Welcome!Welcome! Design a table tent to identify yourself.Design a table tent to identify yourself. Complete an information card.Complete an information card. At your tables, Share and record your ideas related At your tables, Share and record your ideas related

to these questions:to these questions: When looking at your student work When looking at your student work

samples: what characteristics made your samples: what characteristics made your strong student work sample stand out? strong student work sample stand out? What about this student’s work What about this student’s work demonstrates strong number sense?demonstrates strong number sense?

What characteristics made other two What characteristics made other two samples not as strong? What are these samples not as strong? What are these students missing in regard to number students missing in regard to number sense?sense?

Begin Reading Chapter 1 in your book.Begin Reading Chapter 1 in your book.

Math ContinuumMath Continuum

What is your comfort level with math?What is your comfort level with math?

Arrange yourselves in a human Arrange yourselves in a human continuum according to your comfort continuum according to your comfort level.level.

Explain why you placed yourself where Explain why you placed yourself where you did.you did.

Need help with math?Need help with math?

Wildwood’s DMI SessionsWildwood’s DMI SessionsSessioSessio

nnDateDate TopicTopic

22 October 11October 11 Tracking groups of 10Tracking groups of 10

33 October 17October 17 Connecting written and numerical structureConnecting written and numerical structure

44 January 16January 16 Adding and subtracting 2-digit numbersAdding and subtracting 2-digit numbers

55 February 6February 6 Multiplication of multi-digit numbersMultiplication of multi-digit numbers

66 February 27February 27 Division with multi-digit numbersDivision with multi-digit numbers

77 March 12March 12 Decimal numbersDecimal numbers

88 May 7May 7 Connecting to district adopted curriculumConnecting to district adopted curriculum

What is DMI?What is DMI?

DMI is a course designed to help DMI is a course designed to help teachers think through the major teachers think through the major ideas of k-8 mathematics while they ideas of k-8 mathematics while they examine and evaluate children’s examine and evaluate children’s thinking about mathematics.thinking about mathematics.

You will: Examine teacher moves that You will: Examine teacher moves that create a community of inquiry.create a community of inquiry.

How will I be able to use it?How will I be able to use it?

DMI is NOT a make and take experienceDMI is NOT a make and take experience

It will provide you with the tools you need It will provide you with the tools you need to facilitate more in depth classroom to facilitate more in depth classroom discussions around mathdiscussions around math

It will allow you to be more selective in It will allow you to be more selective in the strategies you choose to share and the strategies you choose to share and discussdiscuss

A good teacher?A good teacher?

The definition of a good teacher has The definition of a good teacher has changed from one who explains things changed from one who explains things so well that students understand to one so well that students understand to one who gets students to explain things so who gets students to explain things so

well that they can be understood well that they can be understood

(Reinhart, 2000, p. 482) (Reinhart, 2000, p. 482)

What will I learn?What will I learn?

mathematics contentmathematics content how to assess what key mathematical how to assess what key mathematical

ideas your students are grappling with.ideas your students are grappling with. how to support the power and complexity how to support the power and complexity

of student thinking to create a classroom of student thinking to create a classroom of inquiry within your curriculum (GWM & of inquiry within your curriculum (GWM & CMP)CMP)

how core mathematical ideas develop how core mathematical ideas develop across the gradesacross the grades

how to continue learning about children how to continue learning about children and mathematics.and mathematics.

Why DMI?Why DMI?

Strong research support has linked student learning Strong research support has linked student learning to variables such as teacher clarity, enthusiasm, to variables such as teacher clarity, enthusiasm, task-oriented behavior, variability of lesson task-oriented behavior, variability of lesson approaches, and student opportunity to learn approaches, and student opportunity to learn criterion material. criterion material.

Teachers' abilities to structure material, ask higher Teachers' abilities to structure material, ask higher order questions, use student ideas, and probe order questions, use student ideas, and probe student comments have also been found to be student comments have also been found to be important variables in what students learn.important variables in what students learn.

(Rosenshine & Furst, 1973; Darling-Hammond, Wise, (Rosenshine & Furst, 1973; Darling-Hammond, Wise, & Pease, 1983; Good & Brophy, 1986) & Pease, 1983; Good & Brophy, 1986)

Overall Goals for DMIOverall Goals for DMIAs participants you will…As participants you will…

1. Learn about themselves as mathematical 1. Learn about themselves as mathematical thinkers.thinkers.

2. Recognize children as mathematical 2. Recognize children as mathematical thinkers.thinkers.

3. Learn to analyze children’s thinking3. Learn to analyze children’s thinking 4. Engage in mathematical discourse.4. Engage in mathematical discourse. 5. Develop a deeper understanding of the 5. Develop a deeper understanding of the

base 10 system.base 10 system.

*Identify and record one of these goals you would like *Identify and record one of these goals you would like to focus on personally.to focus on personally.

Record your thoughts in your DMI journalRecord your thoughts in your DMI journal

BIG IDEA!BIG IDEA!

What do students need What do students need to understand in order to understand in order to devise flexible and to devise flexible and effective strategies for effective strategies for addition and addition and subtraction subtraction

BreakBreak

Session 1Session 1GoalsGoals

ContentContent ProcessProcessCommunityCommunity

Social ContractSocial Contract

Working in your table groups…Working in your table groups… Share the two things you wrote down in Share the two things you wrote down in

response to…response to… 2 things you expect from us as your 2 things you expect from us as your

facilitatorsfacilitators 2 things you will promise and/or commit to as 2 things you will promise and/or commit to as

participantsparticipants

Be prepared to narrow your table’s set down to Be prepared to narrow your table’s set down to those that are most important to your table those that are most important to your table mates.mates.

We’ll combine them all in an agreed upon set We’ll combine them all in an agreed upon set of norms.of norms.

Sharing Student WorkSharing Student Work

What do you What do you look for in look for in student work student work to identify to identify strong number strong number sense?sense?

Mental MathMental Math

Put your pencils down. Put your pencils down.

DO NOT use written calculations.DO NOT use written calculations. As you solve the problem mentally As you solve the problem mentally

think about what steps you are think about what steps you are taking.taking.

57 + 2457 + 24 86 – 3286 – 32 83 – 5683 – 56

Read Chapter 1Read Chapter 1

Think about this question raised on Think about this question raised on page 6 in the introductory text:page 6 in the introductory text:

Will the children’s methods work Will the children’s methods work for any pair of numbers?for any pair of numbers?

Case DiscussionCase Discussion

Analysis of Student WorkAnalysis of Student Work

Individually or in pairs do questions 1 & 2.Individually or in pairs do questions 1 & 2.

In your table groups select 1 question from In your table groups select 1 question from

3 – 6 to discuss as a group.3 – 6 to discuss as a group.

Be ready to share!Be ready to share!

View and Discuss A VideoView and Discuss A Video

What do you notice about how these What do you notice about how these children are working with numbers?children are working with numbers?

Session 1Session 1GoalsGoals

ContentContent ProcessProcessCommunityCommunity

EXIT Tickets…EXIT Tickets…

Please respond to…Please respond to…

What “aha’s” or questions do you What “aha’s” or questions do you have?have?