Welcome to ITP 524:

Secondary Math Methods

Class 1: Wednesday January 8

Agenda

1. Welcome!
2. Community Building Activity (4:45 - 5:00pm)
3. Course Overview (5:00 - 5:45pm)
4. Break (5:45 - 6:15pm)
5. Math Lesson (6:15 - 7:30pm)
6. Intro to Equitable Math Instruction Project Part 2 (7:30 - 7:40pm)

Learning Objectives

Teachers will …

1. Identify central components of our course
2. (7.RP.A) Analyze proportional relationships and use them to solve mathematical problems in authentic contexts
3. Develop and reinforce an understanding of multiplication aligned with the CCSS definitions of multiplication
4. Use appropriate tools strategically and critique the reasoning of others (Standards for Math Practice)

Course Standards

Teachers will …

1. Expand your mathematical understanding, your views regarding the nature of mathematics and mathematical activity
2. Recognize and appreciate the value of collaboration through your interactions in the course and begin to see yourself as part of a larger community of mathematics educators who are involved in creating learning environments for students that emphasize thinking, reasoning, problem solving, and the communication of mathematical ideas.

Community Building Activity

4:45 - 5:00pm

Community Building Activity

Take it away Scott :)

​

Community Building Activities Sign-up

Course Overview

5:00 - 5:45pm

Cultural Competence

(maintain students’ cultural integrity and use students’ culture as a vehicle for learning)

Critical/Socio-Political Consciousness

(develop students’ consciousness that allows them to critique cultural norms, values, mores, and institutions that produce and maintain social inequities)

Academic Achievement/Success

(develop students’ academic

skills and excellence)

Culturally Relevant Pedagogy

Gloria Ladson-Billings

Aspects of Student Learning

(Standards for Math Content

and Practices, Conceptual Understanding, Procedural Fluency, Math Reasoning, Problem-Solving Skills, Academic Language)

“Effective” Teaching Practices

Develop/Select

Worthwhile Tasks

(Justify and Explain, Solve with Drawings, Relevant Contexts, Verify & Relate Strategies, Multiple Entry & Exit Points, High Cognitive Demand)

Academic Achievement & Success

Probe & Elicit Student Thinking

Lesson Planning

Facilitating Meaningful Math Discourse

5 Practices (Anticipating, Monitoring, Selecting, Sequencing, Connecting)

Promote Equitable Participation (drawing on student assets and smarts, status/power hierarchies)

Student Talk Moves

Posing Purposeful Questions

Assessment

Cultural Competence

Identity

(e.g., gender, race, class, culture, language proficiency)

Personal, Cultural, and Community Assets and Strengths

Personal and Societal Biases

Power and Status Hierarchies

In- and Out-of-SchoolMath Experiences

Critical/Socio-Political

Consciousness

Teaching Math for Social Justice

NCTM Principles to Action

NCTM Principles to Action

Winter Term Content

Lesson Planning and Task Analysis Module

Student Thinking Project

Fall and Winter Term Content

Student Thinking Project

Course Overview

Let’s check out our course syllabus and course calendar

​

What do we notice and find noteworthy?

Course Overview

Part 3 (2 Weeks)

• Finish writing Task 2 and 3 Commentaries

Part 2 (4 Weeks)

• Video record lessons
• Select & prepare clips (for Task 2)
• Analyze & summarize student work (Task 3)

Part 1 (5 Weeks)

• Write Context for Learning
• Create lesson materials (e.g., lesson plans, assessments, instructional materials)
• Write Task 1 Commentary

11 Weeks Total for edTPA

Course Overview

What questions, comments, wonderings, etc.

do you have about edTPA at this time?

​

5:45 - 6:15pm

Back at 6:35pm

Break Time!

Math Lesson

6:15 - 7:30pm

Math Lesson

Oregon Math Standards

Math Lesson

Oregon Math Standards

Math Lesson

How many windows are on this side of the Vanport Building?

Meaning of Multiplication

​

M x N = ?

​

M = # of groups

N = # units in 1 group

? = # of units in total

Math Lesson

Math Lesson

Please do the following with your team:

​

​

1. Work on the US Census and Representation Task as follows for 20 minutes:
• Read the math problem aloud
• Each person independently works on task for a few minutes
• Each person shares their solution for the problem (person gives “full” explanation of their solution THEN other group members ask a clarifying question about the solution, add on to the solution, or reason about the solution - see below)

​

1. (Once each person has shared) Find a section of the whiteboard and write a collective solution for problem AND prepare to share your solution with our class

​

​

Clarifying question about the solution:“What do you mean by …?”, “Why do you think that?”, “Will you explain that again?”, “I have a question about …”, “I don’t quite understand. Can you explain it a little bit more?”, “How do you know your answer is right?”

Add on to the solution: “I would like to add …”

Reason about the solution: “I (dis)agree with your strategy because …”, “My strategy is like yours because …”, “My strategy is different from yours because …”

(Chapin, O'Connor & Anderson, 2009; Topcuoglu & Nelson (2018)

​

Math Lesson

(Torrey’s thinking for selecting, sequencing and connecting)

​

Whole-class discussion for 8 minutes:

1. ​

Math Lesson

Whole-class take-aways/big math ideas:

​

1. ​

Math Lesson

How did we use our meanings of multiplication today?

​

M x N = ?

M = # of groups

N = # units in 1 group

? = # of units in total

Equitable Math Instruction Project Part 2

7:30-7:40

Equitable Math Instruction Project Part 2

Let’s check in about the

Equitable Math Instruction Project Part 2