When test-prep season arrives, it is often a challenge to maintain math communities that focus on sense-making. In this workshop we’ll discuss a problem-solving routine that allows us to review emphasized content while keeping up strong math habits. This routine allows students to develop authentic problem solving strategies while brushing up on the major standards in the Common Core. We have materials for 3rd, 4th, and 5th Grades.

At our session we will...

• try out the problem sets, worked examples, and stamina trials.
• review the 8-week calendar for test preparation for grades 3-5.
• practice meaningful conferring moves that strengthen your students' confidence and abilities as thoughtful problem solvers.

Register here.

Coherence Cycle Full-Day Workshop (Brooklyn)

Teaching with coherence in mind means recognizing the ways in which new learning builds off previous understandings. In a coherence cycle, participants are invited to develop their own understanding of content and pedagogy around a particular mathematical topic, through the lens of coherence.

What is the meaning of subtraction? Can you add to subtract? How does taking away relate to finding the difference? In this coherence cycle, participants will explore the operation of subtraction. Through a content workshop, an opportunity to conduct math interviews with students, and a pedagogy workshop, participants will consider the language, tools, and progression of ideas we can build from to help students make sense of subtraction.

The cycle will culminate with a lesson study at PS 321 on Wednesday, February 12th. Teachers are welcome to attend the Full Day Workshop only, the Lesson Study only, or both days.

Register here

Coherence Cycle Part 1 (Manhattan)

Teaching with coherence in mind means recognizing the ways in which new learning builds off previous understandings. In a coherence cycle, participants are invited to develop their own understanding of content and pedagogy around a particular mathematical topic, through the lens of coherence.

What are fractional units, and why are they important? What’s the connection between fractions of geometric shapes and fractions on the number line? In this coherence cycle, participants will explore the progression of fraction understandings that students experience via the Common Core.  Through a content session, an opportunity to conduct math interviews with students, and a pedagogy session, participants will consider the language, tools, and progression of ideas we can build from to help students make sense of fractions.

The cycle will culminate with a fractions-focused lesson study in a Grade 4 class, which interested teachers can register for separately. 

Register for one, two or all three workshops.

Register here

Tape diagrams can help students (and teachers!) make sense of problems while also illuminating the meaning of operations. In this workshop, we will explore the ways in which tape diagrams can be incorporated into mathematics instruction to support student understanding of the relationships between values in a problem.

We will represent complex problems ourselves using tape diagrams and consider the impact of shared representations on the building of robust mathematical communities. This workshop is geared toward teachers of grades 1-5, but all teachers are welcome.

Register here.

Tape diagrams can help students (and teachers!) make sense of problems while also illuminating the meaning of operations. In this workshop, we will explore the ways in which tape diagrams can be incorporated into mathematics instruction to support student understanding of the relationships between values in a problem.

We will represent complex problems ourselves using tape diagrams and consider the impact of shared representations on the building of robust mathematical communities. This workshop is geared toward teachers of grades 1-5, but all teachers are welcome.

Register here.

The measurement progression in the Common Core (Next Generation Learning Standards) is our best support as we help our students develop real mathematical understanding of measurement and its connections to number and operation. We will develop our own understanding of this progression and consider how it guides our assessment and conferring.

We will

• solve some problems together to develop our own sense of this progression.
• focus on tools and language that support our understanding measurement.
• work collaboratively with schools across the city.

Register here

Part 1 of 2. Second session on 12/13/18.

Multiplication is the start of proportional reasoning  - we can interpret 3 x 4 as for every 1, there is 4. This two-part after school workshop will help teachers fine tune their understanding of multiplicative thinking with an emphasis on the relationship between multiplication and division. For many students the shift from additive to multiplicative thinking is incomplete, and plagues their future work in mathematics. Using video, student interviews and their own experiences with multiplication and division, teachers will extend their own understandings and so deepen their ability to help students make the cognitive shift from additive to multiplicative thinking.

Participants will:

• deepen content understanding of multiplication and division
• Extend ability to listen to and interpret student thinking
• Strengthen coherence of multiplication and division instruction

Location TBA.

Register here.

A joyful math community is one in which students feel safe to take risks, make mistakes, and share their thinking. It’s a place where doing math is a collaborative, meaningful experience for all learners. This workshop will offer teachers tools, resources and images of vibrant math classrooms that will help you lay a foundation for a strong math community this year.

Information about per session and CTLE credits coming soon.

[Brooklyn Part 3 of 3]
Participants must have attended previous workshops on Fractions.

This session will focus on work with students.

[Brooklyn Part 3 of 3]
Participants must have attended previous workshop on Fractions.

This session will focus on work with students.

[Brooklyn Part 2 of 3]
Participants must have attended previous workshop on Fractions.

[Manhattan Part 2 of 3]
Participants must have attended previous workshop on Fractions.

[Brooklyn, part 1 of 3; Part 2: 1/18; Part 3: 1/25]
The fraction progression in the Common Core is our best support as we help our students develop real mathematical understanding of fractions. We will develop our own understanding of this progression and consider how it guides our assessment and conferring. We will

• solve some problems together to develop our own sense of this progression.
• focus on tools and language that support our understanding of fractions.
• Plan teaching moves and self-directed tasks to advance student learning from their current place of understanding.
• work collaboratively across schools.

Work will be differentiated for previous years' participants.

Click here for information on per-session and CTLE credits availability.

[Manhattan, part 1 of 3; Part 2: 1/17, Part 3: 1/24]
The fraction progression in the Common Core is our best support as we help our students develop real mathematical understanding of fractions. We will develop our own understanding of this progression and consider how it guides our assessment and conferring. We will

• solve some problems together to develop our own sense of this progression.
• focus on tools and language that support our understanding of fractions.
• Plan teaching moves and self-directed tasks to advance student learning from their current place of understanding.
• work collaboratively across schools.

Work will be differentiated for previous years' participants.

Click here for information on per-session and CTLE credits availability.

[Brooklyn Part 2 of 2]
Participants must have attended previous workshop on Operations & Algebraic Thinking.

[Manhattan Part 2 of 2]
Participants must have attended previous workshop on Operations & Algebraic Thinking.

[Brooklyn part 1 of 2; Part 2 date: November 9]
The operations and algebraic thinking progression in the Common Core supports teachers in thinking about the properties of operations as they help children learn to add and subtract, and later, multiply and divide. We will

• do some math ourselves to develop our own sense of this progression
• develop questions and routines which help students understand the properties of operations that allow humans to act on the quantities they have mapped on the world.

[Manhattan part 1 of 2; Part 2 date: November 8]
The operations and algebraic thinking progression in the Common Core supports teachers in thinking about the properties of operations as they help children learn to add and subtract, and later, multiply and divide. We will

• do some math ourselves to develop our own sense of this progression
• develop questions and routines which help students understand the properties of operations that allow humans to act on the quantities they have mapped on the world.

[Brooklyn Part 2 of 2]
Participants must have attended previous workshop on Place Value Understanding. 

This session will focus on work with students using the Numbers & Operations in Base 10 continuum.

[Manhattan Part 2 of 2]
Participants must have attended previous workshop on Place Value Understanding. 

This session will focus on work with students using the Numbers & Operations in Base 10 continuum.

[Brooklyn Part 1 of 2, part 2 on 10/12]
The place value progression in the Common Core is our best support as we help our students develop real understanding of the system of numbers used by the entire world. In these two sessions we will

• solve some problems together to develop our own sense of the Numbers & Operations in Base 10 progression.
• focus on tools and language that support our understanding of place value.
• plan teaching moves and self-directed tasks to advance student learning from their current place of understanding.

[Manhattan Part 1 of 2, part 2 on 10/11]
The place value progression in the Common Core is our best support as we help our students develop real understanding of the system of numbers used by the entire world. In these two sessions we will

• solve some problems together to develop our own sense of the Numbers & Operations in Base 10 progression.
• focus on tools and language that support our understanding of place value.
• plan teaching moves and self-directed tasks to advance student learning from their current place of understanding.

[Optional Part 3 of 2 or 3]
Participants must have attended the two previous workshop on Fractions, either in Manhattan or Brooklyn.

In this session, teachers work with students in an after school program. Teachers will practice using their new understanding of the fractions progression as a tool for conferring.

Location TBD in Brooklyn.

[Brooklyn Part 2 of 2]
Participants must have attended previous workshop on Fractions.

Optional 3rd session to be held in Brooklyn on 2/9. Location TBD.

[Manhattan Part 2 of 2]
Participants must have attended previous workshop on Fractions.

Optional 3rd session to be held in Brooklyn on 2/9. Location TBD.

[Brooklyn, part 1 of 2; Part 2: 2/2; Optional Part 3: 2/9] Location TBD
The fraction progression in the Common Core is our best support as we help our students develop real mathematical understanding of fractions. We will develop our own understanding of this progression and consider how it guides our assessment and conferring. We will

• solve some problems together to develop our own sense of this progression.
• focus on tools and language that support our understanding of fractions. 
• form a group to plan a lesson study where teachers will have the chance to observe conferring and try it themselves. Lesson study date TBD and is optional.

• an optional third session on 2/9 in Brooklyn (school TBD) will provide teachers an opportunity to confer with students.

Register Here

[Manhattan, part 1 of 2; Part 2: 2/1; Optional Part 3: 2/9]
The fraction progression in the Common Core is our best support as we help our students develop real mathematical understanding of fractions. We will develop our own understanding of this progression and consider how it guides our assessment and conferring. We will

• solve some problems together to develop our own sense of this progression.
• focus on tools and language that support our understanding of fractions. 
• form a group to plan a lesson study where teachers will have the chance to observe conferring and try it themselves. Lesson study date TBD and is optional.

• an optional third session in Brooklyn on 2/9 (school TBD) will provide teachers an opportunity to confer with students.

Register Here

[Brooklyn Part 2 of 2]
Participants must have attended previous workshop on Operations & Algebraic Thinking.

[Manhattan Part 2 of 2]
Participants must have attended previous workshop on Operations & Algebraic Thinking.

[Brooklyn part 1 of 2; Part 2 date: January 19]
The operations and algebraic thinking progression in the Common Core supports teachers in thinking about the properties of operations as they help children learn to add and subtract, and later, multiply and divide. We will focus on addition & subtraction and

• do some math ourselves to develop our own sense of this progression
• develop questions and routines which help students understand the properties of operations that allow humans to act on the quantities they have mapped on the world.

These workshops will culminate in a lesson study around these ideas. Location and date TBD by the participants.

REGISTER HERE