Thursday, July 24th

8:30 – 9:00 am Registration 9:00 – 9:25 am Opening Session 9:30 – 11:30 am Morning Sessions
Middle School – Max Ray and Justin Aion, facilitators The Middle School Math Wiki has this section called "Number Sense Bootcamp" and it has one thing in it. By the end of Twitter Math Camp, we hope to change that. Max and Justin are bringing some of their favorite games and activities around fractions and integers, and hope you'll bring yours too. We'll play a lot of games, invent some new ones, talk about the difference between games-for-practice and games-for-learning, and think about how to make both kinds of games a successful part of your math routines. Also promised: silly hats, extreme goofiness. Algebra 1 – James Cleveland and Anthony Rossetti, facilitators What exactly it is we need to teach in Algebra I? What are the assessments and the lessons/tasks that work? Come to the Algebra 1 morning sessions led by James Cleveland and Anthony Rossetti to work on answering these questions and even create some tools you can use in your classroom. Work with other TMC peeps (tweeps) to flush out exactly how to get at a student’s understanding of a topic. You'll collaborate on a few key topics that can use an assessment makeover, and come up with a variety of formative, summative, exams, quizzes, projects, exit slips, ...whatever.... that we can all use with our own students. We'll also create some lessons and/or tasks to guide understanding. We'll spend some time focusing on making interesting tasks for Algebra I. Do you have a laptop? Bring it! We'll be interacting with some cool technology tools and even go over the basics of media editing that can be used to create clips and snippets to enhance lessons. We’ll work as a team to learn how to make our own such tasks and come up with new tasks and lessons for those few key topics we feel really need them. Our goal by the end is to have sets of tasks/lessons and assessments for various Algebra I topics that we can all take home with us and use the next year. - James Cleveland (@jacehan) and Anthony Rossetti (@aanthonya) Geometry – Mark Sanford, facilitator What topics do your students, regardless of ability, struggle with in geometry? Our time at TMC will be investigating some of these topics and finding ways to make these topics more accessible to our students. One of these topics that seems to be a consistent struggle is that of proof. In addition to other specific topics, we’ll explore the concept of proof, throughout our sessions . For example: how we feel about it, investigating various proofs and how we can prepare our students to use proof in follow-on math courses. Before TMC we’ll gather your difficult topics and narrow the list so we can hit the ground running in Oklahoma! Algebra 2 – Glenn Waddell and Jonathan Claydon, facilitators Are you tired of Algebra 2 being boring? Would you like to take away lessons that are challenging, enriching, and interesting? If so these morning sessions will be for you! Jonathan Claydon (@rawrdimus) and Glenn Waddell (@gwaddellnvhs) are collaborating to help you create lessons for your classroom that will build a culture and environment of interaction, exploration and connections from algebra 1 through calculus. Let’s make Algebra 2 the stimulating, thought-provoking and great class we know it should be! The materials will be connected to the Common Core as well as NCTM’s Principles and Standards (for the non -CCSS state educators).

9:30 – 11:30 am

Morning Sessions

Statistics – Hedge, facilitator The statistics group will spend a lot of time doing statistics labs/activities and looking for ways to help make the course more applicable and interesting to students. We will look at a different area of stats each day:  Thursday: categorical data, z-inferences and Chi-Squared tests  Friday: quantitative data, t-inferences and regression tests  Saturday: binomial/geometric probabilities, conditional probability and random variables Those who sign up will be contacted in early July and encouraged to email best lessons, "my favorites", rich assessment tasks/questions, lesson bonfire items (things we know are awful in our classes, but we need help fixing), etc. Pre-Calculus – Tina Cardone and James Doherty, facilitators Current and future PreCalculus teachers! You are invited to join us for a workshop centered around collaboration. There will be time for looking back (topics from Algebra 2 that need reinforcing), looking forward (what will students need for Calculus) and looking side to side (topics students should study to be proficient in math as well as appreciate the fun and beauty of the subject). Be prepared to rave about your favorite topic and rant about your most dreaded one. After that's off your chest, we'll get down to work with enthusiastic and creative colleagues. You'll win them over with your favorite lesson ideas and you’ll find some exciting ways to present your dreaded topics. Not sure if your course falls under the title of PreCalculus? Tweet us and ask! Tina @crstn85 and Jim @mrdardy Calculus – Sam Shah and David Petersen, facilitators The Calculus Morning Session will be a small working group. Members who register will be working together with the goal of amassing a small, useful set of classroom activities for a non-AP Calculus or AP Calculus course. We (Sam and David) have found it challenging to find engaging calculus activities to mix up the daily grind, and developing activities by ourselves is ever so lonely. Solution: we all work together! Participants should be committed to working a little bit over the summer before TMC to virtually (a) share calculus activities and resources we already have/use with the entire working group, and (b) work with another member or two from our group on developing a few new activities together to bring to TMC. When we are together at TMC, we will share what we’ve created, maybe engage in a few of the activities, and collectively decide how to make these activities accessible/useful to others. PS. When we speak about “calculus activities,” we mean this broadly: anything that goes against the grain of a traditional curriculum/presentation/practice. They can range the gamut from whiteboarding exercises, to matching activities, to games, to projects, to applications, to anything else you can think of! PBL Mathalicious Style – Karim Ani and Kate Nowak, facilitators Project-Based Learning Strand: PBL can mean different things to different educators. Are "projects" a nice-to-have add-on where students apply concepts already learned (dessert) or are they the way those concepts are learned in the first place (the main entrée)? Are students following prescriptive instructions, exploring a given prompt however they want, or asking their own questions? The Buck Institute for Education (BIE) has defined PBL rather tightly as requiring eight essential elements. PBL is notoriously tricky in Mathematics, where content is often abstract and approached in a decontextualized way. On top of that, math teachers, compared to other disciplines, are under much more pressure to "cover" so much content that PBL can feel like an impossible luxury. (continued)

9:30 – 11:30 am

Morning Sessions

PBL Mathalicious Style – Karim Ani and Kate Nowak, facilitators Last year, Mathalicious worked with guidance from BIE to develop and pilot student-centered project extensions for six of our core lessons. These project extensions are specifically designed for the novice PBL teacher. They take a few days rather than a few weeks, and they include support materials for both students and teachers. We were so excited by the opportunities for authentic, engaging learning that we have been working all year to develop project extensions for many more of our lessons. This strand will be lead by some of the folks at Mathalicious. Participants will choose some of our projects to dig into, learn about the principles behind many of the decisions we've made when writing and revising projects, and think through how project extensions might work for their own students. We look forward to working with anyone who would like to explore the possibilities of Project-Based Learning in their math classes. Group Work Immersion –Elizabeth Statmore, facilitator How does it feel to be a learner in a problem-based, group work-centric classroom? What makes a teacher effective in a problem-based, group work-centric classroom? What makes a task group-worthy? How do I construct a high-impact sequence of problems? How can I incorporate rich tasks and problem-based investigations? How can I deal with issues of shame, discouragement, and status in the heterogeneous classroom? If you want to learn how to speak a new language, you need to immerse yourself in its culture. The same is true for learning how to function in a problem-based, groupwork-centric environment. This three-day morning workshop will provide an intensive and immersive experience in teaching, learning, planning, and doing assessment of effective problem-based sequences in group work-based classrooms. Over the course of our time together, we will move back and forth between the perspective of learners and the perspective of teachers. During immersive “math-doing” segments, we will do selected sequences of problem-based mathematics together in groups so we can experience different approaches to concept development, cultivating habits of mind, building norms through math content, and engaging the whole student through experiential problems. Immersive segments will be followed by reflective, “master class” segments in which we will analyze the techniques and ideas we’ve just experienced, and we can also break into course-specific or grade-level breakout groups to brainstorm specific, actionable ways to translate these ideas to address specific course- or grade-level problem areas. Problem sequences will be engaging but accessible to all participants, and will be drawn from a variety of accessible sources including the Phillips Exeter math curriculum, PCMI problem sets, and of course from the many sources in the MTBoS. All levels of math teachers and learners are welcome in this session, and the mathematics we will actually do during the workshop will be accessible to everyone who wishes to participate. Embodied Mathematics: Tools, Manipulatives, and Meaningful Movement in Math Class – Christopher Danielson and Malke Rosenfeld, facilitators This workshop is for anyone who uses, or is considering using, physical objects in math instruction at any grade level. This three-part session asks participants to actively engage with the following questions: 1. What role(s) do manipulatives play in learning mathematics? 2. What role does the body play in learning mathematics? 3. What does it mean to use manipulatives in a meaningful way? and 4. “How can we tell whether we are doing so?” (continued)

9:30 – 11:30 am

Morning Sessions

Embodied Mathematics: Tools, Manipulatives, and Meaningful Movement in Math Class – Christopher Danielson and Malke Rosenfeld, facilitators In the first session, we will pose these questions and brainstorm some initial answers as a way to frame the work ahead. Participants will then experience a ‘disruption of scale’ moving away from the more familiar activity of small hand-based tasks and toward the use of the whole body in math learning. At the base of this inquiry are the core lessons of the Math in Your Feet program. In the second and third sessions, participants will engage with more familiar tasks using traditional math manipulatives. Each task will be chosen to highlight useful similarities and contrasts with the Math in Your Feet work, and to raise important questions about the assumptions we hold when we do “hands on” work in math classes. The products of these sessions will be a more mindful approach to selecting manipulatives, a new appreciation for the body’s role in math learning, clearer shared language regarding “hands-on” inquiry for use in our professional relationships and activities, and public displays to engage other TMC attendees in the conversation.

11:30 am – 1:00 pm 1:00 – 1:30 pm

Lunch

Afternoon My Favorites Keynote

1:30 – 2:30 pm 2:45 – 3:45 pm

Afternoon Sessions

60 Formative Assessment Strategies in 60 Minutes - John Scammell (all levels, assessment) This fast-paced session will give participants a (really) quick overview of at least 60 formative assessment strategies that can be embedded into lessons. You will be sure to get some new ideas. A Window into Standards Based Grading - Ashli Black (all levels, grading) Want to learn more about SBG? In this session @mythagon (of Infinite Tangents Podcast) will sit down with some veteran and new-to-SBG teachers in a live panel discussion about the philosophy of, research behind, and implementation of SBG in the mathematics classroom. Questions will be solicited prior to the session along with a live Q&A in the latter half of the session for attendees. Making Awesome Activities Your Own - April Rogozinski (all levels) Did someone give you a great idea or worksheet but the content doesn't fit your needs? Come see how I have taken these gems from others and made them my own. We will look at the before and after of a few activities, investigate about how they are constructed, and show how I made them my own. We will look at other activities that are ripe for customization, then pick one to make it your own. Activities will include Sudoku, Mysteries, Rounds, Lucky Lotto Six ... Classroom Routines: Counting Circles - Sadie Estrella (all levels, classroom routines) Classroom routine to build mental math strategies and so much more!

2:45 – 3:45 pm

Afternoon Sessions

Discussion of Intervention Strategies - Kathryn Freed (Secondary, Intervention) Providing support for struggling learners is a major challenge, especially with the limited time we (as secondary teachers) have with our students. Together we can create a list of strategies that are most likely to help our students develop conceptual understanding, fluidity, and problems solving skills. We will discuss strategies that can be used in the general classroom as well as ways to structure the additional time some teachers may have with their students. I will have some things to share from my experiences, but please bring your experiences and/or questions to share with the group. A document camera will be available to share any materials. Stats Basic Training: Algebra 1/Middle School - Hedge (Common Core, Stats, grades 7-9) Curious how to infuse the new Common Core statistics standards into your classroom? Worried that you can't find any interesting labs for your students to hook them into statistics? Are YOU having trouble finding that "stats love" as well? Stats Basic Training will allow you to participate in a few of my favorite labs to collect and analyze data. Most of these labs can be deconstructed for middle school students or extended for higher level Algebra 1 students. I won’t give away all the details, but a certain Desmos CEO better be ready to defend h is title. iPads Out of the Spotlight - Jonathan Claydon (grades 9-12) A demonstration of simple and extensible lesson ideas that can be done with a set of classroom iPads. Focus will be on how flexible the built-in capabilities of the device are without a need for specialized apps or kids staring at digital flash cards. How can technology enhance a lesson without being the lesson? Demonstrations will focus on Photo Stream, Google Drive, and Dropbox as methods for deployment and collection of student work. Student work will be available. Debate That! Creating Argumentation and Reasoning in the Math Classroom – Chris Luzniak (Debate, Argumentation, Math, Common Core Standards of Practice) Want to get your students discussing and debating math?! Debate has often been a staple of the humanities classroom, and now you can bring it into your math class! Studies have shown that incorporating debate into the curriculum can significantly increase student achievement and engagement, increasing grades and test scores. Furthermore, the Common Core Standards emphasize "constructing viable arguments and critiquing the reasoning of others," skills involved with debate! So, come explore several debate and discussion activities, both oral and written, that will help you bring this excitement to your classroom. We will actively experiment with several structures and activities, with concrete examples for all grade levels. Join NYC teacher Chris Luzniak (@pispeak) as we work together to discuss, develop, and debate classroom activities we can all use! No previous experience necessary. This session will provide all the tools you need to change the style of your classroom.

4:00 – 4:30 pm

Afternoon Sessions

180 Blogging - Justin Aion How can your practice benefit the most from daily reflection? This discussion session will focus on the pros and cons of various types of 180 blogs from daily photos to daily narratives. We will work to develop 5 questions to answer each day as we leverage the power of reflection toward being better teachers. Also, there will be stickers!

4:00 – 4:30 pm

Afternoon Sessions

New Ideas for Teaching Complex Numbers - Michael Pershan (all levels, curriculum) The math of complex numbers is absolutely stunning, but showing students their beauty is challenging. At the core of this struggle is a difficult question: What are complex numbers? Are they solutions to previously unsolvable equations? Are they the result of a wild leap of wishful thinking and mathematical imagination? Are they just geometric transformations? In this session I'll present a sequence of tasks and problems that offer a new perspective on this curricular problem. Math Maintenance - Ten Minutes to Success - Kathryn Belmonte (all levels) Do you find that your students struggle to retain skills that they haven't used in a few weeks or months? Plan your daily warm-ups in a weekly format that promotes long-term retention and reinforces key skills that your students need. Learn how to plan effective weekly warm-ups for your courses, explore various ways to assess the warm-ups, and choose how to organize them in your classroom. Templates and examples will be provided so you can implement Math Maintenance at the beginning of 2014-2015. Teaching From Your Couch – Jason Valade (Snagit, Subs, Video) You know you're going to be out of the classroom. You don't want to lose another day (or two or three) just because you have a sub. I'll show you a simple way to keep your class productive while you're out. National Board Certification and Recertification: How and Why - Lisa Bejarano and Pam Wilson (all levels, certification, professional development) We will answer your questions regarding certification and renewal and develop a support system for peer review of entries and the application process. National Board Certification is a voluntary assessment program designed to develop, retain and recognize accomplished teachers, and to embed ongoing improvement. The process of earning National Board Teaching Certification helps teachers to look at their work critically. Becoming National Board Certified is validating as a professional and it opens doors to further opportunities. Their core propositions are closely aligned to the values expressed within the MathTwitterBlogosphere & thoughtful teachers in general: I. Teachers are committed to students and their learning. II. Teachers know the subjects they teach and how to teach those subjects to students. III. Teachers are responsible for managing and monitoring student learning. IV. Teachers think systematically about their practice and learn from experience. V. Teachers are members of learning communities. Unfolding Student Understanding - Mary Williams (Middle School/High School, foldables, interactive notebooks) Foldables are graphic organizers that blend visual and kinesthetic learning styles. They also provide an excellent method for teaching students how to take a lot of data and condense it to key terms and information they can review for application and assessment. In this session I will share foldables I use in the classroom, and how students create a Foldable Book throughout the year that becomes a valuable resource as they build Algebra skills. Foldables range from basic skills such as fraction and integer rules, to core Algebraic skills including solving multi-step equations, parent graphs, and exponent rules, and also a fairly complex statistics foldable. Although I teach Algebra I, the foldables are easily adapted to upper or lower grade levels. Attend this session and learn how to make “the coolest foldable EVER.”

4:00 – 4:30 pm

Afternoon Sessions

Enriching All Math Classrooms Through NRich - Megan Schmidt (all levels, Rich Tasks) Have you struggled with integrating engaging, enriching, mathematics tasks into your classes? Megan Schmidt, high school math teacher and blogger featured in Dan Meyer's Blogulty Lounge, wants to help you to utilize Nrich in your classroom. This Cambridge based website believes in offering rich mathematical tasks to all learners and is full of self-differentiating tasks that will help to develop problem solving skills for ALL of your students. Megan Schmidt has tried these lessons in secondary settings of all levels of achievement and wants to inspire you to share in this excitement in your classroom. She will help you work through examples using factors and number operations as well as high-level algebra. You will see how the same task can be used in basic, intermediate, and advanced classes and how these tasks help all learners feel they can be successful engaging in mathematical thinking. Check out the website at nrich.maths.org and Megan Schmidt's blog at mathybeagle.com.

Friday, July 25th
9:00 – 9:30 am Morning Announcements and My Favorites Morning Sessions (same as Thursday) Lunch (on your own) Afternoon My Favorites Keynote

9:30 – 11:30 am

11:30 am – 1:00 pm 1:00 – 1:30 pm

1:30 – 2:30 pm 2:45 – 3:45 pm

Afternoon Sessions

Hinge Questions - Nik Doran (all levels, questioning, formative assessment) Hinge, or diagnostic, questions are a powerful method to formatively assess students, gauge understanding and expose misconceptions, all within about 3 minutes of lesson time. In the time available we will look at the theory behind the questions, examine examples and discuss how we might write them. As much of the session as possible will be devoted to working with others to develop hinge questions for use in our own classrooms, and to discuss how the information gathered from each could be used. Hinge questions are suitable for use across all grade levels and subjects and are partially built on the research findings of Dylan Wiliam. Cookies included. Bringing Basic TI Programming to the Math Classroom: No Coding Knowledge Necessary - Jasmine Walker and Amy Gruen (grades 9-12) Bringing coding to the math classroom is exciting and gives students opportunities to learn problem solving and iteration. Many teachers are nervous to try programming, yet Jasmine and Amy have very little formal Computer Science experience, and have both helped students to appreciate the joy of the language of Programming through small projects on the TI-83/84 calculators. In this workshop we will show you some basic commands, walk you through writing a few programs, and give you time to play & write your own. We will share projects we’ve done in our classrooms and give you some resources to get started. You will leave with student handouts and a list of programs/projects. (Bring your own TI if you can. If not, we’ll have some for you to use.) Reaching and Teaching "Those Kids" - Chris Shore (intervention, engagement) "Those kids" used to get shoveled off to remedial classes, but now they sit in the same classes with everyone else... and you have to teach them the same content to the same level of expectation. Even in that environment, near 100% pass rates are possible. Chris will show specific ways to improve work habits, engagement, and fundamental math skills. Practical intervention strategies will also be shared. Improve student achievement by getting Demanding, Focused, Determined and Excited!

2:45 – 3:45 pm

Afternoon Sessions

Algebra 1 and Statistics - Glenn Waddell (stats, Algebra 1, Common Core) Don’t be afraid of statistics! Embrace statistics! During this hour session, we will do a lesson on collecting, analyzing, and displaying data for the Algebra 1 course. If you are wary of teaching statistics at the Algebra 1 level, this session will help you embrace your inner stats nerd while also giving you resources to take away and use in your classroom this upcoming year. Powerful Problem Solving - Max Ray (all levels, Math Forum, problem solving) Let's talk about, and do some activities from, the book Powerful Problem Solving. I'll bring some of my favorite problems and activities, and you can bring some of your favorite problems to solve and problemsolving activities, and we'll play with math, talk about classroom implementation, and reflect on the role of problem solving for teaching and for students. Interactive Notebooks - Jonathan Claydon (grades 7-12) A discussion on the various ways notebooks are used in the math classroom. Newcomers and experienced users are welcome. If you have used notebooks before, you are encouraged to bring examples to share, there is always something new to learn when using notebooks in the classroom. If you are new to notebooks, we will discuss the many ways they can improve your classroom environment and how to overcome the hurdles necessary to get started. Course Plans and Unit Blueprints: Supporting Coherent Curriculum Development - Kate Nowak (grades 6-11) Many students learn mathematics as a collection of isolated topics and procedures, and the CCSS-M provide an opportunity to correct that. The goal of curriculum should be to weave together the Mathematical Practices and content through a variety of experiences so that students can understand and use the ideas. The standards, however, do not spell out how this is to be accomplished, and all over the country, states, districts, and schools are struggling with this translation process. Too often, curriculum maps are just lists of standards that do not translate into coherent mathematical experiences for students. The objective of this presentation is to describe some of the misconceptions about the CCSSM and their implementation, and share recent approaches to address these problems. A collaboration between Illustrative Mathematics, High Tech High, and Mathalicious is developing mathematical and pedagogical narratives for units (called Unit Blueprints) and ways of arranging these units (called Course Plans) that scaffold coherent curriculum development. I will describe what we mean by a curriculum plan and a unit blueprint and give examples of both. I'll also discuss how these tools can support teachers, districts, and publishers in providing a structured and coherent narrative of the mathematics and pedagogical pathways that supports students in meeting the standards.

4:00 – 5:00 pm

Afternoon Sessions

How to add Videos to Your Lessons – Jason Valade (Video, YouTube, Timely Material, Teaching the YouTube Generation) You want to use a portion of a movie, trailer or Youtube video (etc) in your lesson. I'll show you a couple of ways and together, we'll start building an archive of math-related clips to share.

4:00 – 5:00 pm

Afternoon Sessions

Magnetize the Minds - John Stevens (all levels, meaningful math, content creation) This is NOT a presentation. Selfishly, I'm looking to bring together some great teachers to collaborate around great lessons. The room will simply be a space for teachers to build the best lessons we can by way of providing what we never get: face time with people who we respect and are inspired by. If you have a lesson that you want improved, have ideas to improve lessons, or simply like messing around with other peoples' math, this is the place to be. Project-Based Statistics - Andy Pethan (stats, PBL) I will share class projects I use in my Stats course (Ultimate Frisbee simulation, Minute to Win It, Gapminder videos), independent projects students have done (involving topics from programming to politics to bullying), and how I restructured the course to open up significant time for group and individual project work. We will run through the competition where teams draft Ultimate Frisbee players based on their stats and test their predictions by running the players back through a simulator. I am excited to share what is working for me while looking for feedback on where to take the next iteration. Lesson Study: Learning and Teaching - That's What It's All About - Judy Keeney (lesson study, collaboration) Lesson Study—the practice of gathering educators together to study and learn; a structured process that offers educators an opportunity to collaboratively think about their work in new ways; a focused conversation that examines learning and teaching from different perspectives. The session is organized around the documents, videos, photos, and notes from work of the Canoe Complex-McKinley High-School Lesson Study group. They spent 3 years working and learning together. As a result of their collaboration, they developed a really nice process that organized their conversations around content, pedagogy, students, learning, teaching, understanding, mistakes, mathematical discourse, and all that makes a classroom a great place to be. Each time the lesson study group met they studied and discussed content and effective pedagogy. They designed a shared lesson and then taught the lesson to one or more classes. A structured process was utilized to analyze the impact of the lesson design on students’ learning. We will use the lesson study group’s original work to examine the outcomes of their collaboration—the joy, the struggles, the spectacular mistakes, the frustrations, and the learning. Our conversation will close with a discussion of how their processes might be used to design, organize, and/or support the work of other collaborative groups. Nix the Tricks - Tina Cardone (all levels, strategies) Do you cringe when a student's reaction to every problem involving fractions is "cross multiply!"? It doesn't matter whether you teach elementary or high school, having a student yell out a trick without stopping to think is painful. This presentation is based off the crowd-sourced book “Nix the Tricks” which is filled with alternatives to the shortcuts so prevalent in mathematics education. We will discuss exactly why the tricks are so bad for understanding math, how to avoid some common ones and end with a call to action how can we spread this resource to a larger community of teachers, tutors, parents and administrators?

4:00 – 5:00 pm

Afternoon Sessions

Take a Walk and Chat with People - Michael Pershan (all levels) It's widely said that the best part of conventions are the conversations. Besides, you probably need a break from more formal sessions. Meet up and take a walk. (If the weather sucks, we'll find some other way to hang out.) Shifting to the Common Core - Wendy Menard (Common Core, grades 7-12) Despite the recent furor in the news, the Common Core Learning Standards are not about testing, but rather about transforming the way students are taught, so that they are prepared to enter and succeed in the world that awaits them after school. The CCLS not only modify the content of math courses, but also involve shifts in practice - greater focus on grade-level standards, coherence in the development of ideas and rigor in application, procedural fluency and conceptual understanding. In this session, we will dig into and 'unpack' the shifts, look at examples of how lessons can be transformed to accommodate them, and work on modifying activities in light of the shifts. The shifts are also intertwined with the Standards for Mathematical Practice, and we will address them in tandem: examining specific Mathematical Practices, and what the evidence of those practices actually looks like in a classroom, lesson, or activity.

Saturday, July 26th
9:00 – 9:30 am 9:30 – 11:30 am Morning Announcements and My Favorites Morning Sessions (same as Thursday and Friday) Lunch (on your own) Afternoon My Favorites Keynote

11:30 am – 1:00 pm 1:00 – 1:30 pm

1:30 – 2:30 pm 2:45 – 3:45 pm

Afternoon Sessions

Whiteboarding - Bowman Dickson (all levels, classroom organization) How can you use group-sized whiteboards (2'x3') to promote an exciting, collaborative, communicative environment in your classroom? The session will focus on the type of approach that whiteboards offer and demonstrate a few different practical modes of using whiteboards in the classroom. Problems in GeoGebra - John Golden and Audrey McLaren (grades 7-16, GeoGebra) GeoGebra is a free open-source, multi-platform dynamical mathematical program. It is an excellent platform for animation, math art, modeling and – of course – visualizing geometric and algebraic relationships. In this session teachers will explore GeoGebraTube as a searchable instructional resource, learn to create dynamic mathematical illustrations in GeoGebra, and discuss teaching application of what problems for students look like in the context of GeoGebra, in middle school math, algebra and geometry, drawing on examples from the MTBoS. Because of GeoGebraTube, this session may be of interest to teachers just looking for an online resource that allows students to play, discover and conjecture. But the free and easy access also raises the possibility of students making their own mathematical illustrations and creations in a tool they will be able to access outside of school. Princess Dido and the Ox Skin - Chris Shore (Geometry, perimeter and area) Princess Dido was told that she could have as much land as she could enclose with the skin of an Ox. Just how much land is that? Let's use some Geometry, scissors and a bed sheet to find out. This lesson won the Presidential Award; come see why. Inspiring Mathematical Curiosity Through Hands-On Activities - Sarah Hagan (all levels, hands-on activities) As teachers, we know there is much more to mathematics than our various curricula cover. Curiosity results from exposure, but how often are our students exposed to various mathematical marvels? Come and learn creative ways to spark student interest in further mathematical explorations. Be prepared to cut, glue, fold paper, and be amazed as we practice making predictions with tricky möbius strip puzzles and construct hexaflexagons (warning - they're addictive!). Discussion will focus on opportunities to tie these fun mathematical puzzles and creations into the standards we already teach.

2:45 – 3:45 pm

Afternoon Sessions

WCYDWT - Stats Edition - Hedge (Common Core, stats) After teaching AP Stats for a few years, I began to see stats labs in items that may not strike you as "statistical manipulatives". My goal for this session is to allow you to try out some of the materials I use in AP Stats labs and brainstorm ways to use them in your own classes. These manipulatives could be applicable from the middle school classroom all the way to Algebra 2 (in combination with other variables). You will rotate through probability and statistics stations to get some hands-on practice using different items. In groups, you will be given some suggested uses for those items but will be encouraged to brainstorm ways to extend those uses to specific Common Core standards for your grade/course. The goal is to inspire you to think outside the box when planning your probability/stats lessons and give you some inexpensive ways to increase student engagement. Spiraling Through the Curriculum - Alex Overwijk and Mary Bourassa (grades 9-12) What happens when you let go of units or strands and introduce inquiry-based learning for your entire curriculum? Students are interested in the mathematics and they learn! They see topics multiple times throughout the course, make connections between the topics and understand the mathematics in context. Student evaluations cover multiple curriculum expectations allowing students to demonstrate growth over the semester. This session will allow you to try activities and answer your “how” questions. Using Tech Tools to Facilitate Whole Class Communication - Bob Lochel (technology, classroom organization) Technology tools allow students to share ideas, collaborate and organize information, helping teachers encourage participation and facilitate discussions. In this session, a number of free online tools (Padlet, Today’s Meet, Poll Everywhere, Edmodo, Google Drive) will be presented and modeled, along with implementation strategies for document cameras and apps. We’ll discuss best practices for engaging all learners in online collaboration, and help our students to “Construct viable arguments and critique the reasoning of others” (SMP3). Activities will include lesson examples from Algebra 1, Algebra 2 and Statistics, some featuring the Desmos online graphing calculator. Whether you are are a 1-1 technology classroom, have limited technology options, or allow students to use their own devices, there will be something for everyone!

4:00 – 5:00 pm

Flex Sessions

A place to add sessions as they come up during the week

Sunday, July 27th
9:00 – 11:00 am My Favorites and Closing

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