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iPad  Giveaway      

To   show   our   appreciation,   a   free   iPad   will   be  given   away   to   a   conference   attendee   at   the  conclusion   of   the   conference   today!     To   get   a  ticket  for  the  free  iPad,  attend   Session   1   with  our   KCTM   President  and   Featured   Speaker  located  in  Salons  C,  D  &  E   starting   at   8:20.    (Must   be   present   at  end   of   conference   to  win.     Drawing   will   be  held  in  Salon  C  at  3:45.)  

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Session  1,  8:20-­9:30  in  Salons  C,  D  &  E    

Tickets  for  the  iPad  will  be  distributed  as  you  enter.      

Welcome  by  Seth  Hunter,  KCTM  President      

 The  Kentucky  Council  of    Teachers  of  Mathematics  is  pleased  to  announce  

 

Karim  Kai  Ani    

as  our  2012  featured  speaker!    

   

Keeping  It  Real:  Teaching  Math  Using  Real-­World  Topics  Want   to   make   math   more   engaging,   meaningful   and   relevant…and   cover   multiple  standards  at  once?  We’ll  discuss  how  to  use  everything  from  the  iPhone  to  Nike  shoes  to  help  students  master  concepts  deeper  and  more  quickly.  When  we  teach  using  real-­‐world  topics,  not  only  will  students  learn  more  math,  but  they’ll  develop  a  fresh  way  of  looking  at  the  world.    Bio  Karim  Kai  Ani  is  a  former  middle  school  math  teacher  and  founder  of  Mathalicious,  which  is  rewriting  middle   and   high   school   math   around   real-­‐world   topics.  Karim  was   featured   in  EdWeek  as  one  of  the  top-­‐16  young  leaders  under  35  transforming  education  in  America,  but  all  he  really  wants  to  do  is  write  math  lessons.        

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Session  2,  9:40-­10:50

Salon  A    K-­‐3  

Building  Confidence  and  Competency  Toward  the  Standard  Algorithm    What   should   addition   and   subtraction   instruction   look   like   in   grades   K-­‐3   in   order   to  prepare   students   for   fluency  with   the   standard  algorithm   in   grade  4?  Participants  will  engage   in   exemplary   tasks   and  discourse  designed   to  promote   student  understanding  and  computational  knowledge  involving  both  mental  and  written  strategies.    Handouts  will  be  provided.    Linda  Jewell,  Kentucky  Center  for  Mathematics  Kris  Jarboe,  Kentucky  Center  for  Mathematics  

Salon  E    K-­‐3  4-­‐5  

When  Our  Textbooks  Just  Won't  Do    The  first  year  of  the  new  Kentucky  Academic  Core  Standards  was  a  year  of  familiarizing  ourselves  with  what  the  standards  were  and  what  they  meant.      We  may  have  come  to  the   conclusion   that   our   current   textbooks   missed   the   target   on   some   of   the   new  common   core   standards.     We   all   struggled   to   find   resources   to   help   our   students  understand  the  mathematical  concepts  and  practices.      Many  times  we  were  frustrated  by   the   seeming   lack   of   resources   available   in   our   textbooks.   This   session  will   provide  participants   with   some   of   the   best   online   resources   available   to   teach   the  standards...when  our  textbook  just  won’t  do.    Carol  Muzny,  Taylor  Mill  Elementary  

Lanes  End    K-­‐3  4-­‐5  

KCTM  Math  Grant  =  2  Math  Nights  +  Math  Lab  Supplements    Learn  how  easy  it  is  to  turn  a  math  grant  reward  into  two  successful  family  math  nights.    Themes  showcased  are:  "Math  Athletics"  for  grades  3-­‐6  and  "Celebrate  100"  for  grades  K-­‐2.    You'll  also  learn  how  our  school  utilizes  a  math  laboratory  to  further  enrich  math  concepts  for  grades  K-­‐6.    Marjorie  Lellie,  Wayland  Alexander  Elementary  School  Bobbie  Porter,  Wayland  Alexander  Elementary  School  

Saxony      4-­‐5  6-­‐8  

One-­‐Stop  Shop  for  Implementing  Formative-­‐Assessment  Processes    Participants   will   consider   using   the   new   standards   with   formative   processes   in   the  mathematics   classroom   to   inform   instruction   and   serve   student   needs.   Differentiated  lesson   plans   will   be   shared   and   discussed   which   contribute   to   the   formative   process  using  the  Quantile®  Framework  for  Mathematics.  Handouts  and  free  web  resources  will  be  distributed.    Ruth  R.  Price,  MetaMetrics,  Inc.  

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Session  2,  9:40-­10:50 Salon  C    4-­‐5  6-­‐8  9-­‐12  

Online  Math  Intervention  Program:    One  School's  Success  Story    Finally,  a  web-­‐based  math   intervention,   reinforcement,  and  enrichment  program  that  has  proven  results!    ALEKS   is  a  powerful  online  math  program  that  provides   teachers  with  new  opportunities  for  optimizing  their  role  in  the  learning  process,  with  expanded  ability  to  accurately  monitor  and  effectively  promote  their  students'  learning.  Discover  ALEKS  first  hand  through  a  demonstration  from  both  student  and  teacher  perspective  and  hear  one  school's  success  story.    Michelle  Hickey,  Simon  Kenton  High  School  Forrest  Smith,  The  Academic  Edge  

Salon  D    6-­‐8  

The  Real-­‐World  Math  Classroom  (middle  grades)      How   can  we   use   real-­‐world   topics   to   teach   standards-­‐based  math?   In   this  workshop  we’ll   discuss  how   to   teach   skills   in  a  way   that  makes   sense,   and  explore   the  kinds  of  meaningful   conversations   we   can   have   with   our   students.   Warning:   your   head   may  explode  from  the  awesomeness.    Karim  Kai  Ani,  Mathalicious  

Salon  B    6-­‐8  9-­‐12  

Lines,  Lines,  and  More  Lines    This   session   will   focus   on   the   importance   of   building   a   strong   Algebra   foundation  around  linear  equations.  Special  attention  will  be  placed  on  the  Common  Core  Content  Standards  and  the  importance  of  the  Practice  Standards.  Whether  you  teach  Algebra  in  the   8th   grade   or   on   the   high   school   level,   this   session   will   stress   the   importance   of  linear  equations  for  student  success  in  secondary  mathematics.    Ann  Booth,  Making  Math  Magic  Vonda  Stamm,  Making  Math  Magic  

Dixiana    6-­‐8  9-­‐12  

Focusing  on  the  Standards  for  Mathematical  Practice    Participants   will   use   modules   created   by   the   National   Council   for   Supervisors   of  Mathematics   that   explore   the   Standards   for   Mathematical   Practice.   Teachers   will  participate   in   rich  mathematical   tasks   that   they   can   immediately   implement   in   their  middle/high  school  classroom.    Jenny  Ray,  Kentucky  Department  of  Education  

   Visit  the  NCTM  table  with  samples  of  top  selling  NCTM  materials.  Catalogs  will  be  available  to  place  orders  at  30%  off   the  retail  price!  Orders  will  be  shipped  from  NCTM  directly  to  the  purchaser.  Stop  by  and  check  out  the  great  resources  NCTM  has  available.  

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Session  2,  9:40-­10:50 Terrace  Ballroom    6-­‐8  9-­‐12  Higher  Ed.  

Using  Virtual  Manipulatives  to  Develop  Algebraic  Concepts    Middle   and   high   school   mathematics   teachers   will   benefit   from   this   interactive  presentation   sharing   specific   examples  of   virtual  manipulatives   that  promote   student  understanding.  An  emphasis  will  be  placed  on  how  virtual  manipulatives  help  students  meet  standards  presented  by  CCSSI  and  NCTM.  Specifically,  I  will  demonstrate  how  to  integrate   the   Color   Chips   Subtraction   applet   developed   by   the   National   Library   of  Virtual  Manipulatives   that   develops   conceptual   understanding   of   integer   subtraction.  Next,  I  will  explain  how  to  implement  Algebra  Tiles  to  factor  polynomials  and  multiply  binomials.   Finally,   I  will  model   solving  equations  on  Algebra  Balance  Scale  created  by  NLVM.     I  will   provide   participants  with   lesson  plan   ideas   and   teaching  materials   that  can   be   incorporated   into   classrooms   immediately   after   the   conference.     Results   of  qualitative  research  on  using  virtual  manipulatives  in  the  middle  school  classroom  will  also  be  shared.    Robin  Magruder,  University  of  Kentucky  

Spendthrift    9-­‐12  

Using  Data  Analysis  and  Statistics  to  Model  Real  World  Situations    Participants  will  experience  lessons  that  show  how  one  set  of  data  can  be  analyzed  in  different   ways   to   demonstrate   how   mathematics   can   be   used   to   model   real-­‐world  situations,   such   as   the   growth   of   the   populations   of   the   U.S.,   data   collected   in   a  business  setting,  and  in  probabilistic  models.    Jim  Austin  

Calumet    9-­‐12  

What  Is  Modeling  In  Geometry  and  How  Do  We  Prepare  Students  For  It?    Investigate   the   CCSS   domain   of   modeling   with   Geometry   by   examining   nationally  released   items.   Learn   how   to   teach   your   students   to   analyze   and   solve   modeling  problems   by   examining   inquiry-­‐based   lessons   aligned   to   the   modeling   standards.  Explore  how  the  mathematics  practice  standards  are  required  to  develop  solutions  for  modeling  problems.    Sarah  Nordmann,  Jefferson  County  Public  Schools  

Darby  Dan    General  

Productive  Struggle  to  Grow  Stronger  Mathematics  Students  K-­‐12    Making  sense  of  problems  and  persevering  in  solving  them  is  difficult  for  students  not  used   to   thinking   and   teachers   not   used   to   allowing   students   time   for   productive  struggle.  Come  experience  how  using  high-­‐level  tasks  in  formative  assessment  lessons  help  teachers  create  an  environment  for  student  thinking.    Debbie  Waggoner,  CKEC/KDE  

 

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Session  3,  11:00-­12:10  

Salon  E    K-­‐3  

Pop  Drop  Move-­‐It  and  more  multiplication  activities  from  KCM    Packed   full   of   instructional   resources   and   opportunities   for   online   professional  development,  the  Kentucky  Center  for  Mathematics'  (KCM)  Kentucky  Numeracy  Project  is  a  powerful  tool  for  Kentucky  teachers.  It  is  also  FREE!  During  this  session,  participants  will   play   and   take   home   differentiated   instructional   activities   contained   in   the  Multiplication   and   Division   strand   of   the   Intervention   Guide,   a   collection   of  instructional  activities  aligned  to  the  CCSS.  Participants  will  learn  how  to  download  and  navigate  the  Intervention  Guide  and  access  other  resources  of  the  Kentucky  Numeracy  Project.  All  resources  are  based  on  the  research  and  experience  of  KCM's  intervention  program,   as   well   as   the   Add+Vantage   Math   Recovery   models,   frameworks   and  principles.   For   more   information   about   the   Kentucky   Numeracy   Project,   please   visit  www.kymath.org  and  click  on  "KY  Numeracy  Project".    Cindy  Aossey,  University  of  Kentucky/Kentucky  Center  for  Mathematics  

Salon  B    K-­‐3  4-­‐5  

Let's  Go  on  a  Fluency  Hunt!    Let's  Go  on  a  Fluency  Hunt!   "We  can't  go  over   it...   can't  go  under   it...  we  have   to  go  THROUGH   it!"   The   term   "fluency"   is   a   hot   topic   due   to   the   Common   Core   State  Standards.  What  does  this  mean?  How  do  we  help  students  reach  fluency   in  addition  and  subtraction?  In  this  presentation,  we  will  share  a  hands-­‐on  activity  to  help  teachers  and  administrators  see  pathways  to  fluency,  and  to  bring  into  focus  the  importance  of  emphasizing   the   language   in   the   new   standards.   Participants  will   have   access   to   the  PowerPoint  we  use,  as  well  as  other  documents  we  share.  You  will  be  inspired  to  lead  your  own  teachers  in  a  "fluency  hunt"!    Becky  Reister,  Kentucky  Center  for  Mathematics  

Saxony    6-­‐8  

Saving  the  Planet  with  Math    Being   good   environmental   stewards   and   global   citizens   require   an   understanding   of  math   concepts,   such   as   large   numbers,   growth   patterns,   measurement,   probability,  algebra  and  more.  Discover  creative  hands-­‐on  math  activities  that  include  science  and  social   studies   content   about   the  world   around   us.   The   presented   hands-­‐on   activities  build  students'  understanding  and  skills   in  algebraic  patterns  and   functions,  decimals,  fractions  and  ratios,  as  well  as  number  operations  and  problem  solving.  The  activities  incorporate   data   on   trends   in   the   environment,   global   demographics   and   natural  resource   use.   Manipulatives   are   used   to   illustrate   concepts   for   visual   learners.   The  activities   clearly   show   connections   between   math   and   other   disciplines,   especially  social  studies  and  science.  Participants  will  receive  lesson  plans  on  CD-­‐ROM.    April  Haight,  Morehead  State  University  

 

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Session  3,  11:00-­12:10  Terrace  Ballroom    6-­‐8  9-­‐12  

Literacy  in  Math  Class  –  It’s  Not  Just  About  Reading    It   seems   the   old   adage   "Readin'   wRitin'   &   aRithmetic"   may   have   some   truth   to   it.  Literacy  has  often  gotten  a  bad  rap  -­‐  but  this  math  teacher   is   finally  "getting   it."  Let's  re-­‐define   what   literacy   really   means   for   a   math   classroom   and   look   at   ways   it   can  enhance  our  instruction!    Pam  Wilson,  Russell  County  High  School  

Calumet    6-­‐8  9-­‐12  

Engaging   Tasks   and   Formative   Assessment   Lessons   to   Help   Us   Implement   the   8  Standards  for  Mathematical  Practice    Participants   will   use   visual   clues   to   understand   and   remember   the   8   Standards   for  Mathematical   Practice   then   explore   a   variety   of   tasks   and   formative   assessment  lessons  that  help  teachers  implement  these  standards  in  preparation  for  the  2014-­‐2015  assessments.   Lastly,   we  will   analyze  what   standards   could   be  met   for   each   task   and  lesson.    Erin  Schneider,  Jefferson  County  Public  Schools  

Salon  D    9-­‐12  

The  Real-­‐World  Math  Classroom  (high  school)      How   can  we   use   real-­‐world   topics   to   teach   standards-­‐based  math?   In   this  workshop  we’ll   discuss  how   to   teach   skills   in  a  way   that  makes   sense,   and  explore   the  kinds  of  meaningful   conversations   we   can   have   with   our   students.   Warning:   your   head   may  explode  from  the  awesomeness.    Karim  Kai  Ani,  Mathalicious  

Salon  A    General  

Classroom  Shifts  that  Support  the  Mathematical  Practices    The  Standards  for  Mathematical  Practice  are  a  crucial  part  of  the  Kentucky  Standards.  We  will   explore   the   shifts   in   classroom  practice   that  must   take  place   for   students   to  have   opportunities   to   demonstrate   the  Mathematical   Practices.  We  will   also   explore  several   coaching   tools   that   can   support   coaches   and   teachers   in   this   work.   You   will  leave  with  a  collection  of  tools!    Maggie  McGatha,  University  of  Louisville  

Vendors  &  Exhibitors  Don’t   forget   to   visit   our   vendors   and   exhibitors!    They   will   be   available   from   7:30-­‐2:30   in   the  ballroom  area.  

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Session  3,  11:00-­12:10 Dixiana    General  

Language,  Poverty,  and  Mathematics    How   can   we   support   mathematics   achievement   in   our   students   who   are   raised   in  poverty?   Are   there   connections   between   language,   culture,   and  mathematics?  What  strategies  from  ELL  can  also  support  students  from  low-­‐SES  homes?  In  this  session  we  will   review   research   from   math   education   and   use   NAEP   items,   Connected  Mathematics  Project  2,  and  College  Preparatory  Mathematics  to  consider  the  linguistic  and  cultural  challenges  for  our  students  -­‐-­‐  and  more   important,  strategies  to   increase  their  classroom  engagement  and  achievement.    Heather  Levinson,  Westport  Middle  School  

Darby  Dan    General      

Math  SDI-­‐-­‐Simply  Do  It!    Specially   Designed   Instruction   (SDI)   is   what   makes   Special   Education   special.   Many  teachers  have  students  with  an  IEP  for  part  of  the  school  day.  With  the  implementation  of   the   CCSS,   how   are   we   to   accelerate   the   learning   of   all   K-­‐12   students   with   math  disabilities?  This  hands-­‐on  session  will  provide  participants  with  many  ways  to  Simply  Do  It!    Mark  Helton,  Central  Kentucky  Special  Education  Cooperative  

     

Session  3A,  11:00-­11:30

Lanes  End    K-­‐3      

Advancing  Early  Number  Knowledge:  Assessment  &  Differentiation    As  math  coach,  I  want  to  share  with  other  schools  the  changes  our  K-­‐2  school  made  in  addressing   the   numeracy   needs   of   our   students.   Using   power   point,   I   will   share   our  school’s  piloting  SNAP  (Student  Numeracy  Assessment  Progression)  in  a  Kindergarten  &  Grade  1  classroom  through  KCTM  grant   funding  during  2010-­‐11  school  year.   In  2011-­‐12,  we  trained  our  teachers  in  grades  K-­‐2  with  SNAP,  via  the  Kentucky  Center  for  Math,  using  grant  monies  from  a  local  industry.  These  monies  also  provided  us  with  a  follow-­‐  up   training   day   where   teachers   created   differentiated   activities   to   address   the  individual  needs  of  students.  Session  participants  will  have  the  opportunity  to  explore  activities  derived   from  Kentucky  Center   for  Mathematics’  Kentucky  Numeracy  Project  Intervention  guide  and  pinpoint  what  area  of  numeracy  the  activities  address.      Bonnie  Humphries,  Gallatin  County  Elementary  Laura  Hartke,  Gallatin  County  Lower  Elementary  

 

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Session  3A,  11:00-­11:30 Spendthrift    K-­‐3  4-­‐5    

Manipulatives,   Real   and   Virtual:   Making   the   Twenty-­‐First   Century   Classroom  Connection,  Grades  K-­‐5    Do  your  students  need  hands-­‐on  activities  to  help  develop  their  mathematical  concepts  and  to  help  actively  engage  them  in  learning  new  material?  Discover  benefits  of  using  virtual  and   traditional  manipulatives   in  your   class   to  help   students  better  understand  math  as  well  as  some  ways  to  use  a  variety  of  manipulatives.    Kevin  Dykema,  Mattawan  Middle  School  

Salon  C    6-­‐8  9-­‐12  

Analyzing  State  Assessments:  The  Forgotten  Second  Step    Many   schools   are   analyzing   state   assessment   data   to   identify   gaps   in   mathematical  instruction  in  the  school  curriculum.  This  session  will  show  how  to  analyze  EPAS  data;  we  will   also   look   at   the   second   step,   proper   placement   of   the  missing   data   into   the  school  curriculum.    Chyleigh  Rose,  KDE  Educational  Recovery  Math  Specialist/Newport   Independent  High  School  

     

Session  3B,  11:40-­12:10

Salon  C    K-­‐3  

Kentucky  Numeracy  Project  (KNP)  Intervention  Guide    Join  us  for  a  tour  of  the  FREE,  dynamic,  KNP  Intervention  Guide,  containing  more  than  300   proven   numeracy   development   strategies   for   differentiated   instruction   and   for  formative   assessment   in   alignment   with   RtI   and   the   new   Common   Core   State  Standards.  Attendees  will  learn  about  a  series  of  free,  online  professional  development  Webinars   that   can   be   used   by   professional   learning   communities   as   they   work  collaboratively  on  improving  numeracy  development  of  their  students.  Learn  about  the  exciting  lessons  and  free  printable  resources  found  in  this  guide,  which  are  great  to  use  with   both   classroom   students   and   RtI   students.   Every   lesson   is   linked   to   the   new  Common  Core  State  Standards  for  Mathematics  and  the  Fluency  Benchmarks  for  RtI.    Mary  Hodges,  Kentucky  Center  for  Mathematics  Barbara  Jacobs,  Kentucky  Center  for  Mathematics  

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Session  3B,  11:40-­12:10 Lanes  End    6-­‐8  General    

Using  Technology  to  Enhance  Student  Self-­‐Assessment  and  Problem  Solving    This  past  fall,  I  was  awarded  a  very  generous  Teacher  Support  Grant  from  KCTM,  and  I  would   like   to   show  off   how   I’ve   put   this   gift   to   use.   I   purchased  10   LiveScribe   Smart  Pens,   which,   when   used   on   special   paper,   record   handwriting   and   convert   it   into   a  digital   video.   An   embedded   microphone   also   records   digitally   any   thinking   aloud   or  discussion  and  embeds   it   into   the  video.  When  uploaded   into   the  LIveScribe  website,  these   “pencasts”   are   available   for   viewing   anywhere   with   Internet   access,   including  through  an  IPhone  app.  This  past  spring,  my  students  regularly  used  these  pens  while  they  engaged  in  cooperative  problem  solving  tasks.  My  proposal  is  to  show  the  various  methods  and  tools  that  were  used  while  my  students  and  I  gained  from  these  pencasts  rich  opportunities  for  analysis,  self-­‐assessment,  and  reflection  on  their  use  of  problem  solving  strategies  and  the  Standards  of  Mathematical  Practice.    Liz  Popelka,  Westport  Middle  School  

Spendthrift    9-­‐12  General  

Fibonacci  Meets  Algebra,  Geometry,  Graphing  Calculators  and  Number  Theory    The  Fibonacci  sequence  is  a  recursively  defined  sequence  in  which  the  initial  two  terms  are   fixed   at   one   and   each   term   thereafter   is   the   sum   of   its   two   immediate  predecessors.   A   very   palatable   surprise   awaits   one   when   they   consider   any   four  consecutive   terms   in   this   sequence.   This   hands-­‐on   workshop   seeks   to   engage  participants   in   exploring   the   connections   between   this   sequence   and   Pythagorean  triples   in   geometry   in   addition   to   ideas   involving   divisibility,   periodicity   and  modular  arithmetic  that  are  relevant  in  elementary  number  theory.  We  will  attempt  to  resolve  such  questions  as  whether  all  Pythagorean  triples  can  be  obtained  in  such  a  manner  or  if  infinitely  many  are  still  ripe  for  exploration  and  discovery.  The  graphing  calculator  will  enable   participants   to   look   for   patterns   and   formulate   conjectures   based   on   the  analysis   of   such   patterns   in   meeting   many   of   the   Common   Core   Standards   For  Mathematical  Practice.    Jay  Schiffman,  Rowan  University  

 

 

Lunch,  12:10-­‐1:10      Paddock  Pavilion  

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Session  4,  1:10-­2:20  

Salon  A    K-­‐3  4-­‐5    

Fostering  Student  Understanding  through  Differentiated  Learning  Centers    Children  bring  their  own  experiences  and  understandings  into  any  math  classroom  and  the  challenge  for  the  teacher  is  to  discover  what  the  children  already  know  and  to  build  on  that  knowledge.  Even  though  the  children  are  not  all  working  at  the  same  level,  it  is  possible  to  meet  each  child’s  needs  within  a  classroom  by  breaking  down  larger  concepts  into  the  different  levels  of  understanding.  In  addition,  children  need  experiences  to  help  them  make  sense  of  mathematics  and  discover  quantitative  relationships.  Teachers  will  take  on  the  role  of  students  and  work  their  way  through  several  learning  centers  to  see  how  large  concepts  can  be  presented  at  various  entry  levels  to  meet  the  needs  of  the  students.  The  topics  and  activities  will  be  taken  from  the  series  by  Kathy  Richardson  entitled  Developing  Number  Concepts.  Black  line  masters  and  connections  to  the  content  standards  will  be  provided.    Linda  Montgomery,  Kentucky  Center  for  Mathematics  Kris  Jarboe,  Kentucky  Center  for  Mathematics  

Dixiana    K-­‐3  4-­‐5  

Fluency  in  Math  and  Reading:  It’s  More  than  Automaticity    Presenters  will  share  commonalities  between  strategies  for  teaching  fluency  in  reading  and  mathematics.  Exploring  these  commonalities  will  help  teachers  see  how  to  address  conceptual   and   contextual   math   and   reading   to   get   beyond   automaticity   and   help  students  develop  deeper  understandings.  This  presentation  will  provide  teachers  with  research-­‐based   practices   to   use   when   addressing   the   new   common   core   state  standards  for  fluency  in  reading  and  math,  considering  that  fluency  is  a  common  thread  that  runs  throughout  both.  In  particular,  attendees  will  gain  tools  for  guiding  students  in  acquiring   strategies   to  use   to  be   fluent   in  math  and   reading,   such  as  decomposing  and   composing   numbers   and  words,   cross   checking   for   accuracy,   and   using  multiple  strategies   for   problem   solving   to   differentiate   learning.   The   format  will   include   short  segments  on   lecture  followed  by  modeling  and  practice  of  the   instructional  strategies  for  teaching  fluency  in  reading  and  math.  Resources  and  handouts  will  be  provided.    Angie  Madden,  Eastern  Kentucky  University  Krista  Althauser,  Eastern  Kentucky  University  

Classroom  Teacher  Support  Grant    The  Kentucky  Council  Teachers  of  Mathematics  awards  up  to  three  grants  of  $1,000   to  encourage  and  support  the  efforts  of  KCTM  classroom  teachers.  The  deadline  to  apply   each   year   is   July   1.       For  more   information,   visit  www.kctm.org  and  then  follow  the  Awards/Grants  link.  

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Session  4,  1:10-­2:20 Spendthrift    4-­‐5  6-­‐8  

Using  Technology  to  Enhance  Middle  School  Mathematics    As  technology  becomes  more  and  more  of  a  factor  in  the  middle  school  classroom,  how  do  we  maximize  our  computer  usage?  Online  simulations  provide  a  perfect  venue  for  allowing  students   to  explore  concepts,  deepen  their  content  knowledge  while   freeing  up   the   teacher   to   take   on   the   role   of   classroom   facilitator.   Using   Gizmos   from  ExploreLearning,   the   largest   collection   of   online   simulations,   participants  will   explore  concepts   ranging   from  basic  number  sense,  probability,  geometry  and   finally  algebra.  ExploreLearning  not  only  provides  an  obvious  subject  area  connection,  but  it's  ease  of  use   allows   for   teachers   to   horizontally   enrich   the   curriculum  while   challenging   their  students  to  broaden  their  understanding  of  math  and  science.    Thom  O’Brien,  Explore  Learning  

Salon  B    6-­‐8  

Proportionally  Speaking    Successful   Algebra   students   have  made   the   transition   from   additive   to  multiplicative  thinking.   Proportional   Reasoning   is   the   skill   that   makes   that   transition   possible.   The  centrality  of  this  logic  is  evident  in  the  Common  Core  Standards.  Ratio  and  Proportion  ideas  are  the  first  standard  in  both  the  sixth  and  seventh  grades.    Vonda  Stamm,  Making  Math  Magic  Ann  Booth,  Making  Math  Magic  

Terrace  Ballroom    6-­‐8  

Meeting  the  Kentucky  Core  Academic  Standards  for  Middle  Grades  Mathematics    Middle   grades   are   a   critical   time   for   capturing   the   interest   and   imagination   and  developing   the  potential  of  mathematics   students.   In   this   session,  we  will   look  at   the  Kentucky  Core  mathematics  content  standards  for  grades  six  through  eight  and  discuss  their   implementation   using   the   eight   Standards   for   Mathematical   Practice.   As   we  investigate   ways   in   which   curriculum,   assessment   and   instructional   practices   might  meet   these   Standards,   we   will   explore   activities   from   the   new   Math   Innovations  program,   developed   using   Focal   Points   and   correlated   with   the   Common   Core  Standards,   that   encourage   students   to   think   like   mathematicians   with   a   focus   on  reasoning,  sense-­‐making,  questioning  and  discourse.   It  was  designed  to  help  students  become   enthusiastic   and   engaged   in   mathematics,   while   concepts   are   developed   in  depth   with   multiple   connections   in   conjunction   with   computational   fluency   and  flexibility.    Linda  Sheffield,  Northern  Kentucky  University  

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Session  4,  1:10-­2:20 Lanes  End    6-­‐8  9-­‐12  

Formative  Assessment  Lessons:  Teaching  the  Content  and  Practice  Standards    Teachers   will   participate   in   a   formative   assessment   lesson   using   card   sorts   or   some  other   hands-­‐on   learning   experience.   Middle/High   school   content   standards   will   be  discussed,  while  focusing  on  the  standards  for  mathematical  practice.    Jenny  Ray,  Kentucky  Department  of  Education  Jessica  Addison,  Kentucky  Department  of  Education  

Darby  Dan    6-­‐8  9-­‐12  

Managing  Groups  and  Fostering  Math  Practices    Be  a  participant!!  Work   in  groups  with   learning   sorts,   ice  breakers,   study   team   roles,  and  study  team  expectations  that  help  students  foster  math  practices.  Efficient  group  work  can  help  students  make  sense  of  problems  and  persevere  in  solving  them,  reason  abstractly  and  quantitatively,  construct  viable  arguments,  and  critique  the  reasoning  of  others.  The  key   to   successful  groups   is  effective  group  management.  Participants  will  walk  away  with  a   selection  of   ideas  and   tools   to  use   in   the   classroom  to  make   study  teams  work!    Theresa  Reilly,  Noe  Middle  School  

Saxony    6-­‐8  9-­‐12  

Superstar  Saturday:  One  on  one  race  to  the  top  using  mastery  learning  and  standards  based  grading    The   sky   is   the   limit   for   math   achievement   scores   when   utilizing   peer   tutoring   and  volunteer   tutoring.   Standards   based   grading   implementation   is   made   easier   and   is  extremely   successful   when   you   add   the   element   of   one   on   one   tutoring   in   the  classroom   and   outside   the   classroom.   All   students   feel   success.   All   students   become  math  literate.  Most  important…  all  students  will  love  math.  With  a  love  of  mathematics  comes  increased  tenacity  when  the  going  gets  tough  in  problem  solving.  Organizational  elements,  effective  peer  tutoring  instructions,  and  recruiting  volunteer  tutors  from  the  community  will  all  be  covered  in  this  session.    Julie  Williams,  Westport  Middle  School  

Calumet    9-­‐12  

Let's   Sort   Some   Graphs!   Experience   the   Power   of   the   Standards   for   Mathematical  Practice  in  the  Classroom    Mathematics   is   the   science   of   patterns   and   relationships.   Looking   for   patterns   and  sorting   objects   into   different   groups   can   provide   valuable   insights.   In   this   session,  participants  will  analyze  many  different  graphs  and  sort  them  into  various  groups.  We  will   also   discuss   how   matching,   sorting,   and   exploring   mathematical   tasks   require  students   to   look   for   and   make   use   of   structure,   supporting   Mathematical   Practice  Standard  7:  Look  for  and  make  use  of  structure.    Cassie  Martin  Reynolds,  Carnegie  Learning  

 

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Session  4,  1:10-­2:20  Salon  E    General  

Mathematics-­‐  All  Eyes  on  Kentucky  Kentucky  is  the  first  state  to  implement  common  core  state  standards  and  assess  students  with  items  that  are  aligned  to  common  core  state  standards  (KCAS).  Participants  will  explore  the  following  questions:  on  a  scale   of   1   to   5   where   am   I   with   fully   implementing   the   KCAS   and   providing   necessary   supports   for  students?,   is   your  district   team  actively  working   to  make  sure   that   teachers  have   the  necessary   tools   to  teach  the  KCAS,  what  resources  are  available  to  deepen  my  understanding  of  the  progressions  in  the  math  standards  within  and  across  grades?,  where  can  I  access  rigorous,  classroom  tasks  that  are  aligned  to  the  KCAS?,   what   resources   are   available   to   assist   parents   with   understanding   the   expectations?   and   what  messages   are   available   to   promote  mathematics?   During   this   session   resources  will   be   shared   to   assist  teachers  with  implementing  and  communicating  the  KCAS.      

Robin  Hill,  Kentucky  Department  of  Education  Krista  Hall,  Kentucky  Department  of  Education  

Salon  D    General  

Tools  for  Teaching  Mathematics  –  One  Stop  Shopping  -­‐  Free!    Are  you  overwhelmed  by  the  large  number  of  websites  and  materials  that  promise  to  deliver  the  new  Common  Core  Standards  to  your  classroom?  Do  you  waste  time  filtering  through  the  Internet  looking  for  a  good  student  task  that  addresses  a  particular  state  standard?  If  so,  this  session  may  be  for  you.  In  this  session,  participants  will  learn  how  to  use  many  of  the  resources  that  are  available  through  the  NCSM  website.  These  resources  are  appropriate  for  mathematics  teachers  (K-­‐12)  and  coaches.  Participants  will  tour  some  of  the  lessons,  student  tasks,  assessments,  videos,  and  student  work  samples.  All  of  these  resources  are  aligned  by  grade  level  with  the  Kentucky  Core  Academic  Standards  and  the  Mathematical  Practice  Standards.  Participants  will  have  opportunities  to  explore  some  of  the  tasks  during  this  session  and  will  analyze  the  value  of  the  tasks  for  their  classes.  An  annotated  list  of  resources  will  be  provided.    Amy  Herman  

Salon  C    General  

Inspired  Learning:  The  Interactive  Math  Classroom    How  do  educators  implement  new  standards  and  mathematical  practices?  Utilize  formative  assessment  in  real  time?  Differentiate  instruction  based  on  data  –  within  the  parameters  of  an  ongoing  lesson?  Turn  best  practices  into  successful  learning?  Integrate  research-­‐proven  technologies  into  a  productive  instructional  model?  Create  a  collaborative  learning  environment?  Engage  students?  The  Inspired  Learning  Classroom  provides  a  fully  integrated  toolset  for  accomplishing  these  instructional  mandates  -­‐  in  a  unique,  effective  platform.  The  foundation  of  The  Inspired  Learning  Classroom  is  teaching  and  learning  using  proven  integrated  technologies.    Ron  DeChristoforo,  Texas  Instruments

 iPad  and  Door  Prizes  Please  join  us  immediately  following  Session  5  at  3:45  in  Salon  C  for  door  prizes  and  the  iPad  giveaway!  

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Session  5,  2:30-­3:40  Salon  D    K-­‐3  

Assessing  and  Advancing  Foundational  Fluency    Careful  interpretation  of  the  Common  Core  Standards  for  Mathematics  reveals  an  important  focus  on  developing  deep  foundational  number  knowledge  that  culminates  in  mastery  of  the  fluency  benchmark  standards.  Review  and  use  the  KCM's  Fluency  Framework  and  Fluency  Assessment  System  to  implement  and  assess  student  progress  with  the  CCSSM,  while  maintaining  rich  documentation  for  tracking  and  effective  evidence-­‐based  decision-­‐making  on  students'  responsiveness  to  intervention.    Alice  Gabbard,  Kentucky  Center  for  Mathematics  Beth  Miracle  Meiman,  Kentucky  Center  for  Mathematics

Salon  B    K-­‐3  4-­‐5  

Thinking  INSIDE  the  Box    Thinking  INSIDE  the  Box  -­‐  Linking  Place  Value  Understanding  to  the  Area  Model  of  Multiplication.  The  Common  Core  State  Standards  place  a  large  emphasis  on  the  area  model  of  multiplication.  Teachers  need  to  understand  the  POWER  of  this  model!  It's  amazing!  In  this  presentation,  we  will  share  a  series  of  hands-­‐on  explorations  with  place  value,  which  leads  directly  to  explorations  with  the  area  model  of  multiplication.  We  shared  these  activities  during  a  recent  Course  2  AVMR  training  and  would  love  to  share  it  with  others.  Participants  will  leave  with  handouts  of  all  explorations  presented,  as  well  as  access  to  the  Prezi  shown  during  the  presentation.    Becky  Reister,  Kentucky  Center  for  Mathematics  Mary  Greene,  Madison  County  Schools  

Darby  Dan    K-­‐3  4-­‐5  

Literacy  in  Geometry    How  can  we  connect  literacy  and  Geometry  in  elementary  classrooms?  The  use  of  books  in  a  classroom  can  connect  real-­‐world  examples  of  geometric  concepts  being  studied.  A  variety  of  books  and  activities  will  explore  various  shapes  and  real-­‐world  context  to  help  children  better  understand  geometry  in  the  world  around  them.    Kari  Everett,  Western  Kentucky  University  Joy  Curtis,  Western  Kentucky  University  

MESA  Award  The   MESA   Award   was   created   by   KCTM   and   is   designed   to   recognize  outstanding   mathematics   teachers   (K-­‐16),   education   professionals  (administrators,   state   department   personnel,   supervisors,   etc.),   and  business  and  community  leaders  who  have  supported  mathematics  education.    Do  you  know   of   someone   who   is   deserving   of   this   award?     Visit   www.kctm.org   to  nominate  someone  for  2013.  

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Session  5,  2:30-­3:40 Spendthrift    4-­‐5  6-­‐8  

Manipulatives  in  the  Classroom  to  Engage  All  Students    The  use  of  manipulatives  in  the  classroom  enables  students  to  grasp  the  mathematics  and  furnishes  an  additional  needed  representation.  This  workshop  will  engage  participants  in  problem  solving  activities  utilizing  concrete  materials  such  as  graphing  calculators,  coins  of  various  denominations,  color  tiles,  Cuisenaire  rods,  base  five  and  base  ten  blocks,  tooth  picks  and  gumdrops,  graph  paper,  paper  plates  and  paper  tape,  and  a  geoboard.  This  plethora  of  materials  will  be  utilized  on  such  problem  solving  activities  as  primes,  factors,  and  multiples,  determining  the  number  of  squares  in  a  grid,  securing  all  possible  ways  of  making  change  for  a  certain  denomination  of  coin  such  as  a  quarter  or  half  dollar,  determining  the  relative  size  of  two  fractions,  understanding  base  arithmetic,  and  geometric  notions  such  as  area,  perimeter,  scaling  factors,  seeking  remainders,  and  forming  tables  and  graphs.  Join  us  to  view  problem  solving  in  action!    Jay  Schiffman,  Rowan  University  

Salon  A    6-­‐8      

They’re  the  Same  But  Different???  Building  Multiple  Representations  of  Proportionality    Join  us  as  we  bring  ratios  to  life  with  register  tape,  yarn,  stickers  and  more!!  You  are  sure  to  experience  (and  leave  with)  hands-­‐on,  classroom-­‐ready  tasks  focused  on  multiple  representations  of  equivalent  ratios.  And  what’s  more,  you’ll  discover  the  many  connections  between  ratios,  double  number  lines,  proportionality  and  graphing  on  a  coordinate  plane!  Don’t  miss  this  interactive,  engaging  session  full  of  connections  to  Common  Core  and  the  Standards  for  Mathematical  Practice!    Kasey  Bratcher  

Dixiana    6-­‐8  

Making  Meaning  with  Mean  Absolute  Deviation    Mean  Absolute  Deviation  (MAD)  is  an  unfamiliar  topic  for  middle  school  students...and  teachers!  This  session  is  intended  to  develop  teacher  content  knowledge  and  provide  models  for  teaching  MAD  in  engaging  real-­‐world  contexts.  We  will  use  student-­‐generated  data  and  authentic  data  sets  to  make  meaning  of  data  using  the  MAD.  We  will  also  compare  the  use  of  the  MAD  with  inter-­‐quartile  range,  and  discuss  MAD  within  the  vertical  alignment  of  the  KCAS.    Heather  Levinson,  Westport  Middle  School  

 

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Session  5,  2:30-­3:40  Salon  E    6-­‐8  9-­‐12  

Patty  Paper  Construction  in  the  Geometry  Classroom    In  this  session  we  will  examine  the  constructions  required  in  the  Geometry  Common  Core  Mathematics  Standards.  We  will  complete  constructions  with  patty  paper  using  basic  paper  folding.  We  will  look  at  ways  to  assess  constructions  and  incorporate  them  into  classroom  projects.    Ronni  Tallent,  Henry  Clay  High  School  

Saxony    6-­‐8  9-­‐12  General  

EPAS  Targeted  Interventions    With  recent  legislative  changes,  the  intervention  requirements  are  raising  many  questions  for  schools  and  districts  across  the  state.  In  this  session,  the  presenter  will  give  audiences  the  legislative  overview  and  background  for  intervention  requirements.  The  presenter  will  also  review  the  state-­‐sponsored  mathematics  transitional  intervention  framework  with  participants  and  discuss  the  variety  of  options  available  for  implementing  transitional  interventions  in  the  school  setting.  This  will  include  curriculum  frameworks  to  help  students  who  do  not  meet  benchmarks  on  EXPLORE  as  well  as  students  who  do  not  meet  ACT  benchmark  scores.  Participants  will  have  an  opportunity  to  ask  questions  as  time  allows.    Amy  Patterson,  Kentucky  Department  of  Education  

Terrace  Ballroom    9-­‐12  

Smarter  Together:  Groups,  Status,  and  High-­‐level  Mathematics    Often  the  idea  of  who  is  smart  seems  fixed  in  a  math  classroom  and  can  thus  limit  the  participation  of  students.  Come  learn  how  Complex  Instruction  can  improve  learning  by  involving  all  students  in  mathematical  tasks.  We  will  discuss  how  Complex  Instruction  is  different  than  other  group  work  strategies,  highlighting  the  three  components-­‐  group-­‐worthy  tasks,  instructional  strategies,  and  status  and  accountability.  We  will  engage  in  open-­‐ended,  high-­‐level  tasks  while  developing  group  expectations  that  could  be  successful  in  your  own  classroom.    Rachel  Rolston  Christina  Meadows  

2013  NCTM  Louisville  Regional  Conference  “Number  and  Operations:    Be  Radical  and  Get  Real!”    

Next  year  the  KCTM  annual  conference  will  be  the  NCTM  Louisville  Regional  Conference  as  we  co-­‐host  with  the  Greater  Louisville  Council  of  Teachers  of  Mathematics.    Mark  your  calendars  for  November  6-­‐8,  2013  in  Louisville!  

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Session  5,  2:30-­3:40 Lanes  End    General  

Quality  Questioning  for  Reflective  Feedback    Participants  will  learn  specific  strategies  to  turn  low  level  questions  into  high  level  questions  to  provide  useful  feedback  to  students  to  move  them  forward  in  their  mathematical  learning.  Questioning  can  be  used  to  enhance  problem  solving  skills  with  students  when  teachers  understand  the  importance  of  asking  high  cognitive  level  questions  and  then  providing  opportunities  for  students  to  answer  at  a  high  cognitive  level  and  share  their  thinking  with  others.    Renee  Yates,  Kentucky  Department  of  Education  Jenny  Ray,  Kentucky  Department  of  Education  

Calumet    General  

Playing  the  SET  Game:  A  Math  Teachers'  Circle  Demonstration    A  math  teachers'  circle  is  a  group  of  middle  school  math  teachers  and  mathematicians,  coming  together  to  engage  in  mathematics.  This  session  will  demonstrate  a  sample  math  circle  meeting  using  SET,  a  card  game  emphasizing  visual  perception  and  the  mathematics  of  set  theory.  During  the  session,  participants  will  play  SET  and  learn  the  mathematics  behind  this  game.  Teachers  will  also  have  the  opportunity  to  “win”  a  game  of  SET  for  their  classroom.    Cheryll  Crowe  &  Nancy  Blue  Williams,  Eastern  Kentucky  University  Michele  Anderson  &  Cynthia  Davis,  Corbin  Middle  School  

   

A  special  thank  you  to  our  presenters    Thank  you  for  the  time  and  effort  you  put  in  to  sharing  your  knowledge  and  expertise  today!