Effective teaching of mathematics engages students in solving and discussing tasks that promote mathematical reasoning and problem solving and allow multiple entry points and varied solution strategies.
Principles to Actions: Ensuring Mathematical Success for All
15 min  Homework discussion, Q&A, Problem of the Week 
15 min  Number talk and birthday breakfast 
45 min  Numeracy through Literature – Notice and Note 
35 min

Designing for Learning
Read, select, and design –

10 min  Closure 
End of session 
Possibilities:
Learning Progressions:
Standards for Mathematical Practice
“Connect Extend Challenge A Routine for Connecting New Ideas to Prior Knowledge.” Visible Thinking, Harvard Project Zero.
Leinwand, Steve. Principles to Actions: Ensuring Mathematical Success for All. Reston, VA.: National Council of Teachers of Mathematics, 2014. (p. 46) Print.
Gough, Jill, and Jennifer Wilson. “#LL2LU Learning Progressions: SMP.” Experiments in Learning by Doing or Easing the Hurry Syndrome. WordPress, 04 Aug. 2014. Web. 11 Mar. 2017.
Gough, Jill, and Kato Nims. “#LL2LU Learning Progressions.” Experiments in Learning by Doing or Colorful Learning. WordPress, 04 Aug. 2014. Web. 11 Mar. 2017.
Smith, Margaret Schwan., et al. Taking Action: Implementing Effective Mathematics Teaching Practices in Grades K5. The National Council of Teachers of Mathematics, 2017.
Previous Embolden Your Inner Mathematician agendas:
Effective teaching of mathematics engages students in making connections among mathematical representations to deepen understanding of mathematics concepts and procedures and as tools for problem solving.
Principles to Actions: Ensuring Mathematical Success for All
15 min  Homework discussion, Q&A, Problem of the Week 
15 min  Deepening: Use and connect representations 
15 min  Construct a viable argument and critique the reasoning of others 
20 min  5 Practices: Anticipate, Monitor, Select, Sequence, Connect 
40 min  Visual Patterns – Routines for Reasoning 
15 min  Closure 
End of session 
Homework:
Standards for Mathematical Practice
“Connect Extend Challenge A Routine for Connecting New Ideas to Prior Knowledge.” Visible Thinking, Harvard Project Zero.
Leinwand, Steve. Principles to Actions: Ensuring Mathematical Success for All. Reston, VA.: National Council of Teachers of Mathematics, 2014. (p. 46) Print.
Gough, Jill, and Jennifer Wilson. “#LL2LU Learning Progressions: SMP.” Experiments in Learning by Doing or Easing the Hurry Syndrome. WordPress, 04 Aug. 2014. Web. 11 Mar. 2017.
Gough, Jill, and Kato Nims. “#LL2LU Learning Progressions.” Experiments in Learning by Doing or Colorful Learning. WordPress, 04 Aug. 2014. Web. 11 Mar. 2017.
Smith, Margaret Schwan., et al. Taking Action: Implementing Effective Mathematics Teaching Practices in Grades K5. The National Council of Teachers of Mathematics, 2017.
Previous Embolden Your Inner Mathematician agendas:
Effective teaching of mathematics engages students in making connections among mathematical representations to deepen understanding of mathematics concepts and procedures and as tools for problem solving.
Principles to Actions: Ensuring Mathematical Success for All
15 min  Homework discussion, Q&A 
45 min  Apples and Bananas Task 
30 min  Number Talk – Flexibility: Show what you know more than one way. 
10 min  Break 
20 min  Connecting multiple representations 
End of session 
Homework:
Standards for Mathematical Practice
“Connect Extend Challenge A Routine for Connecting New Ideas to Prior Knowledge.” Visible Thinking, Harvard Project Zero.
Leinwand, Steve. Principles to Actions: Ensuring Mathematical Success for All. Reston, VA.: National Council of Teachers of Mathematics, 2014. (p. 46) Print.
Gough, Jill, and Jennifer Wilson. “#LL2LU Learning Progressions: SMP.” Experiments in Learning by Doing or Easing the Hurry Syndrome. WordPress, 04 Aug. 2014. Web. 11 Mar. 2017.
Gough, Jill, and Kato Nims. “#LL2LU Learning Progressions.” Experiments in Learning by Doing or Colorful Learning. WordPress, 04 Aug. 2014. Web. 11 Mar. 2017.
Smith, Margaret Schwan., et al. Taking Action: Implementing Effective Mathematics Teaching Practices in Grades K5. The National Council of Teachers of Mathematics, 2017.
Previous Embolden Your Inner Mathematician agendas:
Effective teaching of mathematics facilitates discourse among students to build shared understanding of mathematical ideas by analyzing and comparing student approaches and arguments.
Principles to Actions: Ensuring Mathematical Success for All
15 min  Homework discussion using ConnectExtendChallenge Visible Thinking Routine 
35 min  Which pizza is the better deal? – Robert Kaplinsky (@robertkaplinsky) 
10 min  Break 
30 min  the Whopper Jar 3Act Task – Graham Fletcher (@gfletchy) 
20 min  Number Talks 
10 min  Closure 
End of session 
Homework:
Standards for Mathematical Practice
“Connect Extend Challenge A Routine for Connecting New Ideas to Prior Knowledge.” Visible Thinking, Harvard Project Zero.
Leinwand, Steve. Principles to Actions: Ensuring Mathematical Success for All. Reston, VA.: National Council of Teachers of Mathematics, 2014. (p. 46) Print.
Gough, Jill, and Jennifer Wilson. “#LL2LU Learning Progressions: SMP.” Experiments in Learning by Doing or Easing the Hurry Syndrome. WordPress, 04 Aug. 2014. Web. 11 Mar. 2017.
Gough, Jill, and Kato Nims. “#LL2LU Learning Progressions.” Experiments in Learning by Doing or Colorful Learning. WordPress, 04 Aug. 2014. Web. 11 Mar. 2017.
Smith, Margaret Schwan., et al. Taking Action: Implementing Effective Mathematics Teaching Practices in Grades K5. The National Council of Teachers of Mathematics, 2017.
Previous Embolden Your Inner Mathematician agendas:
The 5th grade team invited me to colabor with them to help our young learners deepen their understanding of reader’s response journals. Using their readers response learning progressions, our 5th graders offered me feedback to help me grow as a readerwriter and to practice critiquing the reasoning of others.
Knowing how important it is to close the lesson with purpose, we asked our young learners to reflect using the following prompts.
Here are a few samples from their reflections.
How will classroom culture grow as we strive to focus on the five key strategies we studied in Embedding Formative Assessment: Practical Techniques for F12 Classrooms by Dylan Wiliam and Siobhan Leahy?
Wiliam, Dylan; Leahy, Siobhan. Embedding Formative Assessment: Practical Techniques for F12 Classrooms. (Kindle Locations 493494). Learning Sciences International. Kindle Edition.
The 5th grade team invited me to colabor with them to help our young learners deepen their understanding of reader’s response journals. As a team, they are focused on implementing and deepening their understanding of these five strategies from Wilam and Leahy:
Can we engineer learning experiences that orchestrate effective discussion and elicit evidence of learning? Can we empower our young learners to serve as learning resources for one another and deepen their own learning?
The plan called for crisp, quick moments to think, write, and talk. Using the learning intentions below, our young learners read a reader’s response entry from me and offered me critique.
First, they read my entry silently and analyzed it using the given success criteria. Next, with a partner, they discussed what they read, what they thought, and if they agreed on their ratings? Then, we began to develop critique using the starters shown below.
After thinking and writing silently, partners shared their sentences. Then, they chose one sentence each to share aloud in the group. I heard important, informative feedback for every voice in the room. Here are a few samples from their feedback.
Engineer effective discussions, tasks, and activities that elicit evidence of learning as we learn to provide feedback that moves learning forward. Will this help activate students as learning resources for one another?
Wiliam, Dylan; Leahy, Siobhan. Embedding Formative Assessment: Practical Techniques for F12 Classrooms. (Kindle Locations 493494). Learning Sciences International. Kindle Edition.
On Thursday, they facilitated a lesson on making thinking visible and introduced the following to our young learners.
On Friday, I facilitated a lesson on using the above to improve and strengthen reader’s response journal entries.
What if we design a lesson to orchestrate productive discussion, critique the reasoning of others, grow as readers and writers, and deepen understanding through reflection?
Slide deck:
Wiliam, Dylan; Leahy, Siobhan. Embedding Formative Assessment: Practical Techniques for F12 Classrooms. (Kindle Locations 493494). Learning Sciences International. Kindle Edition.
Effective teaching of mathematics facilitates discourse among students to build shared understanding of mathematical ideas by analyzing and comparing student approaches and arguments.
Principles to Actions: Ensuring Mathematical Success for All
7:15  Homework Splats! discussion, Q&A, Problem of the Week 
7:35  Open Middle: Closest to One (recap)

7:55  3Act Task: The Cookie Thief

8:25  3Act Task: How big is the World’s Largest Deliverable Pizza?

8:55  Book discussion from homework 
9:10  Closure 
9:15  End of session 
Homework:
Standards for Mathematical Practice
“Connect Extend Challenge A Routine for Connecting New Ideas to Prior Knowledge.” Visible Thinking, Harvard Project Zero.
Leinwand, Steve. Principles to Actions: Ensuring Mathematical Success for All. Reston, VA.: National Council of Teachers of Mathematics, 2014. (p. 46) Print.
Gough, Jill, and Jennifer Wilson. “#LL2LU Learning Progressions: SMP.” Experiments in Learning by Doing or Easing the Hurry Syndrome. WordPress, 04 Aug. 2014. Web. 11 Mar. 2017.
Gough, Jill, and Kato Nims. “#LL2LU Learning Progressions.” Experiments in Learning by Doing or Colorful Learning. WordPress, 04 Aug. 2014. Web. 11 Mar. 2017.
Smith, Margaret Schwan., et al. Taking Action: Implementing Effective Mathematics Teaching Practices in Grades K5. The National Council of Teachers of Mathematics, 2017.
Previous Embolden Your Inner Mathematician agendas:
What is we use powerful tools to elicit student thinking? How might we learn about students to deeply understand them as mathematicians? And then, what actions do we take to ensure mathematical success for all?
This week’s session began with a gallery walk using Amy Lucenta and Grace Kelemanik’s first five Contemplate then Calculate (#CthenC) lessons found on at Fostering Math Practices.
From Ruth Parker and Cathy Humphreys in Making Number Talks Matter:
No matter what grade you teach, even high school, socalled “dot” cards (which may not have dots) are a great way to start your students on the path to mathematical reasoning. We say this because, from experience, we have realized that with dot cards, students only need to describe what they see— and people have many different ways of seeing! Arithmetic problems, on the other hand, tend to be emotionally loaded for many students. Both of us have found that doing several dot talks before we introduce Number Talks (with numbers) helps establish the following norms:
There are many ways to see, or do, any problem.
Everyone is responsible for communicating his or her thinking clearly so that others can understand.
Everyone is responsible for trying to understand other people’s thinking.
To embolden mathematicians and to prepare to elicit and use evidence of student thinking, teaching teams must practice to develop the habits put forth in 5 Practices for Orchestrating Productive Mathematics Discussions.
You can see our teacherlearnerleaders working to deepen their understanding of and commitment to the Making Number Talks Matter: norms, Smith and Stein’s 5 Practices for Orchestrating Productive Mathematics Discussions, and NCTM’s Principles to Actions: Ensuring Mathematical Success for All.
How might we continue to deepen our understanding of NCTM’s teaching practices? What if we team to learn and practice?
From Principles to Actions: Ensuring Mathematical Success for All
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.
And, from Taking Action: Implementing Effective Mathematics Teaching Practices in KGrade 5
In ambitious teaching, the teacher engages students in challenging tasks and collaborative inquiry, and then observes and listens as students work so that she or he can provide an appropriate level of support to diverse learners. The goal is to ensure that each and every student succeeds in doing meaningful, highquality work, not simply executing procedures with speed and accuracy. (Smith, 4 pag.)
Worth repeating:
The goal is to ensure that each and every student succeeds in doing meaningful, highquality work, not simply executing procedures with speed and accuracy.
We continue to foster creativity, visual and algebraic representation to strengthen our mathematical flexibility as we learn together.
When mathematics classrooms focus on numbers, status differences between students often emerge, to the detriment of classroom culture and learning, with some students stating that work is “easy” or “hard” or announcing they have “finished” after racing through a worksheet. But when the same content is taught visually, it is our experience that the status differences that so often beleaguer mathematics classrooms, disappear. – Jo Boaler
#ChangeTheFuture
#EmbraceAmbitiousTeaching
#EmboldenYourInnerMathematician
“Seeing as Understanding: The Importance of Visual Mathematics for Our Brain and Learning.” Journal of Applied & Computational Mathematics 05.05 (2016): n. pag. Youcubed. Standford University, 12 May. 2016. Web. 18 Mar. 2017.
Humphreys, Cathy; Parker, Ruth. Making Number Talks Matter (Kindle Locations 339346). Stenhouse Publishers. Kindle Edition.
Kelemanik, Grace, and Amy Lucent. “Starting the Year with Contemplate Then Calculate.” Fostering Math Practices.
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.
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  Establishing Intent, Purpose, Norm Setting

8:00  Continuing Talking Points – Elizabeth Statmore (@chessemonkeysf)

8:15  Number Splats – Steve Wyborney (@SteveWyborney) 
8:25  Fraction Splats – Steve Wyborney (@SteveWyborney) 
8:45  Planning for Splats

9:00  Closure and Reflection

9:15  End of session 
Homework:
Kelemanik, Grace, and Amy Lucent. “Starting the Year with Contemplate Then Calculate.” Fostering Math Practices.
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.
Previous Embolden Your Inner Mathematician agendas: