The sessions I attended and three things I want to remember from
each one.
Incredible Math Tasks! Supporting the Productive Struggle
in Learning Mathematics
Bill Barnes and Jenny
Novak
 Five Practices for Orchestrating Productive Math Discussions by
Stein and Smith
 Choose a learning target and find a task that matches it,
then:
 anticipating, monitoring,
selecting, sequencing and connecting
Building Middle Grades Ratio, Proportions, and
Proportional Reasoning Essential Understandings
Travis Olson, Hannah
Slovin, Melfried Olson
 Keala makes pizza at a rate of 3 pizzas in 5 minutes.
Casey makes pizza at a rate of 4 pizzas in 9 minutes. Who is faster?
 You cut 2/5 of a piece of a board. The piece is ¾ of a
foot long. How long is the whole board?
 Two solving methods I hadn’t thought about:
(2/5)x = 3/4
Scale up both sides by 2 ½
(2/5)x = (3/4)(5/2)

(2/5)x = 3/4
(1/5)x=(1/2)(3/4)
1x = (5)(1/2)(3/4)=(5/2)(3/4)

Developing Fractional Reasoning through Number Talks
Ann Dominick and
Sherry Parrish
 Fractional Reasoning: Distinct numbers, parts of a whole,
denominator, numerator, equivalence
 Comparing Fractions: benchmarks, unit fractions, distance
from whole, compare numerators, compare denominators
 Whole # Multiplication: Partial products, doubling and
halving, repeated addition, breaking factors into factors
Getting Students to Pose Powerful Questions
Jane M. Wilburne
 When you ask a question, you are more
interested in finding an answer
 People don’t ask questions when they are
angry/upset/troubled/victimized, other people around them have more
knowledge/power >
intimidation, can’t formulate a question, haven’t felt supported in the past,
lack of time
 Promoting classroom questioning: model questions, multiple
platforms for students to ask and answer questions, invite questions, safe
environment, plan for questioning (prompts)
Getting Students to Argue in Class with Number Sense
Activities
Andrew Stadel
 Is the circumference of a Nalgene bottle greater than its
height? Students improve their justification each time in first explaining to
someone who agrees with them, second explaining to someone who agrees with
them, and third convincing someone who disagrees with them, all while using the
sentence frame: “I believe the circumference is {less than/equal to/greater
than} the height of the bottle because _______”
 Each answer faces in a different direction, once they are
done justifying, get the option to choose direction change
 Sentence frame for justifying prediction “I noticed ____,
so I _____”
Tasks That Build the Essential Understandings in Middle
Grades Algebra
Zandra de Araujo,
Barbra Dougherty, Fay Zenigami
 Tasks:
 g  227 = 543. g  230 equals what?
 Write an equivalent expression for 5  7m
 d + 1 is less than d + 3. Is this always, sometimes, or never true?
 Flexibility, Reversibility, and Generalization problems
 Essential Understandings in Practice book coming out in
the fall
Teachers as Designers: Mindset and Multidimensional
mathematics in Classrooms
Jo Boaler
 even if you are not aware of making a mistake, your
synapses will still fire because you are making a mistake (or possible because
you are thinking hard?)
 pose the problem before teaching the method
Michael Pershan
(I sadly came in at the end of this, so he was the only
speaker out of six that I saw)
 Problems with our hints: too vague, kill thinking, don’t
have reasons, we improvise too much
 For better hints: add context, add reasons, be just
specific enough. Example: If you’re dealing with lots of data it can help to
make a table to help us notice patterns.
 Call to action: plan some hints, try them out in the classroom, and share them
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