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2018 CCTM Annual Conference -- Afternoon Program

Below are the sessions scheduled for the afternoon of Friday, August 3. Please be sure to also see the morning program.


Session 4: 12:45-1:45

FEATURED: Cultivating Student-Centered Learning in the Math Classroom

heather_kuzma.jpg

Join as we explore how to cultivate a culture where student thinking drives the learning process. In this session we will promote a culture of mathematical understanding that gets learners thinking, collaborating and critiquing as mathematicians.

Heather Kuzma
PEBC

Kristie Krier
PEBC

Teaching & Learning
Grades K-5
Ritchie Center - Hamilton Gym #1

Develop Deeper Conceptual Understanding and Retention: Preparing for the SAT

Preparing your students to be more successful on the math portion of the SAT should be integrated throughout your daily lessons. We will provide interactive activities that align to the types of problems that are on the newly revised SAT. Warning: students may learn and retain the math better in the process!

Tom Reardon
Fitch High School (OH) / Youngstown State University

Tools & Technology
Grades 9-12, Preservice, Coaches
Sturm Hall 124

Using the Rubik's Cube to Enhance Learning and Engage Students

The Rubik's Cube combines art with mathematics when students build mosaics using the hexahedron puzzle. Discover how to enhance student engagement with the Rubik's Cube and ways to use the Cube to supplement math and science curriculum. Educators and administrators alike will learn how to integrate the Rubik's Cube into core classrooms, as part of after-school clubs and across multiple subjects to develop an affinity for math and science as well as strengthen the desire within students to pursue STE(A)M careers.

Dan Van der Vieren
 

Access & Equity
Grades 3-12, Admin
Sturm Hall 134

Mathematics Language Routines to Support All Learners

The ability to reason mathematically is strongly linked to mathematics language development. This session will explore Stanford University's framework for organizing instructional strategies and special considerations to support students in learning mathematics practices, content, and language.

Joanie Funderburk
Colorado Council of Teachers of Mathematics

Access & Equity
Grades 3-12, Postsecondary, Preservice, Coaches
Sturm Hall 233

Performance Tasks as Evidence of Student Learning

A performance task is any learning activity that asks students to perform to demonstrate their knowledge, understanding, and proficiency. These tasks can serve as more authentic evidence of learning and they provide opportunities for students to apply their learning in context. We will review examples of Performance Tasks from K-2 classrooms (including dual language classrooms) and explore how teachers can use them to guide instruction.

Jill Rubinstein
Eagle County School District

Tonya Farmer
Eagle County School District

Mirian Lara
Eagle County School District

Assessment
Grades K-2
Sturm Hall 235

How History Can Initiate a Student into the Mathematical Community

Incorporating the history of mathematics into current lessons provides students opportunities to appreciate new perspectives, to practice communicating ideas while exploring low floor-high ceiling tasks based on primary historical sources, and to form their own conclusions from comparisons between "then" and "now." Come learn how this can be done!

Heather Strobel
 

Teaching & Learning
Grades 6-12
Sturm Hall 254

Goal Free Problem-Solving as Inquiry for Novice Math Learners

In this session participants will learn about John Sweller’s Cognitive Load theory and how we’ve used some of the effects of the theory in a math classroom at Vista Ridge High School. The presentation will focus specifically on the Goal-Free Effect as a unique approach to problem solving with Novice math learners. Participants will experience solving goal-free problems and will work together to develop problems for use in their classrooms.

Curtis Turner
 

Shanae Weber
 

Tori Liberman
 

Access & Equity
Grades 6-12
Sturm Hall 424

Ramp UP - Early Childhood STEAM

This is a Design Build Challenge presented as a hands-on Workshop that supports teachers in facilitation of STEAM based play (learning and assessment) with an emphasis on the mathematics of ramps.

Chris Dekay
 

Rachael Rome
 

Tools & Technology
Grades K-2
Sturm Hall 287

Mile High Teaching Strategies

Experience open tasks and teaching strategies that can make students' thinking more visible, facilitate rich discussion, provide avenues for differentiation and enrich mathematical journeys. This session will bring rich lessons to life with great teaching strategies.  Algebra, Geometry and Statistics are made more understandable with the use of technology. Experience these lessons as a student, then learn how to implement them as the teacher. Come and Enjoy!

Judy Hicks
 

Betty Gasque
 

Teaching & Learning
Grades 6-12
Sturm Hall 310

Building Understanding of Absolute Value Using NCTM's ARCs

This workshop introduces a set of activities from NCTM's Activities with Rigor and Coherence (ARCs) that aim to create contexts for students to experience a variety of visual representations that reinforce the definition of absolute value. Attendees will use a double number line (dyno graph applet) to visualize and represent absolute value relationships, make sense of rewriting absolute value functions as piece-wise defined functions by using the rigid transformation of reflection, and explore a graphical approach to solving absolute value equations and inequalities.
Attendees will leave this session with conceptual understanding of absolute value and will no longer think of it only as a graph that has a "V" shape.

Janet Oien
Colorado State University

Teaching & Learning
Grades 6-12
Sturm Hall 334

2020 Colorado Academic Standards: Grades 6-8 Mathematics

Colorado has recently reviewed and revised its standards. In this session, members of the review and revision committee will share which changes were made and why, and how you can optimize the updated CAS.

Raymond Johnson
Colorado Department of Education

Cassie Harrelson
Colorado Education Association

Professionalism
Grades 6-8
Sturm Hall 380

Enhancing Number Talks with Simulations

Building a solid foundation of number sense and fact fluency using number talks helps students take ownership of their mathematical understanding. Number talks are also beneficial when used alongside inquiry-based learning tools, like simulations. Discover how online simulations can support and enhance number talks and help students understand mathematical concepts.

Patty Low
 

Teaching & Learning
Grades 3-5
Sturm Hall 410

Differentiated Assessment: Simple Techniques for Reaching and Teaching ALL Learners

Learn a simple technique to craft quizzes and tests that: engage ALL learners, provide more accurate evidence of student learning, and simplify grading. This differentiation strategy honors the important differences students bring to the classroom, inviting struggling and advanced learners alike to persist and deepen their strengths on assessments. We will have time to collaborate and hone this technique: choose a standard to assess and craft leveled “parallel tasks” for students to select to demonstrate their current level of content mastery. Our tasks empower students of all levels of mastery to accurately depict their math understanding, and the specific, timely, and personalized results inspire ALL students to grow.

Cary Hoste
Boulder Valley School District

Emily Hite
Boulder Valley School District

Access & Equity
Grades 3-12, Preservice
Sturm Hall 412

VENDOR SHOWCASE: Strategies for Facilitating Rich Conversations in the Discourse-Driven Mathematics Classroom

This session will focus on strategies for facilitating and enhancing mathematical discussions in the classroom that will encourage students to own their learning, build a growth mindset, and develop deeper conceptual understanding. We analyze the teaching best practices espoused in Dr. Gladis Kersaint’s whitepaper, Orchestrating Mathematical Discourse to Enhance Student Learning: Creating Successful Classroom Environments where Every Student Participates in Rigorous Discussions, and review a practical list of 100 mathematical discourse questions. Math discourse cards—a new tool developed to facilitate active math conversations—and examples of student work will be integrated into the discussion. In addition, we will discuss strategies to address the needs of English Learners. Simulated lesson components provide opportunities to practice questioning strategies, giving attendees tools and techniques they can immediately use to manage conversations, evaluate student responses, and elevate the rigor of discourse in the mathematics classroom for all students.

Lloyd Jones
 

Teaching & Learning
Grades K-8
Ritchie Center - Hamilton Gym #2


Session 5: 2:00-3:00

FEATURED: Investigate STEM Behind Football Interactively—Is the Kick Good?

Students model the flight of a kicked field goal and interact with the math to investigate graphically and solve algebraically questions such as: is it good, maximum height of the ball, how far does the ball travel? Obtain all materials – student worksheets and teacher notes and solutions. 60 individual problems and solutions. For grades 8 through 12: play, investigate, explore, discover – STEM!

Tom Reardon
Fitch High School (OH) / Youngstown State University

Tools & Technology
Grades 8-12, Preservice
Ritchie Center - Hamilton Gym #1

Using Historical Problems to Learn Probability

In today's world, the need for a deep understanding of probability is essential. We have found that the use of the history of mathematics, reading the words of the mathematicians, and the problems they were trying to solve engages students and allows them to think of mathematics as a human endeavor. In this session, we go back to 17th century France as we meet the mathematicians; Pascal and Fermat and analyze the famous games of chance and problems that led to the beginnings of Probability Theory.

Mark Koester
Metropolitan State University of Denver

Teaching & Learning
Grades 6-12, Postsecondary
Sturm Hall 124

Designing a Robust Response to Instruction (RTI) System for K-5 Mathematics Education

What can we learn from the RtI systems in literacy to support instruction in math? How can we elevate universal instruction as well as small-group intervention? In this session, participants will learn about the six critical principles of an RtI system for K-5 mathematics and investigate how Eagle County Schools is designing a system to improve academic outcomes for students and empower teachers.

Robin Madison
Eagle County Schools

Jill Rubenstein
Eagle County Schools

Assessment
Grades K-5, Coaches, Administrators
Sturm Hall 134

Facilitating Productive Classroom Conversations Using Desmos Activity Builder

Experience a Desmos activity through a student lens and learn how to utilize the teacher dashboard and classroom conversation toolkit to facilitate individual and collaborative student thinking. Participants will learn how the Desmos Activity Builder can help you implement dynamic lessons and use pre-built activities from Desmos itself and its user community. Bring a tablet or laptop to maximize your participation.

Lisa Bejarano
 

Tools & Technology
Grades 6-12, Preservice
Sturm Hall 233

Teaching WITH (not near) Technology

Explore what it means to teach WITH technology. Guiding questions for instruction alignment and a framework useful for modifying instructional activities will be presented. Technology activities and resources will be shared.

Lindsay Reiten
 

Tools & Technology
Grades 6-12, Preservice, Coaches, Admin
Sturm Hall 234

Algebra Tiles: From Integer Operations to Completing the Square

Proficiency in Algebra is necessary for success in all higher-level mathematics and for most career paths. Algebra Tiles are a versatile manipulative that can be used to represent algebraic concepts beginning with integer operations, continuing with activities involving linear expressions and equations, and ending with factoring and equation-solving for quadratics. We will address common misconceptions like: Why does the sign change? Why does the direction of the inequality change? The meaning behind combining “like” terms. We will discuss how students develop algebraic thinking and attach visual meanings to the concepts by modeling them with tiles. Using Algebra Tiles can lead ALL students to a deeper understanding of this process. These strategies to be used in conjunction with your current curriculum.

Erin-Rose Schneider
East Grand School District

Kim Bunning
East Grand School District

Teaching & Learning
Grades 6-12
Sturm Hall 235

The Art of Co-Teaching

After a year of teaching our Freshman with two Math Teachers in the room, we will talk to you about lessons learned from co-teaching our Integrated 1 class. Attendees should expect to hear about lessons learned, successes and struggles, and have a little fun!

Aurora Simoneau
Denver Public Schools

Joseph Bolz
Denver Public Schools

Teaching & Learning
Grades 6-12, Coaches, Administrators
Sturm Hall 254

Discourse Can Provide English Learners Access to Language and Mathematics

Discourse in the classroom will increase English learners’ productive and receptive language functions and their comprehension of mathematics concepts. All students need to reason, construct viable arguments, and critique the reasoning of others. Increasing discourse will support students’ language development as they engage in these practices.

Susie Håkansson
TODOS: Mathematics For All

Access & Equity
Grades 3-12, Preservice, Coaches
Sturm Hall 275

Techtivities: Help Students See How Graphs Work

How do your students feel about graphs, functions, and math in general? Are you looking for engaging, low-floor, high-ceiling activities that help students to make sense of graphs? We share our Techtivities—free, web-based activities linking dynamic animations and graphs, available in four languages. We discuss how to use Techtivities to increase opportunity for students to explore how “things” change in relation to one another. Leave knowing why two graphs really are better than one!

Amber Gardner
 

Amy Smith
 

Tools & Technology
Grades 6-12, Postsecondary, Preservice, Coaches
Sturm Hall 287

 

Shining a Light on Learning: Highlighting the Math Practices in Assessments

Common Formative Assessment plays an integral part in the PLC process. This session will discuss how including the Math Practices in Common Formative Assessments (CFA) can shine a light on content knowledge.

Heather Palumbo
 

Assessment
Grades K-5, Coaches
Sturm Hall 310

The Steiner Ellipse and Marden's Theorem

We will use the CAS capabilities of the TI-Nspire to Inscribe an ellipse in a triangle. An understanding of elementary calculus is required.

Pat Mara
 

Tools & Technology
Grades 9-12, Postsecondary, Preservice
Sturm Hall 334

2020 Colorado Academic Standards: Grades 3-5 Mathematics

Colorado has recently reviewed and revised its standards. In this session, members of the review and revision committee will share which changes were made and why, and how you can optimize the updated CAS.

Raymond Johnson
Colorado Department of Education

Cassie Harrelson
Colorado Education Association

Professionalism
Grades 3-5
Sturm Hall 380

 

Tools to Support Collaboration, Oracy, and Critical Thinking in the Math Classroom

How can we take technology tools beyond improving efficiency to promoting collaboration, oracy, and critical thinking? This class encourages participants to begin with grade level standards and learning targets and then investigate how tech tools can improve instruction, student motivation, and content mastery. We will look at tech tools including Desmos, PearDeck, Google Apps, Woot Math, among others. You will have the opportunity to view lessons from the perspective of both learners and teachers, see exemplar student products, and leave with ideas to implement in your own classroom. CMP middle level lessons will be featured.

Bethany Konz
Boulder Valley School District

Janelle Stanton
Boulder Valley School District

Tools & Technology
Grades 3-8
Sturm Hall 412

VENDOR SHOWCASE: Classroom Math Tech: A Getting Started Guide

Are you overwhelmed by integrating technology into your secondary classroom? Want to hear more about how to get started with education technology websites in class? Attend and learn how to begin! In this interactive session we will learn how start using websites like IXL, Khan Academy, and Kahoot in your secondary math classroom.

Julianna Tapper
 

Tools & Technology
Grades 6-12
Ritchie Center - Hamilton Gym #2


Session 6: 3:15-4:15

FEATURED: Myths and Facts: Mathematical Modeling

 Joanie Funderburk

Joanie Funderburk

What does it mean to "model with mathematics?" With so many meanings of the word "model," it can be challenging for teachers to know if they are engaging in the right work and activities. In this session, explore what is meant by Math Practice 4, "Model with mathematics," and how to ensure students are engaging with the practice in a grade-level appropriate way.

Joanie Funderburk
Colorado Council of Teachers of Mathematics

 

Teaching & Learning
Grades 3-12, Preservice, Coaches
Ritchie Center - Hamilton Gym #1

Using Giant Maps for Teaching Geography and Mathematics

Giant maps, oversized vinyl maps of their states that students can move around on, offer a potentially useful pedagogical tool for teaching mathematics and map skills. In this session, we discuss our pilot study of the giant maps, which we distributed to elementary schools in Colorado and New Hampshire along with guided activities for teachers designed to integrate mathematics and geography skills. In order to test the efficacy of this teaching tool, we developed a basic assessment of student spatial thinking and math skills, administered before and following the giant map activity. In this session, we will discuss the Giant Traveling Map Initiative and our experience with managing this project, as well as the chief findings from our pilot study.

Peter Antahamatten
University of Colorado Denver

Tools & Technology
Grades 3-5, Administrators
Sturm Hall 134

The Life of Pi...In the STEM Classroom

Integrating science and mathematics shouldn't just be a good idea—it should be the law! We'll use models to collect and analyze data about the relationship between surface area and volume. Come learn how easy, important, and fun it is to collect and analyze data as a part of good, solid, and responsible STEM education.

Jeff Lukens
 

Judy Hicks
 

Tools & Technology
Grades 6-12, Preservice, Coaches, Admin
Sturm Hall 233

Engage Students and Encourage Discussion Using Interactive Simulations for Algebra

Looking for free instructional resources for increasing engagement and student agency in the classroom? Using research-based instructional strategies, interactive simulations can effectively be used to teach math content while fostering reasoning, modeling, and sense-making. Learn about how you can immediately incorporate interactive simulations into your classroom practice, with a focus on algebra topics such as distribution, factoring, and solving equations.

Amanda McGarry
University of Colorado Boulder

Tools & Technology
Grades 6-8
Sturm Hall 234

Tiered Activities: One Goal, Many Paths

In this session I will share resource, tips, and strategies for implementing tiered instruction or activities in your class. Tiered lessons include students with a common goals but completing them at different levels. We must meet our students where they are and bring them up to where we would like them to be.

LaDonna Welch
School District 49

Access & Equity
Grades 3-12
Sturm Hall 235

Captivating Students with Flexible Thinking

Students learn multiplication and division strategies to tackle a variety of computation situations. Explore these strategies along with powerful visual models to support the flexible thinking needed for stronger number and operation sense.

Rob Nickerson
 

Teaching & Learning
Grades 3-5
Sturm Hall 254

Share Your Practice: Write for the Colorado Math Teacher Journal

We participate in the practice of growing others’ math reasoning. Let’s share our practice in writing. Heather Johnson, editor of CCTM’s online Colorado Math Teacher journal, will help participants turn their practice into written products. Bring ideas, and leave with an article outline.

Heather Johnson
University of Colorado Denver

Professionalism
Grades K-12, Preservice, Coaches
Sturm Hall 275

Multiplicative Reasoning: Creating a Foundation for Greater Understanding

Multiplication and division are at the heart of the 3-5 CCSS Operations and Algebraic Thinking domain, but many students struggle to understand these concepts. Developing strong multiplicative reasoning is key to student success with multiplication and division and sets the conceptual foundation for fraction, decimal, and ratio concepts. This workshop will engage teachers in tasks and activities that can be easily implemented in the classroom to help students develop multiplicative reasoning. Teachers will also develop a deeper understanding of how students develop multiplicative reasoning along a six-scheme developmental pathway.

Peter Zola
 

Teaching & Learning
Grades 3-5, Preservice, Coaches, Admin
Sturm Hall 287

Zentangle Math

Using a small piece of paper and micron pen, how can we fashion a work of art while learning about Mathematics? One aspect of Zentangle art mirrors the geometric and fractal nature of the patterns found in nature. This session will explore configurations used to generate unique designs that reinforce geometric concepts, Fibonacci proportions and mathematical patterns.

Linda Lyons
 

Access & Equity
Grades 3-12
Sturm Hall 310

FEATURED: Gender vs. Character in Mathematics and Beyond

 Eugenia Cheng

Eugenia Cheng

In this talk I will share what I have learnt from teaching abstract mathematics to art students at the School of the Art Institute of Chicago, contrasted with years of teaching math majors in more usual academic institutions. First, I will describe how the art students were put off math in previous parts of their education, including memorization, formulae, lack of creativity, and being told they are wrong. I will discuss character traits, comparing the art students' experiences with those of math majors who were not put off in high school. This difference is exemplified by comparing those who like being right with those who dislike being wrong, and I will propose new terminology to describe these character differences. This new terminology also helps to clarify a possible character difference between male and female students, without prescribing the difference or pigeonholing students. The words are "ingressive", to replace what might previously have been thought of as masculine, and "congressive", to replace what might previously have been thought of as feminine. I will then describe how all these insights have helped me design classroom activities that successfully appeal to congressive students, who were previously put off by the ingressive presentation of math. I will propose that if we are inclusive towards congressive students this could result in greater inclusion of female students as well.

Eugena Cheng
Art Institute of Chicago

Teaching & Learning
Postsecondary, Coaches, Admin
Sturm Hall 334

2020 Colorado Academic Standards: Grades P-2 Mathematics

Colorado has recently reviewed and revised its standards. In this session, members of the review and revision committee will share which changes were made and why, and how you can optimize the updated CAS.

Raymond Johnson
Colorado Department of Education

Cassie Harrelson
Colorado Education Association

Professionalism
Grades P-2
Sturm Hall 380

Teaching Statistics to English Language Learners

Statistics is heavy on theory and vocabulary, which present challenges for immigrants. In this workshop, we explore how to help all children, including ELLs, discover statistics using physical objects, their bodies, pictures, and anecdotes. Attendees will engage in participant-led stations where they will brainstorm innovative ways to teach statistical literacy, perform activities to help ELLs connect to content, create new resources, and debrief their experiences of the station work.

Christopher Watts
 

Access & Equity
Grades 6-12
Sturm Hall 410

VENDOR SHOWCASE: Live, Laugh, Love Math Instruction: A Hearts and Minds Approach

Improve student outcomes by developing a love for mathematics.  In this session, teachers will reflect on their instruction and explore strategies to develop a classroom environment that fosters a culture of mathematics achievement.  When students enjoy math instruction, teachers enjoy math instruction.

Dr. Derek Staves
Math Solutions

Teaching & Learning
Grades K-5
Ritchie Center - Hamilton Gym #2


Session 7: 4:30-5:30

Ignite

Speakers to be announced!

Ritchie Center

CDE Update

Raymond Johnson
Colorado Department of Education

Ritchie Center

Door Prize Give-Aways

Ritchie Center

Closing

Tracy Seremak and Liz Zitterkopf
Conference Co-Chairs
Grand Mesa Valley School District 51

Ritchie Center