VDOE 2018 Mathematics

Institute
6-8 Session
Agenda
• Welcome and Introductions
• Facilitate Meaningful Discourse
̶ Mathematical Community
• Pose Purposeful Questions and Elicit and
Use Evidence of Student Thinking
̶ Lemonade Task
• Lunch
• Support Productive Struggle and Use and
Connect Representations
̶ Telling the Tale Task
• Taking Action – Next Steps
2
Parking Lot
Which one doesn’t belong?

4
How many?

5
Resources for initiating student
engagement:
Which one doesn't belong
Dot images
Table Talk Math
Real World Images
Would you rather math
Estimation 180
101 Questions

6
 I. Teaching Practice:
Facilitate Meaningful Discourse
Essential Question
What elements must be in place to
support meaningful mathematical
discourse?

8
Eight Teaching Practices

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 Mathematics Process Goals for Students
“The content of the mathematics standards is intended
to support the five process goals for students”
- 2009 and 2016 Mathematics Standards of Learning

Communication

Connections Representations

Mathematical
Problem Solving Understanding Reasoning

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Teaching Practices- Process Goals

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Teaching Framework for Mathematics

Adapted from Smith, M. et al. (2017) Taking Action – Implementing Effective Mathematics Teaching 12
Practices Series, National Council of Teachers of Mathematics.
Video Reflection

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Video Reflection
• student voices
• collaboration between students promotes
learning
• teacher gathers more information about
student understandings
• talk moves (turn and talk, restate, repeat)
• promote reasoning
• equity - encourages students who are
hesitant to participate
• justify
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In Our Classroom We…
● need our students to be comfortable
talking about mathematics.
● want middle school students
participating in number talks.
● will make use of mathematics
vocabulary.
● see student talk dominating
discussions.
● see students who are supportive and
accepting of support.
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Mathematics Community
What it is NOT: What it is:
•Teachers doing most of the math •Students doing most of the math
•Assigned tasks •Student choice
•Teachers showing the procedure and •Students talking about their
talking about the steps to follow mathematical thinking and reasoning
•Teachers as holders of knowledge •Teachers acting as facilitators –
asking good questions
•Students working in isolation; •Students working collaboratively and
sharing answers or strategies is learning from one another
cheating
•Teachers rescuing students •Students struggling with challenging
mathematics and learning from errors
•Teachers presenting to the whole •Teacher working with small groups
class
•Focused on procedural skill •Focused on conceptual
understanding
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Levels of Classroom Discourse
Rich classroom discourse is a
necessity. This rubric lets you
consider where your classroom
is on the continuum.
Sort the two columns so that
“0” is the least and “3” is most
advanced.
Use the LIGHT GREEN papers
for the “Teacher Role” column
and the GRAY papers for the
“Building Student Responsibility
Within the Community” column.
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Components and Levels of a
Math Talk Learning Community
Teacher role

Level 0 Teacher is at the front of the room and dominates the conversation.

Level 1 Teacher encourages the sharing of math ideas and directs speaker to talk to the class,
not to the teacher only.

Level 2 Teacher facilitates conversation between students and encourages students to ask
questions to one another.

Level 3 Students carry the conversations themselves. Teacher only guides from the periphery of
the conversation. Teacher waits for students to clarify thinking of others.

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Components and Levels of a
Math Talk Learning Community
Building student responsibility within the community

Level 0 Culture supports students keeping ideas to themselves or just providing answers when
asked.

Level 1 Students believe that their ideas are accepted by the classroom community. They begin
to listen to one another supportively and to restate in their own words what another
student has said.

Level 2 Students believe that they are math learners and that their ideas and the ideas of their
classmates are important. They listen actively so that they can contribute significantly.

Level 3 Students believe that they are math leaders and can help shape the thinking of others.
They help shape others’ math thinking in supportive, collegial ways and accept the same
support from others.

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Reflect on the Essential Question
What elements must be in place to
support meaningful mathematical
discourse?

20
Time to Reflect
Complete Module 1 section of reflection
document

What elements
must be in place
to support
meaningful
mathematical
discourse?

21
 II. Teaching Practices:
Pose Purposeful Questions
Elicit and Use Evidence of Student Thinking
 Teaching Framework for Mathematics

Adapted from Smith, M. et al. (2017) Taking Action – Implementing Effective Mathematics Teaching
Practices Series, National Council of Teachers of Mathematics.

23
Essential Questions
How does posing purposeful questions
promote equitable learning
opportunities for all students?

How does eliciting and using evidence

of student thinking support efforts to
pose purposeful questions?

24
Pose Purposeful Questions

● Carefully planning questions before

teaching the lesson is essential.
● Questions should reveal student
understanding.
● Questions should foster discussion.
● Questions are intended to focus and
clarify student thinking.

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 Takin
g Acti
Five Types of Questions – pag on book
e 81
Question Type Purpose
Gathering Ask students to recall facts, definitions, or procedures.
Information
Ask students to explain, elaborate, or clarify their
Probing thinking thinking, including articulating the steps in solution
methods or completion of a task.
Ask students to discuss mathematical structures and
Making the
make connections among mathematical ideas and
mathematics visible
relationships.
Encouraging Reveal deeper insight into student reasoning and
reflection and actions, including asking students to argue for the
justification validity of their work.
Help students to develop an understanding of each
Engaging with the
other’s solution paths and thinking, and lead to the co-
reasoning of others
construction of mathematical ideas.

26
 Takin
g Acti
– pag on boo
Classifying Questions e 92-
93
k

Assessing Questions Advancing Questions

● Are based closely on the ● Use what students have
work that the student has produced as a basis for
produced. making progress toward the
● Clarify what the student has target goal of the lesson.
done and understands about ● Move students beyond their
what s/he has done. current thinking by pressing
● Gives the teacher students to extend what they
information about what the know to a new situation.
student understands ● Press students to think about
something they are not
currently thinking about.

Teacher stays to hear the Teacher walks away, leaving

answer to the question. students to figure out how to
proceed. 27
Desmos Scientific Calculator
Virginia Scientific Calculator

28
The Lemonade Stand Task

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Vertical Progression:

8.1
7.1
6.1
• Ratio
• Rational numbers
• Real numbers

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Vertical Progression:

8.16
7.10
6.12
Proportional Relationships

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Lemonade Stand Task Launch
• Video Launch

32
The Lemonade Stand Task
• Work on the task individually for 3
minutes.
• Have each person share their
strategy with the table.
• Pick 2 to 3 different strategies that
your table would like to share with
the whole group.
• Display those strategies on chart
paper.
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Posing Purposeful Questions
• Questions that Foster Discussion
• Question Stems

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The Lemonade Stand Task
• Pick up a letter card (A-H) from the
center of the table.
• Rearrange to meet with others who
have chosen the same letter.
• After you have received a sample of
student work, brainstorm purposeful
questions that you might ask to
focus student thinking.

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The Lemonade Stand Task
• Return to your original table.
• Partner with tablemates who
recorded questions for the same
student (A/E, B/F, C/G, and D/H)
• Share the student work and the
questions that your group created.

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Student Work

37
Student Work

38
Student Work

39
Student Work

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The Lemonade Stand Task
Assessing Questions Advancing Questions

Gathering Information
Ask students to recall facts, definitions, or procedures.

Probing Thinking
Ask students to explain, elaborate, or clarify their thinking,
including articulating the steps in solution methods or
completion of a task.

Making the mathematics visible

Ask students to discuss mathematical structures and make
connections among mathematical ideas and relationships.

Encouraging reflection and justification

Reveal deeper insight into student reasoning and actions,
including asking students to argue for the validity of their
work.

Engaging with the reasoning of others

Help students to develop an understanding of each other’s
solution paths and thinking, and lead to the co-
construction of mathematical ideas.

41
Posing Purposeful Questions -
Research
• Many classrooms follow the traditional
I-R-E (Initiate-Response-Evaluate) format,
rather we should “engage students in
constructing knowledge and in collaborative
problem-solving.” (Mehan 1979a)
• “…teachers in the United States pose fewer
high-level questions in middle school
mathematics classrooms than teachers in
other countries.” Stigler and Hiebert (1999)

42
Posing Purposeful Questions -
Promoting Equity
• Positioning the way students are “entitled,
expected, and obligated to interact with one
another as they work on content together”
(Gresalfi and Cobb 2006, p 51)
• Considerations:
– Are all students’ ideas and questions heard,
valued and pursued?
– Who does the teacher call on?
– Whose ideas does the class examine and discuss?
– Whose thinking does the teacher select for
further inquiry and whose thinking does the
teacher disregard? 43
Elicit and Use Evidence of Student
Thinking - Research
• “Teachers who consistently elicit student
thinking during a lesson can use that
evidence to adapt their instruction to better
meet their students’ needs (Leahy et al.
2005).”
• “If teachers wait until the end of the week or
the end of a unit to elicit and use evidence of
student thinking, they have little clear
information on which to base immediate
instructional decisions in the lessons leading
up to that assessment (William 2007).”
44
Elicit and Use Evidence of Student
Thinking - Promoting Equity
• “This move can strengthen students’
identities as knowers and doers of
mathematics, in addition to giving
teachers a more nuanced view of their
own students as learners (Crespo
2000).”
• Invite broader participation by explicitly
asking other students to comment on
the work, promoting diversity of views
and strategies in the classroom.
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Levels of Classroom Discourse
Return to the sort.

This time sort and

consider where your
classroom is in terms of
the “Questioning” column
(LIGHT YELLOW) and the
“Explaining Mathematical
Thinking” column (BLUE).

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Components and Levels of a
Math Talk Learning Community
Questioning

Level 0 Teacher is only questioner. Questions serve to keep students listening to teacher.
Students give short answers and respond to teacher only.

Level 1 Teacher questions begin to focus on student thinking and less on answers. Only teachers
ask questions.

Level 2 Teacher asks probing questions and facilitates some student-to-student talk. Students
ask questions of one another with prompting from teacher.

Level 3 Student-to-student talk is student initiated. Students ask questions and listen to
responses. Many questions ask “why” and call for justification. Teacher questions may
still guide discourse.

47
Components and Levels of a
Math Talk Learning Community
Explaining mathematical thinking

Level 0 Teacher questions focus on correctness. Students provide short answer-focused

responses. Teacher may give answers.

Level 1 Teacher probes student thinking somewhat. One or two strategies may be elicited.
Teacher may fill in an explanation. Students provide brief description of their thinking in
response to teacher probing.

Level 2 Teacher probes more deeply to learn about student thinking. Teacher elicits multiple
strategies. Students respond to teacher probing and volunteer their thinking. Students
begin to defend their answers.

Level 3 Teacher follows student explanations closely. Teacher asks students to contrast
strategies. Students defend and justify their answers with little prompting from the
teacher.

48
Supporting Equitable
Mathematics Teaching

49
Reflect on Essential Questions
How does posing purposeful questions
promote equitable learning
opportunities for all students?

How does eliciting and using evidence

of student thinking support efforts to
pose purposeful questions?

50
Time to Reflect
Complete Module 2 section of
reflection document
How does posing
purposeful questions
promote equitable
learning
opportunities for all
students?

How does eliciting and

using evidence of
student thinking
support efforts to pose
purposeful questions?

51
Desmos – go to
student.desmos.com

LOG IN WITH THE CLASS CODE

JR7GGE

INTERACT WITH OTHERS AS YOUR

SCREEN DESCRIBES

52
Teacher.desmos.com

53
 Proportional Reasoning

Lesh, Post and Behr (1988, p.93) call

proportional reasoning “the capstone
of children's elementary arithmetic”
and
“the cornerstone of all that is to
follow”

54
 III. Teaching Practices:
Support Productive Struggle
Use and Connect Mathematical Representations
Teaching Framework for Mathematics

Adapted from Smith, M. et al. (2017) Taking Action – Implementing Effective Mathematics Teaching 56
Practices Series, National Council of Teachers of Mathematics.
Essential Questions
How does supporting productive
struggle promote equity, student
agency, and identity?

How does using and connecting

mathematical representations
improve efforts to support productive
struggle?

57
Telling the Tale Task

58
Vertical Progression:

8.16
7.10
6.12
Proportional Relationships

59
Telling the Tale Task - Launch
• Video launch

60
Telling the Tale Task: SOL 6.12

61
Telling the Tale Task
Independently: Explore the task and
begin solving for 5 minutes

Partner or Group: continue work for

10 minutes

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Supporting Productive Struggle
• Four types of teacher responses to
struggle (Warshauer, 2015b,
p.387):
– Telling
– Directed Guidance
– Probing Guidance
– Affordance

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Supporting Productive Struggle
• Supporting students who can’t get
started:
– Select a task that has multiple entry
points.
– Make sure your launch has specifics
regarding expectations and/or
background knowledge.
– Ask questions to determine what the
students understand.

64
Supporting Productive Struggle
• Four strategies for supporting
productive struggle (Warshauer,
2015a, p. 392):
– question
– encourage
– give time
– acknowledge

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Telling the Tale Task: SOL 7.10

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Telling the Tale Task: SOL 7.10
6th

7th

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Telling the Tale Task
Independently: Explore the task and
begin solving Part II of the 7th grade
task for 5 minutes

Partner or Group: continue work on

Part II for 5 minutes

68
Telling the Tale Task

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Telling the Tale Task

• Lesson Planning PRIOR

70
Telling the Tale Task: SOL 8.16

71
Telling the Tale Task
Independently: Explore the task and
begin solving the 8th grade task for 5
minutes

Partner or Group: continue work on

the 8th grade task for 10 minutes

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Telling the Tale Task

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Connecting to the Curriculum Framework

8.16
7.10
6.12

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Support Productive Struggle -
Research
• Count off by 5’s
• Rearrange to meet with a group of
colleagues that share your number.
• Each number group receives one
“new expectation for students”
• Brainstorm two things:
– teacher actions consistent with
expectations
– indicators of success
• Pick a group member to share
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New Expectations for Students

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New Expectations for Students

77
New Expectations for Students

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New Expectations for Students

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New Expectations for Students

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Support Productive Struggle -
Promoting Equity
• ensure each student has access to
challenging mathematical work
• teachers believe that all students
can learn mathematics
• reasonable and appropriate
accommodations are made as
needed

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Use and Connect Mathematical Representations

Adapted from NCTM 2014, p. 25

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Use and Connect Mathematical
Representations - Research
● pg 119 “...early and consistent work moving across
multiple representations, including context through
the use of meaningful contextual tasks, helps
students better understand why mathematics works
and how to deploy mathematical tools effectively
and efficiently.”
● “The use of manipulatives and pictures should not
fade in the middle grades but should continue
alongside the development of more mathematically
specific representations like symbolic expressions
and equations, tables, and graphs (Tripathi 2008).”
83
Use and Connect Mathematical
Representations - Promoting Equity
● Allowing entry at different levels - such as
building with manipulatives, drawing pictures, or
creating tables - can help students engage in the
mathematical ideas in ways that make sense to
them.
● “...allows students to draw on multiple resources
of knowledge, one of the five equity-based
practices (Aguirre, Mayfield-Ingram, and Martin
2013).”
● teachers must explicitly value and encourage
multiple mathematical representations...
84
Levels of Classroom Discourse
Finally explore where
your classroom is with
the “Mathematical
Representations” column
as you sort the
remaining
GOLD/ORANGE papers.

85
Components and Levels of a
Math Talk Learning Community
Mathematical representations

Level 0 Representations are missing, or teacher shows them to students.

Level 1 Students learn to create math drawings to depict their mathematical thinking.

Level 2 Students label their math drawings so that others are able to follow their mathematical
thinking.

Level 3 Students follow and help shape the descriptions of others’ math thinking through math
drawings and may suggest edits in others’ math drawings.

86
Reflect on Essential Questions
How does supporting productive
struggle promote equity, student
agency, and identity?

How does using and connecting

mathematical representations
improve efforts to support productive
struggle?

87
Time to Reflect
Complete Module III section of
reflection document
How does supporting
productive struggle
promote equity, student
agency, and identity?

How does using and

connecting
mathematical
representations improve
efforts to support
productive struggle?

88
IV. Taking Action – Next Steps
Essential Questions
How will the teaching practices shared today
(Supporting Productive Struggle,
Posing Purposeful Questions, Using and
Connecting Mathematical
Representations, and Eliciting and Using
Evidence of Student Thinking) facilitate
meaningful mathematical discourse?

How does facilitating meaningful

mathematical discourse promote equity?
90
Summarizing
• Climate
• Process goals connected to 8
mathematical practices
• Technology - including Desmos
• Equity
• Thoughtful and thorough lesson
planning
• Reflection is deliberate

91
Teaching Framework for Mathematics

Adapted from Smith, M. et al. (2017) Taking Action – Implementing Effective Mathematics Teaching 92
Practices Series, National Council of Teachers of Mathematics.
List evidence of all four
practices in the video of
Elizabeth Brovey’s classroom.

93
2016 Mathematics Standards of Learning -
Instructional Resources
Currently Available
• 2016 Mathematics Standards of
Learning and Curriculum Frameworks
• 2009 to 2016 Crosswalk (summary of revisions) documents
• Narrated Crosswalk Presentations
• Test Blueprints for SOL Assessments
• 2017 SOL Mathematics Institutes PD Resources – includes
progressions for select 2016 content
• Sample K-3 Mathematics Achievement Records
• Vocabulary Word Wall Cards – 2016 SOL
• Mathematics Instructional Plans (formerly Enhanced Scope
and Sequence) correlated to 2016 SOL
• Co-teaching Mathematics Instructional Plans 2016 SOL
Resources – Tentatively Scheduled to be Available Fall 2018
• Mathematics Instructional Videos
94
Reflect on Essential Questions
How will the teaching practices shared today
facilitate meaningful mathematical
discourse?

How does facilitating meaningful

mathematical discourse promote equity?

95
Time to Reflect
Based on all
module
reflections,
how will you
provide
professional
development on
these teaching
practices?
96
 Please contact us

The VDOE Mathematics Team at

[email protected]

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