables for the art project. He put 2 pieces of poster board and 6 markers on each table. He used 24 markers. How many pieces of poster board did he place on the tables?

Success Criteria for “We Do” their seats. Students use their visual models to explain what they did to their partner.

Problem of the Day The art teacher asked Luwan to help her prepare the tables for the art project. He put 2 pieces of poster board and 6 markers on each table. He used 24 markers. How many pieces of poster board did he place on the tables?

The art teacher asked Luwan to help her prepare the tables for the art project. He put 2 pieces of poster board and 6 markers on each table. He used 24 markers. How many pieces of poster board did he place on the tables?

My goal for you today is to relate addition to multiplication. I can explain the relationship between addition and multiplication. I can represent a multiplication equation with models and pictures. I can represent a multiplication expression as repeated addition. I can represent repeated addition as a multiplication expression. I can explain what the two factors of a multiplication equation represents. (the number of groups and number of items in each group) I can use the words “factors, product, times, and groups of” to describe the multiplication model, picture, and equation.

The music teacher wanted to pick up donuts for her choir. She got 5 boxes that held 6 donuts in each. How many donuts did she get? I can explain the relationship between addition and multiplication. I can represent a multiplication equation with models and pictures. I can represent a multiplication expression as repeated addition. I can represent repeated addition as a multiplication expression. I can explain what the two factors of a multiplication equation represents. (the number of groups and number of items in each group)

ü Mathematical Goal and Success Criteria When do we post it? ü Anticipating strategies ü Selecting students’ strategies ü Sequencing students’ strategies ü Connecting strategies to the goal and success criteria

Case of Mr. Harris and the Band Concert Task

Jigsaw Activity: 1. ) Number off 1 -8. 2. ) Go to your new table. 3. ) Look at the task card your role. with S RRI . HA MR

Success Criteria: 1. Explain your math teaching practice. 2. Discuss what the practice looks like/sounds like in the classroom. 3. Explain where the practice was found in the case.

The Case of Mr. Harris and the Band Concert Task • Make note of what Mr. Harris did before and during instruction to support his students’ developing understanding of multiplication. • Talk with a neighbor about the “Teaching Practices” Mr. Harris is using and how they support students’ progress in their learning • How did what Mr. Harris did relate to what Sue/Alicia did for their POD? ARR . H MR IS

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Task Cards Create a story problem to go with this picture. Record an equation to go with it. 3 x 7 4 +4 + 4 Show this problem relates to addition. Draw a picture. Write the related multiplication equation. Draw a picture. A toy car costs $3. A toy truck costs $4. Which costs more 4 cars or 3 trucks. Show your thinking.

Exit Ticket A toy car costs $3. A toy truck costs $4. Which costs more 4 cars or 3 trucks. Show your thinking. I can explain the relationship between addition and multiplication. I can represent a multiplication equation with models and pictures. I can represent a multiplication expression as repeated addition. I can represent repeated addition as a multiplication expression. I can explain what the two factors of a multiplication equation represents. (the number of groups and number of items in each group) I can use the words “factors, product, times, and groups of” to describe the multiplication model, picture, and equation.

Game Fa ct F lue ncy • Partner game • One person flashes a card. • The other person says the multiplication sentence, addition sentence, and creates a story problem.

Other Suggestions • Computer game or activity that relates to the success criteria (i-Ready, IXL, Brainpop, etc. ) • Select problems in the textbook that relate to the success criteria

Build and Explore Can include any of these suggestions Review activities from concepts passed and geometry/measurement concepts

The Story of Two Teachers

Which teacher are you? Many of us start off the year going fast like the rabbit and we miss the teachable moments! Don't be a hare!!!!

Almost every successful Teacher begins with two beliefs: The future can be better than the present, and I have the power to make it so.

Exit Ticket: 1. What ideas shared today will help you make every math moment matter? 2. What concerns do you have moving forward? 3. How can Sue/Alicia help?