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Greater San Diego Mathematics Council

34th Annual Mathematics Educators Conference

Diving Deeper into the Common Core State Standards

Welcome

GSDMC Annual Conference p. 1

GREATER SAN DIEGO MATHEMATICS COUNCIL

34th Annual Conference Diving Deeper into the Common Core State Standards

Welcome San Diego mathematics educators to our 34th annual conference. This year’s conference will focus on instructional issues related to the California Common Core Standards for Mathematics, including building content knowledge for both students and teachers, understanding assessment issues, and developing instructional leadership. Strands will specifically be related to language learners, technology, mathematical knowledge for teaching, and the Smarter Balanced assessments.

This conference exists to provide our community the opportunity to gather for professional interactions, opportunities to learn and to share. It is a chance for us to share practices in order to improve student learning and student experiences in our math classrooms. Thank you for your participation.

Many more thanks to our conference volunteers. The conference simply would not take place without their many hours of donated time. Please be sure to thank them when you have the opportunity – you will notice the ribbons worn on their nametags.

Similarly, our speakers make this conference what it is. They offer, without pay, to share their experiences, knowledge, and best practices.

To close, please consider volunteering for next year’s conference—either to speak, or to help run things behind the scenes. Visit our website to express your interest. www.gsdmc.org/volunteer

Enjoy the conference!

Schedule

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Friday, February 1 7:30 Registration opens 8:30-‐9:45 Session 1 10:15-‐11:30 Session 2 11:30-‐12:30 Lunch – patio outside Exhibit Hall 12:30-‐1:45 Session 3 2:00-‐3:15 Session 4 3:30-‐4:45 Session 5

5:00-‐6:00 TODOS Annual Awards event in the Starboard Room, sponsored by Texas Instruments

Saturday, February 2 7:30 Registration opens 8:00-‐9:00 Session 6 9:10-‐10:10 Session 7 10:30-‐11:30 Session 8 11:40-‐12:40 Session 9 11:40-‐2:00 Conference Reflections and Gathering in the

Starboard Room, wine and cheese sponsored by Casio

Conference Information


Online Handouts & Session Recaps Many speakers have volunteered to make their handouts and materials available online. Visit www.gsdmc.org/handouts.

Also, the GSDMC president still offers to provide a free conference registration to anyone willing to blog about the sessions they attend. Contact [email protected] ASAP, or inquire a conference volunteer. The blog will be hosted at www.mathrecap.com

Session Evaluations GSDMC is excited to conduct speaker evaluations via text message or online this year. At the end of each session, rate the speaker according to the following statements on a scale from 1 (Strongly Disagree) to 5 (Strongly Agree):

1) The speaker was well-‐prepared and knowledgeable. 2) The speaker was engaging and an effective presenter. 3) The session matched the title and description in the program book. 4) Other comments, suggestions, or feedback.

Each session is assigned a unique 5-‐digit evaluation code. This number will be the first part of your text message. The next 3 digit string will be your responses to the first three statements. Finish your text message with open-‐ended comments of any length.

A sample text message might read: “41668 545 great session!”. The “41668” is the evaluation code for the session from the program book, the digits 5, 4, and 5 are the responses to the first 3 statements respectively, and the “great session!” is the response to the fourth statement.

Send your text message to the phone number 37607 – this is the phone number to which you will send all of your evaluations. If you prefer, you may submit your evaluations online at www.pollev.com. Follow the same format as described above.

You have up to 2 days after the conference to submit your evaluations. If you do not want to submit your evaluations at the end of each session you attend, you may use the table at the back of the program to make notes for later submission.

GSDMC Events Please visit www.gsdmc.org/events Information about spring math events.

GSDMC is actively seeking to support Family Math Nights in our region. Apply to the Student Activity Fund at www.gsdmc.org/gsdmc-‐student-‐activities-‐fund.html.

Keynote Speaker

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Virginia Bastable

Dr. Virginia Bastable is the Director of the Mathematics Leadership Programs (MLP) at Mount Holyoke College. MLP designs and conducts professional development programs in mathematics education for teachers, teacher-‐leaders, math coaches, and administrators.

With colleagues Deborah Schifter of EDC and Susan Jo Russell of TERC,

Dr. Bastable designed the Developing Mathematical Ideas (DMI) Professional Development Curriculum, the Connecting Arithmetic to Algebra (CAA) book, the CAA on-‐line course, and was part of the writing team for the second edition of Investigations in Number Data and Space.

She holds a BS from the University of Massachusetts, a MS from Worchester Polytechnic Institute, and a Ed.D from the University of Massachusetts. Before becoming involved in professional development, Dr. Bastable taught middle and secondary school mathematics for more than twenty years. She particularly enjoys helping educators rekindle their interest and abilities in mathematics.

Keynote Speaker


Deb Sigman

Deborah (Deb) Sigman is the Deputy Superintendent of the District, School & Innovation Branch, which promotes improved student achievement. Programs include student assessment, intervention, federally funded educational programs, state and federal accountability, educational data and charter schools.

Sigman has over 30 years of experience in assessment and accountability in the kindergarten through grade twelve (K-‐12) California public school system. She served as California’s state testing director for the California Department of Education (CDE) from January 2004 to May 2008.

Prior to joining the CDE, Sigman was the Administrator of Assessment, Research and Evaluation for the Sacramento City Unified School District and a Program Administrator for the Elk Grove Unified School District, where her primary responsibilities were developing district-‐level assessments and training teachers in the interpretation and use of assessment data.

Sigman holds degrees in psychology and counseling and is trained as a school psychologist.

Keynote Speaker

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Miriam Leiva

Miriam Leiva taught mathematics at all levels for over 35 years, currently as the Cone Distinguished Professor of Mathematics Emerita at the University of NC Charlotte. She is the Founding President of TODOS: Mathematics for ALL, a national organization committed to equity in mathematics education.

She also served as Director of Teacher Preparation for Mathematics and Science at NSF, on the boards of NCTM, NCSM, the US National Commission on Mathematics Instruction, among others. She presented the Iris Carl Lecture at the 2010 NCTM conference in San Diego, and will present the first Kay Gilliland Equity Lecture. She edited and co-‐authored eleven NCTM books for teachers, and is senior author for Houghton Mifflin Harcourt math textbooks.

Her work focuses on making the Math content accessible through best practices for all students. It also focuses on the barriers presented by culture, language and context. These strategies are grounded on her research, practice, and experiences as an ELL who “studied math because it was the only language she understood in school when she came to the US as a high school student.”

Note: Houghton Mifflin will be covering some of her costs to attend GSDMC.

Keynote Speaker


Julie Garcia

Julie Garcia is a 7th grade math teacher at iMIddle, a public school leading the 1 to 1 initiative in the San Diego Unified School District.

As a leader in technology integration and part of the Apple Distinguished Educator’s Community, Julie has published her experiences in iTunes U, was an integral part of receiving the

Innovation Award from the Classroom of the Future Foundation, and has been highlighted for her practices by KPBS as well as the California Teacher’s Association.

Join her as she shares her journey of moving to a student-‐centered approach to instruction and ultimately finding success in the flipped approach to learning. During this presentation, Julie will share strategies and lessons ideas with iPads adaptable for any classroom environment. See sample apps, activities, and projects that not only meet Common Core Standards, but also establish a collaborative, engaging environment for learning.

Note: Houghton Mifflin will be covering some of her costs to attend GSDMC.

Program Overview – Friday

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8:30-‐9:45 10:15-‐11:30 12:30-‐1:45 2:00-‐3:15 3:30-‐4:45

Starbo

ard 10 KEYNOTE

Support Math Reasoning

20 Don't Wait For The New State Assessment... Transition Now!

30 KEYNOTE The Next Generation of Statewide Assessments

40 Family Math Night Carnival!

Viney

ard 11"Flipping" the

Classroom 21 Learn How To Promote Stem Careers to Girls

31 Equity and Identities in Mathematics Education

41 Transitioning to the CA CCSS-‐M

51 Judo Math

Marine

12 Communica-‐tor Activities use CCSS to Improve Algebra

22 Engaging Activities + Effective Instructional Strategies

32 Using Independent Investigations to Enrich Mathematical Understandings

42 Inducing "Aha!" Moments

52 Engaging Activities + Effective Instructional Strategies

Coral

13 Monster Cars and Pig Pens

23 Mathematics Teachers as Language Teachers

33 Mathematics Teachers As Language Teachers

43 Time to Talk: Using Rich Tasks for ELLs

53 Number Sense and the CCSS

Terrac

e 14 Success Strategies for Fractions

24 Using TI Technology To Address CCSS

34 Candy Bars, Brownies, & Beef Jerk3

44 Developing Statistical Reasoning Using the TI

54 Integrating CCSS w/ Online Formative Assessments

E10

15 The Core Within the Core

25 Practicing the Standards for Mathematical Practice

35 Making Sense Of the Counterintuitive-‐ness of Integers

45 Defining Quadrilaterals

55 Communica-‐tor Activities use CCSS to Improve Algebra

E9

26 ELLs & the CCSS: Access & Achievement

36 How to support CCSS implementation

46 Incorporating Math Practices Through Student Inquiry

56 Inquiry into More Effective Teaching of Mathematics

E5 27 Defining

Quadrilaterals 47 ELLs & the

CCSS: Access & Achievement

57 Strategies for Classroom Behavior

D8

18 Circular Reasoning: 2πr and πr2

28 Circular Reasoning: 2πr and πr2

38 Increasing Equity Aware-‐ness & Trans-‐forming Practice

48 Cooperate, Investigate, and Process with Geofix Shapes

58 Navigating the CA CCSS for Primary Grades

C8

19 Cahsee Preparatory Diagnostic Test

29 Don't Slow Me Down With that Calculator

39 New Ideas for Helping Teachers, Students, and Parents

59 "Flipping" the Classroom

Program Overview – Saturday


8:00-‐9:00 9:10-‐10:10 10:40-‐11:40 11:40-‐12:40

Starbo

ard 60 KEYNOTE

Teaching Mathematics to ALL and ELL

70 KEYNOTE Transforming the Math Classroom

80 OPEN HOUSE iPad Use in the Math Classroom

90 OPEN HOUSE Casio and Common Core

Viney

ard

61 Incorporating Math Practices Through Student Inquiry

71 Including a Wide Range Of Learners: Fractions

81 The Open Array & Ratio Table: Use Effective Tools Strategically

Marine

62 Embracing the Common Core with Technology

72 How Much Can One Rich Problem Teach?

82 Screeencasting In The Math Classroom

92 Integrating CCSS with Online Formative Assessments

Coral

63 Smart Skies – What's on Your Radar Screen?

73 Beyond the Textbook

83 Illuminations: Interactive Tasks for Reasoning And Sense Making

Terrac

e

64 Rich Mathematics through Project-‐Based Learning

74 6th/7th Grade Camsp ELL Strategies and Classroom Practices

84 Investigating Addition and Subtraction Algorithms of Multi-‐Digit Numbers

94 Making Math Cool! with "The Rappin' Mathematician"

E10

65 The CCSS for Geometry: A DNR Interpretation

75 ALL Children are Mathematical Language Learners

85 Visible Thinking for ELL: Implementing the Standards of Practice

95 The San Diego Math Teachers' Circle

E9

66 Using Number Talks to Support Number Sense in K-‐2 Classrooms

76 Fractions / Decimals / Percents: Success for ALL Students

86 Structure in High School: An Opportunity for ELL's

96 Shifting Teaching Practices that Focus on Equity & Mathematics for ALL

E5

67 Reasoning and Sense Making: It All Starts With The Tasks

77 Word Problems: Building Perseverance and Increasing Conceptual Understanding


97 Navigating the CA CCSS for Primary Grades

D8

68 Diving Into Slope With Geogebra

78 Locus and Geogebra

88 Pythagoras and Riemann meet Geogebra

98 A Starter Guide to Use an IPad or Tablet PC in the Classroom

Friday Sessions 8:30-‐9:45

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10 Keynote: Support Math Reasoning by Linking Arithmetic to Algebra

Grades 2 to 5

Virginia Bastable Mount Holyoke College South Hadley, MA

This interactive session will feature students’ work on questions such as “Is this true: 19 + 6 = 20 + 5” or “How do you know 3 x 16 = 6 x 8?” which offer opportunities for reasoning about arithmetic strategies using algebraic thinking. Representational tools such as number lines, array diagrams and story contexts will be explored. Teacher moves which support such discussions will also be examined.

room: Starboard session evaluation code: 30995 3-‐5

11 “Flipping” The Classroom

Roger Jaffe Emily Jaffe SDUSD Hollenbeck Middle School San Diego, CA Los Angeles, CA

The speaker’s discusses his experience “flipping” his math classroom in 2011-‐2012 by creating lecture videos that delivered instruction online and moving “homework” into the classroom. A screencast video will be demonstrated, and the tools and resources used to create, organize and publish online will be explained and demonstrated. An overview of video podcasting will also be given along with tools and resources to create your own video podcast. A list of resources and websites used to create screencasts for little or nominal cost will be given during the presentation and available afterwards online.

room: Vineyard session evaluation code: 31003 GI



12 Communicator Activities Use CCSS To Improve Algebra Performance

Calisa Holm Stuart Moskowitz Pacific Union Elementary School Humboldt State University Arcata, CA Arcata, CA 95521

I will focus on the Content Standards for Algebra. The real power of the activities will be to engage your students in the Common Core Standards for Mathematical Practice. Pulling from Communicator issues 1990’s to present, I will share activities that will engage all students and lead them to become proficient. The activities address all of the eight Standards for Mathematical Practice.

room: Marine session evaluation code: 31025 6-‐9

13 Monster Cars and Pig Pens

Chris Shore Great Oak High School Temecula, CA

The Common Core Stante Standards are truly about the Standards for Mathematical Practice more than the Content Standards. Participate in brief lessons that demonstrate what these 8 practices are all about.

room: Coral session evaluation code: 31027 10-‐12


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14 Success Strategies For Fractions

Richard Rasiej LAUSD, retired Los Angeles Center for Enriched Studies

Under the new Common Core State Standards, fractions will be studied in progressively greater complexity from Grade 3 to Grade 5. We all know that progress in the middle school and secondary curriculum is hampered by lack of mastery with fractions. This session will provide a set of instructional strategies and problems which can be used for instruction and assessment.

room: Terrace session evaluation code: 31032 3-‐5

15 The Core Within The Core Of The Common Core Standards For Math

Marilyn Trow Scholastic Inc New York, NY

There is a root system to math from which more complex math builds and extends. Curricula in high performing countries are developed around this root system, giving them a focused, coherent and rigorous structure. In this interactive session, we will build content knowledge of the part of the root system that has direct implications for accelerating learning and closing the math achievement gap for middle school students who can be up to 6 years behind.

room: E10 session evaluation code: 31029 6-‐9



18 Circular Reasoning: 2πr and πr2: Which Is Which?

Stuart Moskowitz Calisa Holm Humboldt State University Pacific Union Elementary School Arcata, CA Arcata, CA 95521

The Common Core Standards state that 6th graders will know and understand the derivation of formulas for circumference and area of circles. But both formulas have the same 3 symbols: pi, r, and 2. We’ll investigate methods ranging from the TI-‐84 to probability to licorice circles so we and our students better understand which is which. Standards for Mathematical Practices explicitly addressed will include Modeling, Attending to Precision, and Using Appropriate Tools.

room: D8 session evaluation code: 31068 6-‐9

19 Cahsee Preparatory Diagnostic Test and Written Response Items

Bruce Arnold MDTP La Jolla, CA

MDTP’s newest test and written response materials help teachers diagnose student errors and misconceptions to prepare students for the CAHSEE while implementing math practice standards.

room: C8 session evaluation code: 31087 10-‐12


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20 Don’t Wait for the New State Assessment...Transition Now!

David Chamberlain Capistrano USD (Orange County) San Juan Capistrano, CA

There is no need for California schools to wait for the new state assessment before transitioning to the Common Core Math standards. One large school district has already transitioned this school year to the Common Core Math Content Standards in Grades K-‐6 and begun implementing the Common Core Math Practices in Grades K-‐12. Participants will leave the session with the knowledge that their school and/or district can begin transitioning to the Common Core now.

room: Starboard session evaluation code: 31211 GI

21 Learn How To Promote STEM Careers To Girls

Debra Kimberling Society of Women Engineers San Diego, CA

Many girls loose interest in math despite their successes in the primary grades. Fewer yet pursue Science, Technology, Engineering or Math (STEM) in college. Learn from this Engineer how to change the tide, to build and sustain girls’ STEM interests, and discover helpful techniques to set them up for success in all their studies. Learn the latest research in how to protect girls from outdated stereotypes and build a culture of respect for all students.




22 Engaging Activities + Effective Instructional Strategies = Numerically Nimble Students

Leigh Childs San Diego County Office of Education San Diego, CA

Improve students’ numeric competence with strategies that promote greater sense-‐making and student participation. Discover more effective ways to differentiate instruction. Generous handout includes engaging activities to enhance mathematical reasoning as students improve their number sense and computation skills.


23 Mathematics Teachers As Language Teachers: A Practical Approach To Giving Equal Access To Elementary ELLs

Alana Cortes Elisa Rose LAUSD LAUSD Los Angeles, CA Los Angeles, CA

Students who are English Learners must learn how to integrate the learning of the English Language while learning their grade-‐level mathematics content. When we consider the language requirements in math classes today, we are concerned about the difficulties that arise for students who are not proficient in English. We will present activities and strategies teachers can use to infuse the teaching of reading, writing, listening and speaking in the secondary mathematics classroom. We will consider language, vocabulary, student background knowledge, and assessment in this session.



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24 Using TI Technology to Address Common Core Standards

Patricia Brooks PUSD San Diego, CA

This session will model a linear function activity from Algebra 1 to demonstrate an interactive classroom where communication, engagement, and reasoning are an integral part of the lesson.


25 Practicing the Standards for Mathematical Practice (SMP)

Susie Hakansson California Mathematics Project Los Angeles, CA

The California Mathematics Project will share an online course for teachers that support students becoming proficient in the SMP through engaging discussions, videos, and problems. Grade level specific examples will be provided. Bring your computers, iPads, or Smart phones to access the internet.

room: E10 session evaluation code: 31165 GI



26 ELLs & the CCSS: Access and Achivement

Tere Hirsch LACOE Los Angeles, CA

How do we adapt instructional strategies in order to provide access to math concepts to all learners? How do we help all students, especially English learners, express their learning in a meaningful manner? How do we use the Standards of Mathematical Practice in a diverse classroom?

Learn about how to adapt strategies we already use and learn some new ones to facilitate learning in the Common Core era. (samples


27 Defining Quadrilaterals: What is a Trapezoid, Anyway?

Nita Walker Barbara Post Santa Ana USD CSU Fullerton Santa Ana, CA Anaheim, CA

We will build common understandings of special quadrilaterals based upon their properties and formal definitions. We will develop a hierarchy connecting all quadrilaterals through our reasoning and proof and show how classroom discourse can help all students convince each other of their thinking.



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28 Circular Reasoning: 2πr and πr2: Which is Which?

Stuart Moskowitz Calisa Holm Humboldt State University Pacific Union Elementary School Arcata, CA Arcata, CA 95521

The Common Core Standards state that 6th graders will know and understand the derivation of formulas for circumference and area of circles. But both formulas have the same 3 symbols: pi, r, and 2. We’ll investigate methods ranging from the TI-‐84 to probability to licorice circles so we and our students better understand which is which. Standards for Mathematical Practices explicitly addressed will include Modeling, Attending to Precision, and Using Appropriate Tools.


29 Don’t Slow Me Down with that Calculator (Mental Math Methods)

Cliff Petrak Parochial H.S. Chicago, IL

Learn countless mental math strategies and techniques rarely found in U.S. texts involving addition, subtraction, fractions, squaring and multiplication. Besides, the old standard algorithms and even the calculator are just too slow! These methods will usually produce answers orally without need for paper and pencil. Teachers must learn to build upon this content knowledge for the benefit of both themselves and their students.

room: C8 session evaluation code: 31348 GI



30 Keynote: The Next Generation of Statewide Assessments: An Update on the Work to Transition to a System that Promotes High Quality Teaching and Learning

Deb Sigman CA Deputy Superintendent of the District, School & Innovation Branch Sacramento, CA

Deborah Sigman, Deputy Superintendent at the California Department of Education and member of the Smarter Balanced Executive Committee, will provide an update on the activities of the Smarter Balanced assessments and the recommendations of State Superintendent Tom Torlakson for a new and different statewide assessment system that promotes and models high quality teaching and learning.


31 Equity and Identities in Mathematics Education

Rachel Lambert Dina Williams City University of New York LAUSD New York, NY Los Angeles, CA

Who are students learning to become in our classrooms? Do students conceive of themselves as young mathematicians? As bad test-‐takers? As good at math? As hopeless? What experiences create these powerful narratives about oneself? This session will present new approaches to understanding issues of equity in mathematics classrooms, including a framework that includes the intersecting issues of power, identity, access and achievement (Gutierrez, 2007). The workshop will include the presentation of a two-‐year ethnographic research project following a group of urban middle school students through two mathematics classrooms.



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32 Using Independent Investigations To Enrich Mathematical Understandings

Louise Vandling Vista USD (retired) Vista, CA

Participants will experience a variety of independent investigations in probability and plane geometry designed to further student understanding of these topics. The individually selected investigations are based on Blooms levels of thinking. These investigations are designed to compliment a differentiated curriculum in the classroom.


33 Mathematics Teachers as Language Teachers: A Practical Approach to

Giving Equal Access to Secondary ELLs

Elisa Rose Alana Cortes LAUSD LAUSD Los Angeles, CA Los Angeles, CA

Students who are English Learners must learn how to integrate the learning of the English Language while learning their grade-‐level mathematics content. When we consider the language requirements in math classes today, we are concerned about the difficulties that arise for students who are not proficient in English. While a secondary school math teacher cannot be expected to teach language as explicitly as an English Teacher, we will present activities and strategies teachers can use to infuse the teaching of reading, writing, listening and speaking in the secondary mathematics classroom. We will consider language, vocabulary, student background knowledge, and assessment in this session.




34 Candy Bars, Brownies, & Beef Jerky

Chris Shore Great Oak High School Temecula, CA

Use multi-‐link cubes to teach the conceptual understanding of fraction operations.


35 Making Sense of the Counterintuitveness of Integers Without Simply

Relying on Rules

Casey Hawthorne Randy Phillip SDSU, UCSD SDSU San Diego, CA San Diego, CA

Students “naturally” use positive numbers, but negative integers tend to be counterintuitive—for a multitude of reasons. For example, why does adding suddenly make smaller, the opposite of what students expect? In this session we will discuss many issues about integers that confuse students and consider approaches to help students make sense of integers, contexts, the associated operations, and integer reasoning.


36 Eclectic Topics for Primary Math Teachers

Sharon Whitehurst-‐Payne CSU San Marcos San Marcos, CA

Pertinent topics in mathematics related to the CCSS will be discussed and how they relate to primary teachers and students. They include part-‐part-‐whole and how simple understanding of multiplication concepts translate into algebraic thinking. Teachers will have the opportunity to assess their own knowledge base and to explore ways they may support their students.

room: E9 session evaluation code: 31362 K-‐2


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38 Increasing Equity Awareness And Transforming Practice

Don Balka Saint Mary’s College Notre Dame, IN

Teachers of all students, particularly underrepresented students, need to be well versed in a variety of instructional strategies that teach concepts and skills at appropriate grade levels, are suitable to overcome any language barriers, and focus on the Standards for Mathematical Practice. Ideas, strategies, and activities will be shared.

room: D8 session evaluation code: 31707 GI

39 New Ideas for Helping Teachers, Students, and Parents for Math

Yoobong Kim CSAM, Inc Fallbrook, CA

All attendees will experience hands on activities with a new patented tool to create an interactive learning environment for whole number operation which is the backbone of mathematics amongst students to meet the unique needs from the beginners to the higher math ability students. Attendees will be able to help students to solve problems strategically from comfort level and stretch a bit further for each student with help of new tool.

room: C8 session evaluation code: 33080 3-‐5



40 Family Math Night Carnival!

Jennifer Deaton SDUSD San Diego, CA

Would you like to have a Family Math Night at your school, but don’t have the time to make it happen? You’ll leave this session with more ideas than you could have imagined and will be on your way to hosting one of the most exciting, fun, academic events of the year!

Attendees can apply for $100 (or more) from the GSDMC Student Activity Fund to host a Family Math Event this year.


41 Transitioning to the Common Core California Mathematics Standards

Jameson Rienick SDCOE San Diego

Come join K-‐12 mathematics advocates to discuss transitioning to the Common Core California Mathematics Standards. Learn about the standards, including the 8 Standards for Mathematical Practice, and how they are designed and organized. We will also discuss Common Core math assessment and how to begin Common Core’izing current instructional materials to ensure that all students will progress toward these new standards.



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42 Inducing "Aha!" Moments

Richard Rasiej LAUSD, retired Los Angeles Center for Enriched Studies

Although induction as a formal proof method is usually introduced in Algebra 2 or Pre-‐Calculus, there is nothing wrong with introducing inductive thought much earlier, as early as fourth or fifth grade. Using some simple sequences of pictures and guided questioning, tap into your students' innate curiosity about numbers to enable them to discover the joy of making a mathematical discovery. Caution: you might get excited, too!


43 Time to Talk: Using Rich Tasks to Encourage Mathematical Discourse for Middle School ELLs

Melissa Hosten Chandler Unified School District Chandler, AZ

This session will look at leveraging key mathematical tasks for Middle Grades students to promote mathematical discourse that engages English Language Learners while challenging all learners.




44 Developing Statistical Reasoning Across Content Strands Using the TI

Calculator

Michelle Derksen Del Norte High School Poway, CA

How do we squeeze in the Statistics and Probability content of the CCSS-‐M into our already full plates, in a meaningful and connected way? Consider how you can develop statistical skills and reasoning in connection with other mathematical topics you are already teaching. We will also utilize the TI graphing calculator to learn how it can support student's exploration and statistical reasoning.


45 Defining Quadrilaterals: What Is a Trapezoid, Anyway?

Nita Walker Barbara Post Santa Ana USD CSU Fullerton Santa Ana, CA Anaheim, CA

We will build common understandings of special quadrilaterals based upon their properties and formal definitions. We will develop a hierarchy connecting all quadrilaterals through our reasoning and proof and show how classroom discourse can help all students convince each other of their thinking.


46 Incorporating Math Practices through Student Inquiry “I Wonder”

Joan Commons Cajon Valley USD El Cajon, CA

Bring the mathematical practices to life in your classroom through engaging problems (both existing and revised), high-‐level questioning, and student generated questions.



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47 ELLs & the CCSS: Access and Achivement

Tere Hirsch LACOE Los Angeles, CA

How do we adapt instructional strategies in order to provide access to math concepts to all learners? How do we help all students, especially English learners, express their learning in a meaningful manner? How do we use the Standards of Mathematical Practice in a diverse classroom?

Learn about how to adapt strategies we already use and learn some new ones to facilitate learning in the Common Core era. (samples


48 Cooperate, Investigate, and Process with Geofix Shapes

Don Balka Saint Mary’s College Notre Dame, IN

Geometric solids and Geofix Shapes provide perspectives from which students can investigate and solve problems. Hands-‐on activities with these manipulatives allow students to create their own meaningful definitions for various figures. Euler’s formula, Platonic solids, nets, or just simple identification of basic shapes are made exciting. Soap bubbles now become interesting with the mathematics that “pops” out.




51 Judo Math

Dan Thoene Jamie Holmes High Tech Middle School High Tech Middle Chula Vista San Diego, CA Chula Vista, CA

In martial arts, students learn at their own pace. So why aren’t we teaching that way? Judo Math differentiates by having students progress through a series of belts to achieve true mastery. Slower students get the extra time they need, while faster students are challenged. Learn how to create a positive culture in your class where kids collaborate and are actually motivated to learn! Get access to common core aligned curriculum and discover a better way to teach math!

room: Vineyard session evaluation code: 35663 6-‐9

52 Engaging Activities + Effective Instructional Strategies = Numerically Nimble Students

Leigh Childs San Diego County Office of Education San Diego, CA

Improve students’ numeric competence with strategies that promote greater sense-‐making and student participation. Discover more effective ways to differentiate instruction. Generous handout includes engaging activities to enhance mathematical reasoning as students improve their number sense and computation skills.



p. 28 www.gsdmc.org

53 Number Sense and the Common Core Standards

Rusty Bresser Caren Holtzman UCSD UCSD La Jolla, CA La Jolla, CA

This workshop will provide hands-‐on experiences which link engaging classroom activities with the common core grade level and practice standards. Participants will explore the components of number sense through a series of lessons and discussions.


54 Integrating Common Core with Online Formative Assessments

Sean Nank El Camino High School Oceanside, CA

How will the Common Core affect mathematical assessments? A Presidential Awardee and USA mathematical assessment representative at the ICME-‐12 in Korea shares lessons learned as they pertain to the Common Core. Moodle (an online formative assessment platform) will be used to experience how to create online formative assessments that align to the Common Core and provide immediate data to teachers and students. Attention will be given to accessing resources online via iPads in the classroom.




55 Communicator Activities use CCSS to Improve Algebra Performance

Calisa Holm Stuart Moskowitz Pacific Union Elementary School Humboldt State University Arcata, CA Arcata, CA 95521

Pulling from the CMC Communicator issues 1990’s to present, I will share activities that will engage all students and lead them to become proficient, focusing on the Content Standards for Algebra. The real power of the activities will be to engage your students in each of the 8 Common Core Standards for Mathematical Practice.


56 Inquiry into More Effective Teaching of Mathematics

Joan Commons TBD Cajon Valley USD CVUSD El Cajon, CA

In a CaMSP grant, forty-‐one teachers in CVUSD and NSD are working with SDSU and SDCOE to investigate more effective mathematics teaching practices for English Learners, newcomer students, and students impacted by poverty. Meet three of the inquiry teachers, learn about the cycle of teacher inquiry, and hear what these teachers have learned in the inquiry journey.


57 Here’s your Easy Button. Strategies for Winning Classroom Behavior

Wayne Lee Jeannie L. Miller Time to Teach Time to Teach

Teaching in today’s social climate is getting harder year after year. Children are bounced from one home to another. Parents are overwhelmed trying to make ends meet. Administrators are overloaded with the constraints of


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paperwork, budgets, and test scores. It is no wonder that easy is not easy anymore. But easy is easy again when you know systematically what to do. Learn the easy, proven techniques to control classroom behavior. Master easy strategies to structure excellence for every student. Winning classroom behavior can be taught. Creating a safe, nurturing, learning arena in your classroom is easy when you know exactly what to do. Lear how to win, no gimmicks allowed.


58 Navigating the CA Common Core State Standards for Primary Grades

Cathy Williams Krista Berntsen Vista USD Vista USD Escondido, CA Vista, CA

Key CCSS grades K-‐2 standards will be discussed, focusing on the foundations of number sense that are important for mathematical success in high school.

room: D8 session evaluation code: 36138 K-‐2

59 “Flipping” the Classroom

Roger Jaffe Emily Jaffe SDUSD Hollenbeck Middle School San Diego, CA Los Angeles, CA

The speaker’s discusses his experience “flipping” his math classroom in 2011-‐2012 by creating lecture videos that delivered instruction online and moving “homework” into the classroom. A screencast video will be demonstrated, and the tools and resources used to create, organize and publish online will be explained and demonstrated. An overview of video podcasting will also be given along with tools and resources to create your own video podcast. A list of resources and websites used to create screencasts for little or nominal cost will be given during the presentation and available afterwards online.

room: C8 session evaluation code: 36168 GI

Saturday Sessions 8:00-‐9:00


60 Keynote: Teaching Mathematics to ALL and ELL, in the Same Classroom, with CCSS TODOS Strand

Miriam Leiva Professor Emerita University of North Carolina Charlotte

What if we taught ALL students as if they were English Language Learners? What have we learned from to help us reach all students and close gaps? What can we do to ensure a equitable and high quality mathematics education for all students with access for ALL, regardless of differences in culture, language, prior education, and socio-‐economic status. Mathematical Practices from the CCSS will be modeled within the appropriate math content.


61 Incorporating Math Practices through Student Inquiry “I Wonder”

Joan Commons Cajon Valley USD El Cajon, CA

Bring the mathematical practices to life in your classroom through engaging problems (both existing and revised), high-‐level questioning, and student generated questions.



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62 Embracing the Common Core with Technology

Mike Reiners Christ’s Household of Faith School St. Paul, MN

Imagine a classroom where students take ownership of their learning! Through meaningful investigations, teachers will be inspired to implement best teaching practices, technology and the common core into their classroom and empower students. This session will specifically detail how the 8 Common Core Standards for Mathematical Practice suggest best practices for technology use in the mathematics classroom.


63 Smart Skies-‐ What’s On Your Radar Screen?

Beth White NASA Jet Propulsion Laboratory Pasadena, CA

Explore pre-‐algebra -‐ time, distance, rate equations, decision making, and proportional reasoning with NASA. Simulate being an air traffic controller, organizing and landing aircraft safely.


64 Rich Mathematics through Project-‐Based Learning

Bryan Meyer Andrew Vernon High Tech High North County High Tech High North County San Marcos, CA San Marcos, CA

This session will explore the merits of PBL in providing meaningful and rich mathematical experiences for students. We will discuss multiple approaches to planning and implementing, mapping to Common Core Content and Practice standards, and an overall summary of our experiences using PBL.

room: Terrace session evaluation code: 36251 GI



65 The CCSS for Geometry: A DNR Interpretation

Jannelle Olivier Trang Vu Olympian High School, Sweetwater La Jolla HS, SDUSD Chula Vista, CA La Jolla, CA

Teachers with Math for America San Diego will present an innovative approach to teaching the geometry of the Common Core State Standards. The approach is called DNR-‐based instruction in mathematics. In this approach, the focus is on deduction through problem solving and communication.


66 Using Number Talks to Support Number Sense in K-‐2 Classrooms

Susan Ritchie Michelle Jennings VUSD VUSD Vista,CA Vista, CA

Make Number Talks a 10-‐minute warm-‐up for your daily math lesson. Discover ways to enhance mental math activities while integrating your district math adoption and preparing your students for the common core. We will share how we have accomplished these tasks through Number Talks, Productive Partnering and Diamond Paper. We have used the basic lessons of Sherry Parrish’s Number Talks to enhance our calendar time and mathematical conversations.



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67 Reasoning and Sense Making: It All Starts With the Tasks

Jason Slowbe San Marcos Unified San Marcos, CA

Reasoning and sense making tasks are more than just interesting student activities. In this session, we will examine qualities of tasks, as well as specific teacher actions and instructional strategies, that can help students develop mathematical reasoning habits while they are engaged with important mathematical content.


68 Diving into Slope With Geogebra

Walter Lewis Imperial County Office of Education El Centro, CA

Geogebra is a FREE dynamic math program that may For learning and teaching at all levels of education and provides for interactive geometry, algebra, tables, graphing, calculus and statistics. This workshop will provide a brief overview of Geogebra and lead the participants through an exploration of the characteristics of slope and roller coasters.




70 Keynote: Transforming the Math Classroom

Julie Garcia Innovation Middle School San Diego, CA

Julie shares her journey of moving to a student-‐centered approach to instruction and ultimately finding success in the flipped approach to learning. During this presentation, Julie will share strategies and lessons ideas with iPads adaptable for any classroom environment. See sample apps, activities, and projects that not only meet Common Core Standards, but also establish a collaborative, engaging environment for learning.

room: Starboard session evaluation code: 38180 6-‐9

71 Including a Wide Range of Learners in Rigorous Workshop Investigations: Fractions

Rachel Lambert Dina Williams City University of New York LAUSD New York, NY Los Angeles, CA

Common Core standards ask students to begin deep understanding of fractions in third grade. These rigorous standards are based on research into more powerful ways of introducing fractions than traditional fill-‐in-‐the-‐blanks pictures: fairsharing (Fosnot & Dolk, 2002; Lamont, 2005; Empson & Levi, 2011). In this session, participants will experience a workshop in fair-‐sharing, then analyze videos of student work on the same problem to find connections to the common core for grades 3 -‐ 5. This workshop is also about the nuts and bolts of teaching rigorous mathematics using the workshop model, including how to support development of a wide range of students. This workshop would also provide a foundation for understanding intervention in fractions for students in grade 6 and above.



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72 How Much Can One Rich Problem Teach Us?

Mike Reiners Christ’s Household of Faith School St. Paul, MN

Using only a single mathematical contest problem that involves only fractions, we will explore connections among algebra, geometry, advanced algebra, sequences & series, recursion, and even chaos theory. Participants will also investigate similar-‐looking rich problems, and even write their own! (The speaker is the head problem writer for the Minnesota State High School Math League.)


73 Beyond the Textbook

Kelly Turner Lauren Vanderhorst AUHSD AUHSD Anaheim, CA Anaheim, CA

This hands-‐on session will focus on using graphs and tables to sharpen students’ analytical thinking, improve academic literacy, and build group discussions. Students will strengthen their extended reasoning and math skills. This activity will not only engage students, but will also put math into real-‐world contexts. Participants will go home with materials they can use in their classrooms immediately.




74 Sixth & Seventh Grade ELL Strategies and Classroom Practices from

the California Math and Science Partnership (CaMSP)

Esmeralda Orozco Lorena Anaya Lissett Rodriguez San Diego Math Project LAUSD San Diego, CA Los Angeles, CA

This workshop will focus on strategies and classroom practices to develop Common Core practices and increase ELL achievement through structured student interactions for probability and geometry topics. All materials and blackline masters shared will be made available in Word format online for teachers to use in the classroom on Monday.


75 ALL Children are Mathematical Language Learners TODOS Strand

Florence Glanfield University of Alberta Edmonton, Alberta, Canada

In this session we will explore ideas related to early number and operations concept development with a focus on helping ALL children develop mathematical language.


76 Fractions, Decimals, Percents: Success for ALL Students TODOS Strand

Heather Navarro Galveston Elementary Chandler, AZ

In this talk you will hear about what I have learned about introducing concepts related to fractions, decimals, and percents so that ALL of my students can experience success. I will share with you: the importance of developing the ideas in relation to benchmarks, relationships to the concept of one-‐half, and the importance of connecting these mathematical ideas with kid’s foundational knowledge.



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Ellen Crews Michelle Baylis Vista USD Vista USD Vista, CA Vista, ca

Banish the term “word problem” from your classroom. Instead, have students focus on real-‐world “situations” that are engaging and relevant to their lives. Break problems down into simple pieces, allowing a variety of entry points for students in a mixed ability classroom. As you add layers, student perseverance and independent thinking will increase. The emphasis will be on conceptual understanding, as students can bring their own methods to the table. Bring your favorite word problems.


78 Locus and Geogebra

Armando Martinez-‐Cruz Garrett Delk CSU Fullerton CSU Fullerton Fullerton, CA Fullerton, CA

The locus is a set of points that satisfies certain geometric properties. Audience will use the Locus command in GeoGebra to produce various shapes (parabolas, trigonometric functions and derivative of a function). No experience with the software is needed.




80 iPad Use in the Math Classroom – Extended Time for Open Discussion with Keynote Speaker

Julie Garcia Mark Morgan Innovation Middle School Lakeside School District San Diego, CA San Diego, CA

Our keynote speaker, Julie Garcia, will be joined by Mark Morgan, an instructional technology faculty in Lakeside School District, to chat about the ins and outs of implementing iPads or similar technology in a classroom or at a school site. This session will be a follow-‐up to the Keynote presentation, and only be extended time for informal conversation and questions.


81 The Open Array & Ratio Table: Use Effective Tools Strategically

Dina Williams Elisa Rose LAUSD LAUSD Los Angeles, CA Los Angeles, CA

Engage in and examine mathematical tools to teach strategies, solve problems, estimate, and make conjectures. This interactive workshop will focus on the open array and ratio table as effective tools to give all learners access to conceptual understanding and promote achievement through the content and mathematical practices of the Common Core State Standards. [2-‐hour workshop]



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82 Let The Students Teach: Using Screeencasting in the Math Classroom

Susan Glassett San Diego County Office of Education San Marcos, CA

Two of the Standards for Mathematical Practice in the Common Core are: Construct viable arguments and critique the reasoning of others, and Model with mathematics. Student created screencasts are an excellent way to exercise these practices. This session will give attendees a quick overview of the multiple ways screencasts can be created and used in the classroom. A link to an online LiveBinder will be provided containing all the resources mentioned, reference articles, and examples.

room: Marine session evaluation code: 41817 GI

83 Illuminations -‐ Interactive Tasks For Reasoning And Sense Making

Jason Slowbe San Marcos Unified San Marcos, CA

Students thrive when presented with engaging and interactive mathematical tasks. Illuminations offers more than 600 lessons and activities that support the Common Core’s Mathematical Practices. You might also be surprised by the number of rich tasks in nearby grade bands that are adaptable to your students. We will explore several tasks that have full lesson plans, activity sheets, and interactive applets ready for student use. [2-‐hour workshop]




84 Investigating Addition and Subtraction Algorithms of Multi-‐Digit Numbers with Number Lines, Diagrams, and Story Contexts

Virginia Bastable Mount Holyoke College South Hadley, MA

The Common Core Standards require that students be able to analyze both “traditional” and less conventional strategies for adding and subtracting multi-‐digit numbers. This investigation can be a fascinating look into the mathematics that underlie these various approaches when representational tools such as number lines, base ten drawings, story contexts, and verbal descriptions of the strategies are employed. This interactive session will include video and print cases of student work.


85 Visible Thinking for ELL: Implementing the Standards of Practice TODOS Strand

Don Balka Saint Mary's College Notre Dame, IN

Making student thinking visible in mathematics classrooms promotes teacher instructional effectiveness and student mathematics learning. The CCS Mathematical Practices directly relate to strategies that support ELL. This session connects the use of a Practices Matrix that assists teachers in gauging students’ progress for the Standards of Practice, ELL, and visible thinking.



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86 Structure in High School: An Opportunity for ELL’s TODOS Strand Melissa Hosten Chandler Unified School District Chandler, AZ

This session will look at the key idea of structure, evident throughout the high school Common Core State Standards for Mathematics (CCSSm) Conceptual Category of Algebra, as an opportunity to support English Language Learners’ success in the mathematics classroom. Participants will also make connections to the Standards for Mathematical Practice.



Ellen Crews Michelle Baylis Vista USD Vista USD Vista, CA Vista, ca

Banish the term “word problem” from your classroom. Instead, have students focus on real-‐world “situations” that are engaging and relevant to their lives. Break problems down into simple pieces, allowing a variety of entry points for students in a mixed ability classroom. As you add layers, student perseverance and independent thinking will increase. The emphasis will be on conceptual understanding, as students can bring their own methods to the table. Bring your favorite word problems.


88 Pythagoras and Riemann meet Geogebra Claudia Gutierrez Joe Torres CSU Fullerton Fullerton, CA Fullerton, CA CSU Fullerton

Geogebra (dynamic software) has tools and commands that permit quick dynamic illustrations of mathematical ideas. We will discuss the Pythagorean Theorem and Rieman sums.




90 Casio and Common Core

Open House **11:40-‐2:00**

Complementary Happy Hour, sponsored by Casio

Come relax and unwind at the end of your GSDMC schedule! Spend some time networking with your fellow attendees, sharing what you have seen and learned during the conference. Casio welcomes you to this wine and cheese reception, where you will also have the opportunity for Q&A and technology tips with one of Casio's master teachers.


92 Integrating Common Core with Online Formative Assessments

Sean Nank Ell Camino High School Oceanside, CA

How will the Common Core affect mathematical assessments? A Presidential Awardee and USA mathematical assessment representative at the ICME-‐12 in Korea shares lessons learned as they pertain to the Common Core. Moodle (an online formative assessment platform) will be used to experience how to create online formative assessments that align to the Common Core and provide immediate data to teachers and students. Attention will be given to accessing resources online via iPads in the classroom.



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94 Making Math Cool! With “The Rappin’ Mathematician”

Alex Kajitani Escondido Union School District Escondido, CA

Let’s be honest: You can’t teach the Common Core Standards if your students are bored. Join 2009 California Teacher of the Year Alex Kajitani for a bold and honest look at mathematics education, and how we can create lessons that are engaging and effective. Participants will leave with creative, out-‐of-‐the-‐box strategies that can be easily implemented the very next day, and will make even your most hardened student say, “Hey¬– THAT’s pretty cool!”


95 The San Diego Math Teachers’ Circle

David Patrick Art of Problem Solving Alpine, CA

The San Diego Math Teachers’ Circle (SDMTC) is an informal monthly program that meets at UCSD. The SDMTC engages middle-‐school teachers and mathematicians in working together on intriguing and stimulating problems, and seeks to provide teachers with an opportunity to enrich their knowledge and appreciation of mathematics. We will briefly discuss the national Math Teachers’ Circle movement and the SDMTC in particular, and spend most of the session presenting a sample SDMTC problem-‐solving meeting.




96 Shifting Teaching Practices that Focus on Equity & Mathematics for ALL TODOS Strand

Florence Glanfield University of Alberta Edmonton, Alberta, Canada

Panelists will be leaders of TODOS: Mathematics for ALL, an international organization whose focus is on equity for ALL learners in mathematics. Each speaker will describe the teaching practices that they’ve adopted, what brought them to shift their mathematics teaching practices, and what they learned by shifting those practices.


97 Navigating the CA Common Core State Standards for Primary Grades

Cathy Williams Krista Berntsen Vista USD Vista USD Escondido, CA Vista, CA

Key CCSS grades K-‐2 standards will be discussed, focusing on the foundations of number sense that are important for mathematical success in high school.


98 A Starter Guide to Use an iPad or Tablet PC in the Classroom

Ashley Thune-‐Aguayo Erica Venanzi CSUF CSUF Fullerton, CA Fullerton

Integrating technology into teaching can be an important and useful tool. This session demonstrates the use of the iPad and Tablet PC for interactive, real-‐time classroom use. No experience is needed to attend. Complete handouts will be provided.

room: D8 session evaluation code: 42964 GI

Exhibitors

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American Book Company www.americanbookcompany.com Archipelago Learning www.archlearning.com Bedford, Freeman & Worth Publishers www.bfwpub.com/highschool California Casualty www.calcas.com California Mathematics Council www.cmc-‐math.org Casio www.casioeducation.com Curriculum Associates www.curriculumassociates.com FACEing MATH www.FACEingMATH.com Houghton Mifflin Harcourt www.hmhpub.com Math Festival www.cmc-‐math.org/activities/math_festival.html Math-‐U-‐See Intervention www.mathusee.com/intervention McGraw-‐Hill www.mheonline.com Music Notes LLC [email protected] Nasco www.enasco.com NCL Corporation www.nclmagneticshapes.com Pearson www.pearsonschool.com Texas Instruments www.education.ti.com TODOS www.todos-‐math.org

Many thanks to our exhibitors!

Session Evaluations


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EARN COLLEGE CREDIT FOR ATTENDING THE GSDMC CONFERENCE

FEBRUARY 1 & 2, 2013*

EDUX 7501 or 7502 (FGH): Mathematics Instruction & Effective Practice $89 per credit unit** Earn 1, 2, or 3 units

College Credit Connection, in association with Vanguard University, offers educators the opportunity to earn graduate-‐level semester credits. Vanguard University is fully accredited by WASC.

These professional development courses offer potential professional development, recertification, and salary step advancement.

For more information on how to earn college credit units by attending the GSDMC Conference, please log on to: www.CollegeCreditConnection.com

Pre-‐registration is encouraged.

*Each semester credit earned is equivalent to 15 hours. CCC/VU credits are acceptable in many states toward educator re-‐certification and within many school districts for salary advancement. It is the learner’s responsibility to determine if a CCC/VU course will be accepted by their district before enrolling.

**Fees for the conference are paid separately to GSDMC and are not a part of the $89 unit fee for college credit.

MAP of Marina Village Conference Grounds

GSDMC 2013 Program FINAL 20120125€¦ · Schedule!! p.!2! !! & Friday,&February1&! 7:30!...

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Transcript of GSDMC 2013 Program FINAL 20120125€¦ · Schedule!! p.!2! !! & Friday,&February1&! 7:30!...