Weber State UniversityOctober 27, 2017

Kip MottaPrincipal

Rich Middle SchoolNorth Rich Elementary

•A little about me

•Teaching and coaching for 34 years

•Started as a K-12 PE/Health teacher

•Coached basketball at every level possible

•Taught mathematics in junior college and middle school

•Middle school and elementary administrator for 18 years

•My mathematical pedagogy….

•Started off as a traditional mathematics teacher•Show•Do•Assign•Grade

•But what about….•Authentic learning•Student engagement•Student understanding

•Stuff started to change…•Kids•Technology•Pedagogical research•My personal quest to be better

•“If you always do what you’ve always done, you’ll always get what you’ve always got.” Henry Ford

•A little interactive participation

•Please get out your phone, tablet, or laptop

•Remember to keep them on silent

•You will either send a text message from your phone

•Visit a URL from your web browser.

•Text method is preferred

•Practice answering a question to get started

•If by text message:•Open a new text message and text:

•ucira to 37607•If by web browser:•Open a new window and use URL:

•Pollev.com/ucira

37607

ucira

Pollev.com/ucira

•What is, the driving force for your mathematics instruction?

•The 8 Standards for Mathematical Practice

•The Standards for Mathematical Practice describes ways in which developing student practitioners of the discipline of mathematics increasingly ought to engage with the subject matter

•as they grow in mathematical maturity and expertise throughout the elementary, middle and high school years. (National Governors Association Center for Best Practices & Council of Chief State School Officers, 2010, p. 8)

•Standards for Mathematical Practice

•1. Make sense of problems and persevere in solving.

•2. Reason abstractly and quantitatively.

•3. Construct viable arguments and critique reasoning.

•4. Model with mathematics.

•5. Use appropriate tools strategically.

•6. Attend to precision.

•7. Look for and make use of structure.

•8. Look for and express regularity in repeated reasoning.

•In the era of Common Core State Standards, students will be held accountable for both their knowledge of mathematical processes and content. Meaningful literacy experiences support the relationship between process and content. (Swanson, Parrott, 2013)

•Literacy can take on many forms•Speaking (presentations)•Writing•Reading•Technology

•Books/Reading for math

•Rosamond Welchman Tischler: How to Use Children’s Literature to Teach Mathematics (2000, p. 2),

•1. To provide a context or model for an activity with mathematical content

•2. To introduce manipulative that will be used in varied ways (not necessarily as in the story)

•3. To inspire a creative mathematics experience for children

•4. To pose an interesting problem

•5. To prepare for a mathematics concept or skill

•6. To develop or explain a mathematics concept or skill

•7. To review a mathematics concept or skill.

•A few titles•Anno, M. (1999). The multiplying jar. New York: Penguin Putnam Books for Young Readers. •Burns, M. (2008). The greedy triangle. New York: Scholastics.•Schwartz, D. (1998). G is for google: A math alphabet book. Berkeley, CA: Tricycle Press.

•Tompert, A. (1997). Grandfather Tang's story: A tale told with tangrams. New York: Dragonfly Books•Kagan. N. (1994a). How do octopi eat pizza: Pizza math. New York: Time Life for Children.•Burns, M. (1997). Spaghetti and meatballs for all: A mathematical story. New York: Scholastics. •Demi. (1997). One grain of rice: A mathematical folktale. New York: Scholastics.•Lewis, J. P. (2002). Arithmetickle: An even number of odd riddle-rhymes. San Diego: Harcourt.

•Mr. and Mrs. Comfort invite 32 family members and friends to a reunion

•Mrs. Comfort orders 8 small square tables with four places each

•As guests arrive the tables are rearranged so people can sit together

•This story allows teachers to guide students into an in depth and authentic discussion of area and perimeter

•Can all 32 guests sit at the 8 tables?

•When four guests arrive, they put two tables together so all 6 people could sit together. When the other guests arrive will they be able to sit at the remaining tables?

•If Mr. and Mrs. Comfort would like to have all 32 people sit together in a banquet style, how many tables would they need and how could you put them together?

•What Standards of Mathematical Practices?•1. Make sense of problems and persevere in solving them.

•2. Reason abstractly and quantitatively.

•3. Construct viable arguments and critique the reasoning of others.

•4. Model with mathematics.

•5. Use appropriate tools strategically.

•6. Attend to precision.

•7. Look for and make use of structure.

•8. Look for and express regularity in repeated reasoning.

•This story is set in India where a Raja collects most of the rice from the people in his realm.

•When a famine came the Raja would not share with the people.

•A young girl does a good deed for the Raja and is allowed any wish

•She ask for one grain of rice, doubled every day for thirty days.

•How many grains of rice are received on day 7?

•64

•How many grains of rice total after 7 days?

•127

•How many grains of rice total after 30 days?

•The total grains of rice for the full thirty days…

•1,073,741,832

•What if this was money???

•Work for a penny a day, doubled each day for thirty days

•1,073,741,832 Pennies

•1,073,741,832 X $.01 =

•$10,737,418.32

•What Standards of Mathematical Practices?•1. Make sense of problems and persevere in solving them.

•2. Reason abstractly and quantitatively.

•3. Construct viable arguments and critique the reasoning of others.

•4. Model with mathematics.

•5. Use appropriate tools strategically.

•6. Attend to precision.

•7. Look for and make use of structure.

•8. Look for and express regularity in repeated reasoning.

•A mail man delivers for a 92 story building

•His day starts on the 92 floor

•Jogs down 9 floors

•Back up 4 floors

•Rides the elevator down 25 flights

•Up the stairs 2 floors

•Up 6 more flights

•Then down 13 stories

•Lunch time and the cafeteria is right here.

•The cafeteria is on the 57th floor

•Writing to demonstrate understanding

•What Standards of Mathematical Practices?•1. Make sense of problems and persevere in solving them.

•2. Reason abstractly and quantitatively.

•3. Construct viable arguments and critique the reasoning of others.

•4. Model with mathematics.

•5. Use appropriate tools strategically.

•6. Attend to precision.

•7. Look for and make use of structure.

•8. Look for and express regularity in repeated reasoning.

•Writing to demonstrate understanding

•Kip Motta principal of Rich Middle School and North Rich Elementary

•kmotta@kipmotta.com

•Kipmotta.com

•@kipmotta