Mathematics Discussion & Common Core Connected Strategies

Mathematics Discussion & Common Core Connected StrategiesKristin Misangyi Coordinator at Waller/Maxwell

Denver Math FellowsDo you think the Fellows are going to be excited to share their ideas?I hope so, because I keep hearing about all of the great things that they are doing for students! ObjectivesFELLOWS WILL BE ABLE TO:

articulate our ratio goal from Blueprint Visits

set clear expectations and norms within their tutorial rooms/spaces

implement agree and disagree protocols for students to engage in math talk with each other

begin implementing instructional strategiesthink-pair-share and questioning .to engage student in math talk with each other2Norms for Todays Green DayNo Blame, Shame, or Judgment Self Monitor Talk time and allow everyone to have inputCell phones/laptops out of sightTake care of needs as they come up (bathroom and drinking fountains located right outside of library)

Do NowWrite a word problem that models the mathematical expression: 4. Solve it using visual representation.

Write a word problem that models the mathematical expression: 4 . Solve it using visual representation.

SilentIndependentFind a friend and Discuss(Not to be confused with phone a friend)

Stand up and find someone who is wearing something similar to you.

Ask coordinators to help write down some of the academic languagesentence startersdiscourse techniques that they hear. 5

Share your word problems and visuals. Is one visual representation better than another?

What might kids do?

What might kids have trouble with?

You may return to your seat

DhanybhadCommon Experience and a Problem to Relate to when discussing other parts7GoalPriority #1 from Blueprint Visits

RATIO: Teacher Talking Versus Students Talking

What do you think in % the amount of time students should be talking versus teachers?

Turn and talk to a Neighbor8Students Talk 70%

Teachers Talk 30%

Our Ratio Goal from Blueprint visits.Where do we start?9What does Productive Math Discourse look like?3rd GradeDiscussing scale factor

Video (3:25)

What does Productive Math Discourse look like?

4th GradeDiscussing is 40 a factor of 40?

Video (3:59)

What does Productive Math Discourse look like? 6th GradeIs greater than or less than 3/5?

Video(1:10)

12Successful Math DiscourseWhat are the Similarities between the conversation you had about your fraction problem and the conversations in this classroom?

As a table list out as many similarities as you can. (1 person capture those notes)Share out from Tables

Coordinators collect on Chart Paper14How?

Now we know what we want our students to sound like.How do we get them there?15Setting Norms with StudentsTwo major Goals of Setting up Classroom Talk Norms:

Respectful Discourse: Talk is respectful when each persons ideas are taken seriously; no one is ridiculed or insults, and no one is ignored or browbeaten.

Equitable Participation: Participation is equitable when each person has a fair chance to ask questions, make statements, and express his or her ideas. Academically productive talk is not just for the most vocal or the most talented students.

4th Grade: How do I agree and Disagree? Clip 2.1j 1:21

Thinking Points:

What distinctions is made between disagreeing with a person versus with his or her answer?

How might we help our students make this distinctions as we conduct discussions?

Think Pair Share.before video have fellows176th Grade: Mary, may you please repeat that again?Clip 2.1k 1:43Thinking points:

What expectations are in place?

What language has been taught to students?

How are students showing respect?

Practices to Improve Equitable ParticipationGive time to think.

Give time to practice.

Randomly assign speakers to report out for a group.

Encourage students to self-monitor their participation.

Offer a token to talk.

Use the technique one of three.Volunteer a comment during whole-class discussion.Respond when called on at random to do so.Ask a question during a whole-class discussion.19Students Rights and ObligationsRightsYou have the right to make a contribution to an attentive responsive audience.You have the right to ask questions.You have the right to be treated civilly.You have the right to have your ideas discussed, not you.

Students Rights and ObligationsObligationsYou are obligated to speak loudly enough for others to hear.You are obligated to listen for understanding.You are obligated to treat others civilly at all times. You are obligated to consider other peoples ideas an to explain your agreement or disagreement with their ideas.

4 steps Toward Productive Classroom DiscussionConnecting to CCSSStep 1: Helping Individual Students Clarify and Share Their Own Thoughts

Engagement Strategies are:Initiating Think-Pair-Share (turn and talk)Showing Thinking in Classrooms(Revoicing/repeating, Say More (stretch it)

Questioning and Wait Time

Think Pair Shareclip1.2a3 2:42

Thinking Points

What do you see happening here?

Did anything surprise you, interest you, or make an impression on you?

Turn and Talkclip1.2a4 :44

Thinking PointsDo you see any opportunities for formative assessment with these talk moves?

For language development?

For Participation by students who may not speak otherwise?Beginning Stages For a FellowGet good at taking opportunities for Think-Pair-Share (turn and talk)

Teach students through sentence stems and modeling phrases to use to help with clarification (Revoicing)

Using questioning (Hows and Whys) and wait time, get students talking more. Who can say more? Can you give us an example? Why is that the larger fraction? How can you tell?How will the following help us achieve our Ratio Goal?If FellowsThen Student willGive student opportunities to engage in conversation by implementing and planning for Think-Pair-Share

Providing students with sentence stems and phrases that link to getting students to clarify their thinking or that of other students.

Asking more How/Why Questions: (planning for these)

Continue giving appropriate wait time

Helping students with the language to talk to each other (i.e. I agree/dissagree why?)Start to think (clarify their own understanding) before sharingbe able to reason and construct viable arguments (SMP 3)Will use language that leads them to precision in their solutions and justifications (SMP 6)Planning Talk Based LessonsFour Steps for Planning

Step 1: Identifying the Mathematical GoalsStep 2: Anticipating QuestionsStep 3: Asking QuestionsStep 4: Planning and ImplementationSee Handouts28Six Key Components to the Introductory LessonWere going to be talking in math class this yearWhat do we mean by talking in math class?Why should we talk about math in this way?Some useful words: explain, explanation, reasoningHow do we talk about our own thinking in math?How do we talk about each others ideas this year? See Handouts29Exit Ticket What is 1 new thing you learned?

What is something you will implement with Fellows/students tomorrow?

What is something you want to know more about?

(For your coordinator)