Trainer of Trainers

June 8 – 11, 2008

Day 1Getting to Know Math Connects

Fundamentals of Math Instruction

Who Are We?Bonnie Gould

Vik HovsepianProfessor of Mathematics

Science & Math Specialist

Nasser UwaishiqMath Development Manager

What do you hope to get from this workshop?

June 8 – 11

Saudi Arabia

Workshop

June 8 – 11

Saudi Arabia

Workshop

Please take a few minutes to record your thoughts on a Sticky and post on the chart

paper.

CHALLENGE PROBLEM

Felwah the Horse is the owner of a small carrot plantation in a remote desert

oasis. Felwah’s harvest consists of 3000 carrots.

However the market place where her harvest can be sold is 1000 kilometers away. Felwah must walk

to the market, and can only carry up to 1000 carrots at a time.

Furthermore, being a horse, Felwah eats one carrot during each and every kilometer she walks (she

can never walk anywhere without carrots).

How many carrots can Felwah get to the market?Be prepared to share your answer tomorrow.

Problem Solving Strategies

• Act it Out• Guess and Check• Make a Table/ List• Look for a Pattern• Solve Backward• Draw a Picture• Solve a Simpler Problem• Write an Equation• Use Logical Reasoning

Background on McGraw-Hill

• McGraw-Hill Education is a global leader in education, covering every aspect of the market from pre-K through higher education, and offering educational materials in more than 40 languages.• Three out of four parents with school-age children recognize the McGraw-Hill name in education.

• Glencoe/McGraw-Hill is the most successful secondary publisher in the U.S.

Background on McGraw-Hill

• McGraw-Hill Education publishes and distributes more than a 1,000 titles a year for the higher education and professional markets worldwide.

• McGraw-Hill Education publishes and distributes more than a 1,000 titles a year for the higher education and professional markets worldwide.

What structure will we find in EACH grade level math

text that will support teachers and

student learning?

TEXTBOOK STRUCTURE

Vertically AlignedBalanced Curriculum

Balanced, In-Depth ContentBackmapped from Algebra

Teacher Reference Pages

Designed Around NCTM Focal Points

NCTM Focal Points are highlighted

on the Contents in Brief

page.

The Pacing Guide helps

teachers plan their

year.

Start Smart Looking Ahead

Problem Solving Projects

Concepts and Skills Bank

Facts Practice Work Mats

Preparing for Standardized Tests

IndexGlossary

CHAPTER STRUCTURE

Table of ContentsEach Chapter Contains• Are You Ready? Foldable• Family Letter• Lessons “Typical” Algebra highlights Problem Solving - Strategy/Skill - Investigation - Cross Curricular• Assessments PreTest (Are you Ready?) Formative (w/in Lessons) Summative (Mid-Chapter and End of Chapter)

Chapter Overview

Chapter Planner

Learning Stations

Introducing the Chapter

Assessments Are You Ready (Diagnostic PreTest) Formative Assessments

Assessments MidChapter Check

Assessments - Chapter Review/Test

LESSON STRUCTURE

Before the Lesson Lesson Planner & Daily Routine Differentiated Instruction

Within the Lesson Part 1: Introduce Part 2: Teach Part 3: Practice Part 4: Assess

Ancillary Resources

• Teacher Reference Handbook• Chapter Resource Masters• Transparencies for 5-Minute Checks and

Problem of the Day• Flip Chart (Grades 1-2 only)• Real World Problem Solving Library• Technology - StudentWorks Plus - TeacherWorks Plus - ExamView - Advance Tracker - Other CD-ROMS

FUNDAMENTALS OF MATH INSTRUCTION

Sharing Strategy: Modified Think - Pair - Share

Read the Fundamentals of Math Instruction resource on pages 37-41 in your handout.

Feel free to highlight significant passages.

At the end of our reading time, please be prepared to share 1 key finding with the rest of your group.

After sharing your group will be asked to share one summative statement that was significant to most members in the group and explain why you felt it was important.

Modeling a “Typical” Lesson

• Watch as the lesson is modeled [Handout pages 42-47].• Feel free to take notes on your Teacher

pages included in your handout.• How many of the recommended strategies

(noted in the previous article) did you see within the lesson?

• Are there others that could be included to further improve the lesson?

Extending the LearningHave You Got a Minute?

• Predict how many steps, bows, hops or tosses you can complete in one minute.

• Record your predictions in your handout.

• With a partner, complete the task and record.

• Answer the follow-up questions.

Why might this be a good activity - in a workshop and/or in your classroom?

FINAL DAY PARTICIPANT PRESENTATIONS

• Choose a partner and a lesson

• Planning time provided at the end of the next two days (45 minutes on Day 2 and one hour on Day 3)

• Presentations must be limited to 15 minutes. 5 minute debrief between each.

• Plan to observe and learn from the other presentations.

PRESENTATIONS MUST INCLUDE

Objective, Vocabulary and Assessment

PRESENTATIONS SHOULD MODEL

• Best Practices• Problem Solving, Communication, Active

Student Involvement• Areas teachers traditionally don’t teach well