Session+Notes

You can “use clickers” by signing up for this web site to do it remotely. The site is [] and then you answer the questions online, so can do it on netbooks, iPads, etc. Must log in to get started. Called SMART Response VE. Subscription-based, $400 per year per license. Can share between classrooms, but must use same home base computer because the license is saved and loaded on that computer.
 * Everything You Always Wanted to Know About SMART Notebook **  Karen Corlyn   Notes by Julie Kleist

Teachers Pay Teachers-Check it out!

Use transparent layer in Notebook to save ink layer work after finished. Can be working on a web site in the background and have objects from Notebook on a page and then be working on both at the same time.

Push Pin (right click on toolbar to pull up customizable options): In dual screen mode, pin keeps one page in place while allowing you to cycle through the other pages.

Use the magnifying glass to reveal things and layer them.

Alignment: Use this! Align things so they look visually appealing. Under the view drop down menu, alignment.

Handwriting lesson: Use the lesson I downloaded (print) and use SMART Recorder to record me making cursive letters. Then I can post that on my web site so kids and parents could view it.

Math Tools:
 * Awesome for fractions and geometry
 * $129 for two classrooms worth (one-time fee/not yearly subscription)

** Be Strategic: Empowering Mental Mathematics **  Rob Nickerson   Notes by Julie Kleist Number Sense: 6 Components
 * Grounded in __base ten__: Take it apart and put it together
 * Number line with arrows on it is where the greater than and less than symbols come from.
 * 1-to-1 correspondence: __Counting__ (not just numbers)
 * Does it make sense? Is the answer reasonable?
 * Stages of addition: Count all, count on, reasoning (__arithmetic development__)
 * Stages of multiplication: Count all, skip count, reasoning (arithmetic development)
 * __Sequencing and Comparing__: Crossing decades, thousands. Sequence numerals, sequence quantity
 * __Numeral literacy__: Ability to read and write numbers
 * __Subitizing__: The ability to see a quantity and not need to count. Take a quantity and group it or decompose it. Ex: 7 dots because it’s 3, 3, and 1. 10 dots because it’s 5 and 5.
 * Can assess with Math Recovery system for example.

3 strategies for addition to have access to all 81 basic facts:
 * Count-on 1, 2, and 0
 * Doubles and near doubles
 * Bridge to ten

3 strategies for multiplication to have access to all 81 basic facts:
 * Use tens (5s)
 * Make generalizations (1s and 0s)
 * Use doubles (2s, 4s, and 8s)
 * Build up/down (9s and 6s)

Teaching Sequence
 * Introduce the strategy (use visual models!)
 * Reinforce the strategy
 * Practice the facts
 * Extend the strategy

Unitizing: Seeing ten ones as one ten. Five pennies equals one nickel. Sixty minutes equals one hour.

__More than One__: Miriam Schlein (Check out this book.) __Choice Words__: Michael Johnston

What number comes before 7? (not good). Instead, say what number comes just after 6?

For doubling: Hold up six fingers then have someone else do that and put them together. So, see the ten and then two more. Cool visual model!

Language is key:
 * Don’t say 5+6 equals 11. Instead say 5 add 6 is the same as 11 or 5 and 6 more is 11.
 * Don’t say 5x8 equals 40. Instead say 5 multiplied by 8 is 40.

Foam cubes are great, and these visual model cards are POWERFUL!!!

For multiplication, if kids don’t know how to do x5 (don’t want them skip counting), do x10 and cut in half. So, if they don’t know that 8x5 is 40, then do 8x10 is 80 and half of that is 40.

If it’s 7x5, do 7x10 is 70, cut in half is 35. This is tough though for some kids with halving this number. It goes back to using visuals and being flexible with the number. Half of 70, you can think half of 60 is 30 and have of 10 is 5 so 30 and 5 is 35.

35 sets of 12 is the same as 70 sets of 6. Use doubling and halving often. It’s powerful!!!

The “9 trick” with the fingers. What you are really teaching is 4 sets of 10 is 40 and 4 less is 36 for 4x9.

** Everyday Mathematics-Aligning Your Instruction to the Common Core Standards for Mathematics **  Mary Freytag   Notes by Julie Kleist http://EMWisconsin.com CCSS Tab to find new curriculum written for Common Core Standards

Big Changes in 3rd Edition:
 * More focus on problem-solving
 * More focus on basic facts
 * Introduction of standard algorithms
 * Math Boxes used for assessment (paired with another one)
 * Opportunities to do writing in math and explain thinking-related to math boxes and lessons: More constructed response opportunities
 * Chart to show what lessons in other grade levels match skills in your grade level to diffentiate
 * More online options
 * Key in on readiness activities
 * Friendly communication with parents for learning targets. Includes great examples of each learning target with pictures so we can all set visually what a learning target actually means.
 * Better assessment materials and rubrics to assess student progress. Nice stuff in digital format to keep track of student progress (like I do on my charts for RtI). Way better assessments that have a Part A (secure goals that you take a grade on) and Part B that is developing goals (correct and use to inform instruction-RtI).
 * A form to sort students for RtI so we can put 3rd graders from all classes into groups and then divide teachers to teach particular skills (just we are piloting right now before the end of the year).
 * Call Mary Freytag to be a part of the consortium: Need to be in order to access the tools I mentioned above.

** Podcasting and More: Using iPad2 to Extend Teaching and Learning Beyond Your Classroom **  Jon Hasenbank jhasenbank@uwlax.edu   Jenni McCool jmccool@uwlax.edu   Maggie McHugh mmchugh@uwlax.edu   Notes by Julie Kleist Off-line Office Hours/Homework Support:
 * You can create the pod/vodcast during class while the students are watching and then they have it to review the problems (great for more complicated problems). This was done at the college level.
 * You can also use Jing, Screencast-o-matic, snag-it, Quicktime, VLC for screen recorders. Use $20 bluetooth microphone to record using SMART Board.

iPad Stylus: Jot from Apple Store, or can get $11 “crayon” for kids, but finger really works fine too.

If students are creating podcast to show what they know, have them do a storyboard first. So, plan what they will say and draw. Also, they pair with a partner to make sure they can understand the other person and offer some advice to make it better if needbe. May not need to actually read script when making the podcast since they wrote and discussed it ahead of time.

Technology used to create podcasts: 1) Jing (Free): Computer-based 2) ShowMe-Ipad app (Free) Create your own account and have students upload to that account to make it private. 3) Explain Everything-iPad App ($2.99) You can load up to YouTube (public or private) or export the movie to email, DropBox, or Evernote 4) SMART Board (Can export SMART files to PowerPoint and then put that on iPad to use in Explain Everything.)

__Explain Everything ($2.99):__ This is an easy-to-use design tool that lets you annotate, animate, and narrate explanations and presentations. You can create dynamic interactive lessons, activities, assessments, and tutorials using Explain Everything’s flexible and integrated design.

__ShowMe (free)__: Turn your iPad into your personal interactive whiteboard! ShowMe allows you to record voice-over whiteboard tutorials and share them online. It’s a radically intuitive app that anyone will find extremely easy to use, regardless of age or background.

__Educreations (free)__: Educreations turns your iPad into a recordable whiteboard. Creating a great video tutorial is as simple as touching, tapping, and talking. With voice recording, realistic digital ink, photo imports, and simple sharing through email, Facebook, or Twitterr, now you can broadcast your ideas from anywhere.

** Mastering Mental Mathematics Involving Multiplication and Division-Number Facts and Beyond **  Calvin Irons, Queensland University of Technology, Brisbane, Austrailia   c.irons@qut.edu.au   Notes by Julie Kleist Multiplication:
 * Groups model: Kids first think of equal groups of. This is static (no action). We describe the situation, unlike addition where there is movement (putting in) or taking away for subtraction. Example: Picture of 4 bags with 3 apples in each bag.
 * Try to add movement to the problems use a diagram so that when you want to do division, you can reverse the process to link them together. Really helps connect multiplication and division.
 * Start teaching the connection between the two right away-NOT when you get to division.
 * Length model: 3 trains of 4 cards-Can use cubes to model. Do 3 jumps of 4, using a number line.
 * Array model: Most useful model for computing mentally and developing number facts. The picture is the same (an array can be rotated) for the turn-around facts. That’s not true with the groups model. This model is also great for using decimals and fractions.
 * Combinations model: Often used in statistics and probability. How many combinations can you create? Everything can become an array! One category along one side and the other category along the other side.
 * Language: Use the terms multiply, multiply by, or just by. For area, we use “by” such as, “The area of the carpet is 8 by 35 ft.”
 * Approach to computation: Number facts are best learned in clusters. Use one strategy for each cluster and then go beyond the facts.
 * To learn 5 facts, most kids will skip count by 5s, but counting is not efficient when the numbers get bigger. So, use doubling and halving. For 8 x 5 do eight tens and cut it in half (80 cut in half is 40). For 28 x 5 do 28 tens is 280 and cut in half is 140. Let kids put the numbers into the strategy to reinforce it when practicing. Mental strategies are not prone to error like other strategies.
 * Spend more time using pictures and don’t jump right to the numbers. Do EVERYTHING with a picture!!!

For games, you can use two cubes but then choose one to use so kids are problem solving which one would be better to use in the situation as the game progresses, such as if they are trying to get three in a row.

To teach the skill, you must first introduce the strategy, reinforce the strategy, practice the facts (work towards rapid and accurate recall), and finally extend the strategy. There isn’t enough organized practice for kids in curriculum to become proficient.

With just x10, x1, and x5 you know 51 facts, or half of the basic facts. Then move on to twos, which is doubling. Then move on to fours, which is double, double. Next is eights, which is double, double, double. Next is nines, by building down or using ten and taking one set away. For sixes, use fives and build up. (5 x 6 would be 5 x 5 is 25 and one more group is 30). All that leaves is 3 x 7, 7 x 3, 3 x 3, and 7 x 7.

For eights, you can halve the 8 and double the other number. Example: 8 x 35 is like 4 x 70, which oftentimes is easier to compute. Or, do it again, so 2 x 140. Wow! That makes it easier! J

Let the kids plug in numbers on their own to reinforce the strategy so they prove they can do it to themselves.

** Math Workshop Using Everyday Math **  Peg Bindl & Kristen Hanten   Notes by Julie Kleist Use a math word wall with vocabulary and examples so the kids can reference it often. Don’t cover it up for tests because they still need to apply the concept to get the test problem correct.

Anchor charts to put up: Use alternating/different colors to make each line stand out. Creating these at the beginning of the year could take 1-2 weeks, but it sets the stage for the entire year before getting into curriculum. It’s worth it!

What does it look like/sound like to play a math game?
 * 1-2 level voices to allow others to do their best work.
 * Read all the directions thoroughly.
 * Have all your tools ready.
 * Use tools appropriately.
 * Play the game fairly.
 * Play the game as the rules directed.

What does it mean to be productive?
 * Having math discussions with peers
 * Working quietly so others can do their best thinking
 * Having the necessary materials and using them appropriately
 * Using your resources
 * Not interrupting the teacher
 * Keeping yourself busy if you finish early
 * Playing math games respectfully and with a quiet voice
 * Helping a friend who doesn’t understand
 * Giving your best effort every day

What should I do if I am stuck on a problem and the teacher is busy? What should I do if I finish early?
 * Use the word wall for vocabulary that might be helpful.
 * Use your Student Reference Book to find information about your math.
 * Circle the problem you are stuck on.
 * Write down ideas of how you think you could solve it.
 * Ask a friend in another group.
 * Help a friend
 * Practice math facts
 * Finish any old journal work
 * Play a math game with someone else who is done
 * Read a math story
 * Play a math game on the computer

Kids that test out of a topic can do a DOK level 4 project, which basically means they do a project to apply the skills and demonstrate their knowledge.
 * DOK 1: Circle the parallel lines.
 * DOK 2: Create a set of parallel lines and draw a ray that intersects them.
 * DOK 3: How would you explain to someone what parallel lines are? What is the difference between intersecting and perpendicular lines?
 * DOK 4: Create a map that includes parallel, intersecting, and perpendicular lines. Use tools ie: protractor, straight edge, etc. to help you complete this task. If you don’t know how to use a protractor, you can use the computer (YouTube demonstration) to help you learn.