Welcome to ITP 524:

Secondary Math Methods

Class 4: Wednesday October 23

Agenda

1. Welcome!
2. Community Building Activity (4:45 - 5:00pm)
3. Math Lesson (5:00 - 6:15pm)
4. Break (6:15 - 6:45pm)
5. Math Standards (6:45 - 7:40pm)

Learning Objectives

Teachers will …

1. Continue to identify and reflect on their values of, views of, and experiences with mathematics and mathematics education
2. 7.AEE.A Use properties of operations to generate equivalent expressions
3. Describe features of “current” math education (the CCSS Math content and practice standards)

Course Standards

Teachers will …

1. Deepen your understanding of how students learn mathematics and how a teacher can facilitate the mathematical growth and development of all students through creating an environment that supports individual and collaborative learning
2. Expand your mathematical understanding, your views regarding the nature of mathematics and mathematical activity
3. Plan instruction that supports each student’s progress toward learning goals by drawing upon knowledge of content and curriculum
4. 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

Community Building Activity

4:45 - 5:00pm

Community Building Activity

Take it away Kathleen :)

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Community Building Activities Sign-up

Math Lesson

5:00 - 6:15pm

Our First Math Lesson…

Our First Math Lesson…

Our First Math Lesson

Math Lesson

CPM Course 3

Course 3 Volume 1

Math Lesson

Oregon Math Standards

Math Lesson

Team 1: Gennie, Oliver, Pete, Riley

Team 2: Dom, Kathleen, Reed, Scott

Team 3: Duy, Noemi, Zion

Math Lesson

Please do the following with your team:

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1. Finish your list of team norms if needed (see next 3 slides)

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1. Assign each person a role (see details in folder)

RESOURCE MANAGER, RECORDER/REPORTER, FACILITATOR, TASK MANAGER

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1. Work on the problems as follows follows for 20 minutes (original problem set):
• Read the math problem you are working on aloud (all work on the same problem)
• Each person independently works on task for 30-60 seconds
• Each person shares their thinking about the problem AND group members ask clarifying questions about the thinking shared
• One person shares their thinking
• Other group members ask a clarifying question, add on to, or reason about (see 4 slide later) the thinking shared

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1. (Once each person has shared) Write a collective solution for 2-25 and 2-35 on your group’s section of whiteboard

Red tiles = - value

Our group norms:

• Listening to understand, not to respond

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• Mistakes are expected and accepted

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• Give space, share the mic of life

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• Accept feedback on different strategies

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• Learn from each other

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• Honor the wisdom of everyone

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US—>

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Team 1: Gennie, Oliver, Riley, Pete

Team Name: PROG Squog

PROG SQUOG

Oliver

Gennie

Pete

Riley

Our group norms:

• Constant communication
• Fair distribution of work
• Good faith in constructive criticism
• Mutual accountability
• Summary synthesis/debrief

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Team 2: Reed, Scott, Dom, Kathleen

Team Name: In the works!!

Our group norms:

• Be respectful
• Be open to giving and receiving constructive criticism
• Be willing to collaborate and learn from each other
• Invitation to speak up and hear each other out
• Allow and expect a lack of closure.
• Be aware of shortcomings and be understanding of special circumstances (We are all human)

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Team 3: Zion, Duy, Noemi

Team Name: ZND (Zone of Notable Development)

Math Lesson

Ask a 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?”

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

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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)

Our Second Math Lesson

Our Second Math Lesson

Math Lesson

Debrief

What Standards for Math Practice did we used/engaged in during our math lesson today?

From Light Bulbs and Laughter

Break Time!

6:15 - 6:50pm

Back at 6:50pm

Math Standards

6:45 - 7:40pm

Culturally Relevant Pedagogy

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)

Aspects of Student Learning

(Standards for Math Content and Practices)

Academic Achievement & Success

Math Standards

Oregon Math Standards

Learning for Justice Standards

PROMPT 1: What are important and notable aspects of math standards for you to know about as a math teacher (drawing on information provided in the Van de Walle et al. article and Hunt Institute Video)?

Pete’s notes

PROMPT 1: What are important and notable aspects of math standards for you to know about as a math teacher (drawing on information provided in the Van de Walle et al. article and Hunt Institute Video)?

Pete’s notes

Getting Familiar with Math Standards

Please do the following with your table group:

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1. Check in with your group members:)

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• Read through and add to the reading notes on the previous slides in the “notes” section

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• Get familiar with the Oregon Math Content Standards

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• Identify at least one Oregon Math Content Standard recently “taught” in each person’s classroom

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• Identify the Knows and Dos (Almadore et al. (2024) The Mathematics Playbook Ch 2)

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• Underline the concepts/key vocabulary/ideas in each person’s standard

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• Circle the verbs linked to those concepts/key vocabulary/ideas in each person’s standard

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• Use the Coherence Map to identify other standards related to the standard you selected
• Explore the Mathematics Focus by Grade Level documents to identify the “major” and “supporting” clusters related to your grade level/classes

Getting Familiar with Math Standards

Let’s share...

1. Our successes and struggles navigating and understanding the Coherence Map and Mathematics Focus by Grade Level documents
2. Ideas for how we can use these resources in our teaching

Getting Familiar with Math Standards

Oliver Peter Zion:

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HS.AFN.A.1. Understand a function as a rule that assigns a unique output for every input and that functions model situations where one quantity determines another

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Reed + Gennie:

HS.AFN.A.2. Use function notation and interpret statements that use function notation in terms of the context and the relationship it describes.

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HS.AEE.A.2. Create and recognize an equivalent form of an expression to understand the quantity represented in an authentic context.

Getting Familiar with Math Standards

Scott and Duy:

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6.RP.A.1 Understand the concept of a ratio in authentic contexts, and use ratio language to describe a ratio relationship between two quantities.

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6.GM.A.4 Represent three-dimensional figures using nets made up of rectangles and triangles, and use the nets to find the surface area of these figures, including those from authentic contexts.

Getting Familiar with Math Standards

Riley and Kathleen (we have both taught this standard):

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8.NS.A.1 Know that numbers that are not rational are called irrational. Understand informally that every number has a decimal expansion. For rational numbers show that the decimal expansion repeats eventually. Convert a decimal expansion with repeats eventually into a rational number.

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