# Today:

We were welcomed by Cynthia Lightfoot, our Director of Academic Affairs.

We then began the *Kayaking on the Susquehanna River* problem, and discussed the different approaches taken by members of our group including tables, equations, and graphical representation. It was noted that graphing the example of a line was not quite accurate because of the way parts of hours were handled by the kayak company but because the answer to the third part of the problem was an integer the linear approach as a graph or as solving system of equations successfully produced the solution. However a table worked just as well.

After a break we began the math content in Block 1. There was good discussion about the use of the equal sign, the number pi and how to teach students the importance of place value. The pre-assessment was finished before lunch.

Here is the lnk to download the book “Adding It Up”: https://www.nap.edu/catalog/9822/adding-it-up-helping-children-learn-mathematics?gclid=Cj0KCQjwqvvLBRDIARIsAMYuvBEdOSkrYKKQqKHDBaPQGE5PLMtVWuHNuVxooJL4V4Z8EndGxq7AmIkaAlSZEALw_wcB

After lunch we continued in Block 1 discussing the number line. One participant stated that negative numbers are explained as “something that you don’t have yet.” There was some good discussion of the meaning of the ———-> arrow on the end of problem C. on page 11. Charles explained that he reads it as a notation of direction, not that the line is continuing.

We watched a video about conflict in mathematical solutions and then discussed the “Smarter Than We Think” article and the ideas of grit and growth mindset. Sherri shared this video with me that really explains the idea of grit. https://www.facebook.com/Illumeably/videos/255895358148905/

It was also mentioned the Class Dojo has some great videos to use.

Here the schedule for the week:

# PMI 2017 Workshops at Penn State Brandywine

# Daily Schedule, Week 1 (subject to change as needed)

Mathematics as a Second Language

## Monday 7/31/17

8:00 – 9:00 Registration, Welcome.

9:00 – 9:15 Opening Remarks.

9:15 – 11:00 The Kayak Problem. Math Content – Block 1.

*11:00-11:10 Break*

11:10 – 11:55 Pre-Test.

12:00 – 1:00 Lunch.

1:00 – 3:00 Math Content – Block 1.

3:00 – 3:10 *Break*

3:10 – 3:45 Pedagogy Discussion

3:45 – 4:00 Summary; Conclusion; Daily Evaluation.

## Tuesday 8/1/17

9:00 – 9:30 Homework discussion

9:30 – 10:30 Math Content – Block 2

10:30 – 10:40 *Break*

10:40 – 12:00 Math Content – Block 2, continued.

12:00 – 1:00 *Lunch*

1:00 – 2:35 Math Content – Block 2, continued.

2:35 – 2:45 *Break*

2:45 – 3:45 Pedagogy Discussion

3:45 – 4:00 Summary; Conclusion; Daily Evaluation.

## Wednesday 8/2/17

9:00 – 9:30 Homework discussion

9:30 – 10:30 Math Content – Block 3

10:30 – 10:40 *Break*

10:40 – 12:00 Math Content – Block 3, continued.

12:00 – 1:00 *Lunch*

1:00 – 2:35 Math Content – Block 3, continued.

2:35 – 2:45 *Break*

2:45 – 3:45 Pedagogy Discussion

3:45 – 4:00 Summary; Conclusion; Daily Evaluation

## Thursday 8/3/17

9:00 – 9:30 Homework discussion

9:30 – 10:30 Math Content – Block 3, continued.

10:30 – 10:40 *Break*

10:40 – 12:00 Math Content – Block 4

12:00 – 1:00 *Lunch*

1:00 – 2:35 Math Content – Block 4

2:35 – 2:45 *Break*

2:45 – 3:45 Pedagogy Discussion

3:45 – 4:00 Summary; Conclusion; Daily Evaluation

## Friday 8/4/17

9:00 – 9:30 Homework discussion

9:30 – 10:30 Math Content – Block 4 or tying up loose ends.

10:30 – 10:40 *Break*

10:40 – 12:00 Block 4 or tying up loose ends.

12:00 – 1:00 *Lunch*

1:00 – 2:35 Math Content – Block 4 or tying up loose ends.

2:35 – 2:45 *Break*

2:45 – 3:45 Pedagogy Discussion

3:45 – 4:00 Summary; Conclusion; Daily Evaluation

### Homework

For Tuesday:

- Read through the Reference pages in our material.
- Read in
*Principles to Actions*:
- Sections titled “Progress and Change” and “Effective Teaching & Learning” (pages 1-12 – stop reading at the middle of page 12)
- Section titled “Implement Tasks that Promote Reasoning and Problem Solving” (pages 17-24).

- Respond (in your notebook) to the following prompts:
- Reflect on a typical in-class math lesson (use your textbook to refresh your memory) that you have taught. Using the descriptions of Levels of Cognitive Demand in Figure 3 (p. 18), describe the types of mathematical thinking your students are required to engage in during a typical lesson.
- Reflect on a typical homework assignment that your students complete (use your textbook to refresh your memory). What level of cognitive demand do most of the tasks on a typical homework require of your students?

- Bring your math textbooks to PMI on Tuesday.