Saturday, January 25, 2020
8:30am – 4:00pm
Canisius College Science Hall
1901 Main Street, Buffalo, NY 14208
Use this link to view the conference program:
Keynote Speaker: Eileen Ryan
Math is a Human Language. Let’s speak up!
will focus on the power of language and its impact on conceptual understanding,
fluency development, and sense-making. Who amongst us can resist making a few
subtle, yet profound, tweaks to our practice, when the result promotes
exploration and discovery as the culture of our classrooms?
Our presentations include:
Cassandra Goldman PreK-4
Differentiated Juggling Act-How to Meet the Needs of the Varied Levels of Math in One Classroom
Participants will focus on the individual concept needs in the class to develop stations for the whole class. Using Learning Trajectories (Dr. Doug Clements) and Landscapes for Teaching Mathematics (Dr. Cathy Fosnot) we will focus on the K-5 classroom.
Harry O’Malley K-12
Type Math, Tell Stories: Introducing the Brand New Manifest Visual Calculator
Math is often seen by students as a soup of symbols. The Manifest Visual Calculator solves this problem by bringing these symbols to life the second they are placed on the page. It is a genuinely new way to engage with mathematics. Type any mathematics and get an interactive, visual simulation of that mathematics represented as temperature, time, a number of objects, length, area, volume, force, mass, and more. Visualize and interact with whole numbers, integers, and decimals. Addition, subtraction, multiplication, division. Complicated numerical expressions. Ratios. Variables. Algebraic expressions and equations. Formulas and functions. Limits, derivatives, integrals. All with the exact same interface. The Manifest Visual Calculator embodies a new visualization paradigm that bridges the gap between elementary and secondary mathematics. Come and learn how to use it to revolutionize the way you understand and think about math. Participants will learn where to find the free calculator online, the basics of its use, engage in multiple hands-on activities that make use of the calculator, and be given time to design their own activities.
Melanie Myers PreK-4
Build Number Sense with 10’s and 1’s
Students will bring place value and the number grid to life, increasing clarity of how 1’s and 10’s work together in our number system. This new workshop will ultimately relate many important elements of instruction together, such as pattern and system recognition, increased engagement, Say 10 Way of Counting, C-P-A progression, and attention to precision all before introducing a number grid to students. Come and join in the fun!
Klansee Reynolds Bulmer PreK-4
Through the Looking Glass: Classroom Management Structures that Help to Facilitate Student Independence in a Math Workshop Setting
This presentation will provide a space for teachers interested in starting or growing a math workshop to share their obstacles and work with other teachers to create an immediately implementable plan of action for boosting student independence during math workshop. The conversation will begin with an overview of Dr. Nicki Newton’s math workshop structures and some practical classroom management structures that can help teachers to better facilitate an effective learning experience for their students.
Donna Callaghan K-6
Daily Routines to Jump-Start Math Class
A workshop on classroom routines for the K-6 math teachers based on John Sangiovanni’s book, Daily Routines to Jump Start Math Class.
These routines are the perfect tool for practicing critical skills and concepts. They are engaging opportunities for students to work with and discuss interesting prompts. The routines are designed to develop students’ reasoning and/or number sense making. They aim at improving students’ number sense. They are a makeover for the beginning and traditional practice activities, so that students have meaningful engaging, quality practice. These routines can repair or instill mathematics confidence in your students.
These routines are:
• Practical and easy for you to implement each day
• Meant for the first five to seven minutes of class
• Flexible for use in place of other practice activities
• Thinking exercises meant to ignite thinking and reasoning skills
• Open and flexible in nature
• Modifiable to work with almost any content at any grade level
Nirmala Nutakki PreK-4; 5- 8
Using a Fraction Wall to Develop Understanding of Fraction Arithmetic
Fractions can be conceived in many ways, as parts of a whole, measures, scaling operators, quotients, and part-whole ratios. Underpinning all of these interpretations are two fundamental actions: partitioning and iterating. Participants in this workshop will work through a developmental progression which begins with a discussion of how the complementary actions of partitioning and iterating are used to create and name fractional parts. They will then examine how partitioning and iterating can be used to make sense of concepts related to ordering, equivalence, and the procedures of fraction arithmetic. The focus throughout will be on connecting pictorial and numerical representations and showing how thinking in terms of partitioning and iterating provides a coherent way of bringing the mathematics of fractions into focus.
Nirmala Nutakki PreK- 4
Using Number Strings to Develop Number Sense
The intention of this presentation is to bring into focus, the structures and strategies that underpin mental arithmetic strategies for addition, subtraction, multiplication, and division. In particular we will look at strategies such as decomposition, equivalence, and the use of friendly or landmark numbers ACROSS the operations to highlight connections and build coherence. We will also make use of the rekenrek and open number lines to develop concrete and pictorial representations of these strategies as well as numerical notation. This will be done in the context of number strings and participants will be engaged with the content throughout.
Donna Lillis K-2; K-4 AIS
The Rekenrek: Developing Deeper Number Sense
The real-world context of the addition and subtraction tasks featured in each of the student video clips of this presentation for participants to analyze with a partner (and then as a whole group!) brings math into focus for our K – 2 students, teachers, and families! Finding out how many ring pops are in a pile of ring pop bags by organizing the ring pops/parts row by row and skip counting them on the rekenrek and then number bonding and number lining them offers K -2 teachers another way for their students to focus on and justify the part, part, whole relationships around us! So does changing how many ring pops/parts in each bag/rekenrek row if a classmate gives one (two…) to a Volunteer(s)! And, as the students in the featured video clips of this presentation change how many red, blue, green, and yellow ring pops are in each bag/rekenrek row, their compensation, commutativity, and associativity flexibility and efficiency will inspire K – 2 teachers to focus on integrating into their mathematical community the rekenrek as a tool for thinking mathematically!
Additional student video clips in this presentation will highlight how the five-and-ten structure of the rekenrek naturally develops students’ generalizing of the meaning of addition and subtraction as the same value as the whole! The Landscape of Learning Number Sense, Addition, and Subtraction and Grade 1 Sample Assessment: Using Rekenrek Quick Images (to determine count all, count on, doubles, near doubles, compensation, teen numbers, and the part/whole relationship strategies) Templates will be referred to throughout this presentation and brought back as packets by participants to their districts!
Sarah Piatko Tanski, Ed.D. 9-12
Incorporating Activities into High School Math
This presentation will provide copy ready materials to use in the high school classroom. Materials will include high school math topics such as trigonometry, standard deviation, and conics. This will “bring math into focus” by giving participants an opportunity to learn ways to make math more fun and interactive. In this session, participants will be engaged by trying out the activities and then take the activities and teacher notes home with them to implement in their classroom.
Kari Fiutak PreK-4
Teaching and Learning Addition and Subtraction Problem Situations
Teachers often describe “Number Pluckers” (Thank you John San Giovanni for that delightful term!) as students who grab the numbers from a word problem and simply compute, no matter what the story says. What can we do to empower our students to be strategic word problem solvers? What clues in our curricular resources might we be overlooking? And what strategies best serve impactful learning around word problems?
By the time students exit Grade 2, they are expected to master 15 addition and subtraction problem situation types, as well as tackle 2-step problems. Teacher and student clarity about this expectation is critical for success with word problems; therefore, it’s important to really understand the learning standards around problem-solving as well as the progression of situation complexity and increasing number range involved in this work.
Without clarity about our journey, it is very difficult to get there, and so, session participants will unpack the learning standards for add/subtract word problems K-4, noticing situation type, number range and how complexity builds over the elementary progression. Participants will also identify best practices for teaching and learning word problems, including co-creating anchor charts to support empowered work with word problems and use of numberless word problems to delay the rush to computation.
Jessica McGill 5-8
IM engaged! IM challenged! IM for 7th Grade Accelerated Students!
This 90 minute workshop aims to both provide a brief introduction and overview of the Illustrative Mathematics Grade 6-A2 curriculum, and to share how this curriculum can be used in an accelerated 7-8-Algebra middle school program. Specifically, participants will be introduced to select instructional routines in Illustrative Mathematics (e.g. notice & wonder, which one doesn’t belong, math talks); the overarching design principles that courses, units, and lessons are built upon; and the integrated support for mathematical language development and for students with special learning needs. The main mathematical focus will be on developmental activities within the context of an introduction to the pacing recommendations for completing a compression of grade7, grade 8, and Algebra into 2 years. Selected materials will be share that will engage the participants in the type of reasoning, justification, and problem solving that typifies the IM approach. The primary content strand that we will develop is equation and expressions since the IM approach fosters reasoning through the focus on equivalent equations. In addition, while the pacing guide makes suggestions as to which lesson segments and activities to omit, our experience in following the guidelines thus far this year has allowed for many insights and questions to arise. Student work samples and video will be included in our presentation.
Brian Pane 5-12
IM engaged! IM challenged! IM learning Algebra through Illustrative Mathematics!
This 90 minute workshop aims to both provide a brief introduction and overview of the Illustrative Mathematics Grade 6-A2 curriculum, and to share how this curriculum is being used in a high-need learning environment with 9th grade students studying Algebra. Specifically, participants will be introduced to select instructional routines in Illustrative Mathematics (e.g. notice & wonder, which one doesn’t belong, math talks) and the overarching design principles that courses, units, and lessons are built upon. The main mathematical focus will be on developmental activities within the 3 units that we’ve completed this year centering on linear equations, inequalities and systems, as well as statistics. Select lessons tasks will feature problem solving that typifies the IM approach with demands for communication between and among students. All IM tasks require students to reason, but the expectations for students to not only solve linear equations, but to recognize equivalent equations in many forms has motivated a refocusing on our teaching and areas of emphasis. In addition, since we work in a co-teaching environment those aspects of the curriculum that address special needs students will be highlighted. Our experience thus far this year has allowed for many insights and questions to arise. Student work samples and video will be included in our presentation.
Dana Morse 5 – 12
TI Codes: Create a STEM Classroom
STEM and coding are very important skills to be successful in the world. We will engage students through code and STEM projects that can inspire students who aren’t math enthusiasts. Through code we can enhance the classroom grades 4-12.
Dana Morse 9 – 12
TI Tips for Building Math Confidence
Get hands on with tips and tricks to assist students build math confidence to succeed on NYS Math Regents exams.
Elizabeth Van Harken
Harry O’Malley 9 – 12
Manifest: contextualizing functions into stories
This session will show how the Manifest software can be utilized in Algebra I and Algebra II to help students understand abstract functions in a visceral way. Contextualizing functions allows students to think more deeply and make more connections to their mathematics, which has often been a barrier to their conceptual learning and understanding.
Ahmed Akbar 9 – 12
IM engaged! IM using GeoGebra! IM learning Geometry through Illustrative Mathematics!
This 90 minute workshop aims to both provide a brief introduction and overview of the Illustrative Mathematics Grade 6-A2 curriculum, and to share how this curriculum is being used in a one-to-one Chromebook learning environment. Specifically, participants will be introduced to select instructional routines in Illustrative Mathematics (e.g. notice & wonder, which one doesn’t belong, math talks); the overarching design principles that courses, units, and lessons are built upon; and the integration of tools for studying geometry (e.g., tracing paper, GeoGebra). The main mathematical focus will be on developmental activities within the units that we’ve completed this year centering on constructions, transformations, and congruence. Select lessons tasks will feature the connected nature of the tasks and language demands that typify the IM Geometry approach as well as the demands for communication between and among students. This is the first year our school has gone one-to-one and that change coupled with the implementation of a new curriculum has been a challenge. The design of lessons in IM to be completed on the Chromebook and take advantage of integrated GeoGebra interface has been a motivating factor in the classroom. Our experience thus far this year has allowed for many insights and questions to arise. Student work samples and video will be included in our presentation.
Beth Ann Walck PreK – 4; Educators of Students with Disabilities
Kinems Learning Games
Explore Kinems Learning Games: Participants will learn how this ground-breaking education platform engages students in movement based Math and ELA activities while collecting data on CCSS and OT/PT goals. We will review how the program can be customized for each individual child and review the types of data that is collected for both teachers and therapists. Be prepared to play the games. This will be an interactive session!
Rudy Neufeld Pre-K – 8
TEACH the Math, don’t TELL the Algorithm
Engage minds in understanding, not memorizing topics within Whole Numbers and Fractions. Share methods and resources in common topics by: online, model lessons, manipulatives, games
Jorge Moore PreK – 8
Coding Introduction – Opportunity for Math Innovation
An intuitive, simple but powerful coding language, a related robot on the computer screen and provided lessons present an innovative, exciting tool for teaching mathematics.
Denea Czapla 5 – 8
What Are Formative Assessment Lessons And How Can I Use Them In My Classroom?
Formative Assessment Lessons (FALs) engage and challenge students to think deeply and allow for teacher insight on their thinking. This session will introduce participants to a middle school level FAL and share video excerpts highlighting the powerful learning that stems from students’ work on the lesson task. We will analyze learning with support from the Teaching for Robust Understanding (TRU) framework, and discuss the implementation of FALs in the classroom.
Teaching SIFE (students with interrupted formal education), requires a different skill set from teaching other high school students. Come join us as we do activities intended
to bring students with no or very low math skills up to being high school ready.