Elicit and use evidence of student thinking.
Effective teaching of mathematics uses evidence of student thinking to assess progress toward mathematical understanding and to adjust instruction continually in ways that support and extend learning.
Principles to Actions: Ensuring Mathematical Success for All
7:15  Welcome, Materials, Q&A

7:30  Establishing Intent, Purpose, Norm Setting

7:45  Break for Birthday Breakfast 
7:55  Talking Points from Elizabeth Statmore (@chessemonkeysf) 
8:10  Subitizing (a.k.a. Dot Talks) 
8:30  Number Talk 
8:55  Planning

9:05  Closure 
9:15  End of session 
Homework:
 Explore Closest to One using Open Middle worksheet with I can show my work so a reader understands without asking me questions.
 Read pp. 207211 from Taking Action: Implementing Effective Mathematics Teaching Practices in Grades K5
 What the Research says: Elicit and Use Evidence of Student Thinking
 Promoting Equity by Eliciting and Using Evidence of Student Thinking
 Read one of the following from Taking Action: Implementing Effective Mathematics Teaching Practices in Grades K5
 pp.183188 Make a Ten
 pp.189195 The Odd and Even Task
 pp. 198207 The Pencil Task
Additional challenges
 Number talks with students – subitizing first
 Seek flexibility and multiple ways to show what you know.
 What examples did you select?
 Why did you select the examples you used?
 What examples of student thinking did you document?
 Read:
Kaplinsky, Robert, and Peter Morris. “Closest to One.” Open Middle.
Leinwand, Steve. Principles to Actions: Ensuring Mathematical Success for All. Reston, VA.: National Council of Teachers of Mathematics, 2014. (p. 46) Print.
Smith, Margaret Schwan., et al. Taking Action: Implementing Effective Mathematics Teaching Practices in Grades K5. The National Council of Teachers of Mathematics, 2017.
Statmore, Elizabeth. “Cheesemonkey Wonders.” #TMC14 GWWG: Talking Points Activity – Cultivating Exploratory Talk through a Growth Mindset Activity, 1 Jan. 1970.
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