Thank you for joining us in Santa Fe for our 6th Annual Conference! If you selected your sessions prior to Sunday, 2/24, a print copy of your personalized schedule will be provided in your attendee packet. You’ll also get a daily agenda email from SCHED!

As a reminder, helpful information about traveling to Santa Fe, including airport shuttle services, featured hotels, getting around town, restaurants, and more can be found here.

Giving Light to Others: Lantern Project
**Limited Capacity** full

Adding this to your schedule will put you on the waitlist.

**Speakers**
## Nancy Qushair

Adding this to your schedule will put you on the waitlist.

Lantern Projects was adopted from High Tech High in San Diego and is a wonderful low floor, high ceiling opportunity for Middle School students to connect Mathematics, Language and Literature, and Service Learning.

In this project, students learn about Geometry and Algebra by designing and creating their own lanterns. Each of the lanterns are constructed using wooden skewers and tissue paper or similar material. They also explore various cultures around the world through the lens of important global issues. Their final product is a polyhedron lantern that is part of a silent auction to raise awareness and funds for a community improvement project of their choice through the non-profit organization, Lantern Projects.

Students begin by completing Geometry packets which include a review of angles, area, surface area, and volume. These packets also guide with the planning and construction of the polyhedron lantern.

As an optional opportunity that brings in Language and Literature, students have the chance to meet with the Language and Literature (English) teacher to research countries around the world that depend on the Lantern Projects organization to help meet a range of needs. Students are welcome to group together to help the same cause, and, with the help of their English teacher, write an informative and persuasive writing piece that sheds light on the community in need and explains why others should purchase their lanterns in order to help.

In this session, we'll go through this hands-on, real-life math project.

In this project, students learn about Geometry and Algebra by designing and creating their own lanterns. Each of the lanterns are constructed using wooden skewers and tissue paper or similar material. They also explore various cultures around the world through the lens of important global issues. Their final product is a polyhedron lantern that is part of a silent auction to raise awareness and funds for a community improvement project of their choice through the non-profit organization, Lantern Projects.

Students begin by completing Geometry packets which include a review of angles, area, surface area, and volume. These packets also guide with the planning and construction of the polyhedron lantern.

As an optional opportunity that brings in Language and Literature, students have the chance to meet with the Language and Literature (English) teacher to research countries around the world that depend on the Lantern Projects organization to help meet a range of needs. Students are welcome to group together to help the same cause, and, with the help of their English teacher, write an informative and persuasive writing piece that sheds light on the community in need and explains why others should purchase their lanterns in order to help.

In this session, we'll go through this hands-on, real-life math project.

Algebra 1A Teacher/Math Dept. Chair, St. Mary's School

Nancy Qushair is the Department Chair of Math and an Algebra 1A Teacher at St. Mary’s School in California. She also serves as the Director of Summer Academic Prep and has been the lead coach for the International Maths Quest Competition for the last 12 years. In 2017, the Society... Read More →

Friday March 1, 2019 9:40am - 10:25am

Nambe

Nambe

Essential Questions: What? How? What? Learning Goals: Reading, writing, solving and graphing equations; Surface area; Volume; Angles**MATH STANDARDS & PRACTICES**Each attendee will receive all the packets with an instruction guide to help students complete the project.**WHAT WILL ATTENDEES GAIN?**Participants will work through the design cycle and begin to construct their own lantern.**BEYOND "STAND & DELIVER"**

Mindset in Mathematics
**Limited Capacity** seats available

**Speakers**
## Jeremy Negus

My session will focus on mindset and fostering a growth mindset among students, based off of the works of Carol Dweck in her book “Mindset”.

At the beginning of the year, I have students read a very short article on mindset and the difference between a fixed and a growth mindset. The basics are in a fixed mindset you believe you are an end product, but in a growth mindset you believe that mistakes can help you learn and that with proper teaching and practice you can become better than you were before. The article talks about the brain being a muscle and that with new brain research involving neuroplasticity, the brain is very capable of growing, stretching and becoming stronger, much like a muscle.

The learning about mindset and reading the article serves at the foundation for my Mindset Mondays. Every Monday, I discuss a famous person, either an athlete, writer or entrepreneur who had to overcome obstacles to be successful. I talk about how Michael Jordan didn’t actually get his first college of choice, or how Thomas Edison had over 100 patents fail before he had success. Pictures of these celebrities get put on my “Mindset Wall.” Then after two trimesters of Mindset Mondays, I ask students who have overcome obstacles to write a narrative of what they have overcome to be successful in my class and they then get a picture of themselves on the mindset wall with the famous celebrities. Students are thrilled when I invite them to be put on the mindset wall and it sends a strong message to them, that with hard work, a growth mindset and perseverance, anything is possible!

At the beginning of the year, I have students read a very short article on mindset and the difference between a fixed and a growth mindset. The basics are in a fixed mindset you believe you are an end product, but in a growth mindset you believe that mistakes can help you learn and that with proper teaching and practice you can become better than you were before. The article talks about the brain being a muscle and that with new brain research involving neuroplasticity, the brain is very capable of growing, stretching and becoming stronger, much like a muscle.

The learning about mindset and reading the article serves at the foundation for my Mindset Mondays. Every Monday, I discuss a famous person, either an athlete, writer or entrepreneur who had to overcome obstacles to be successful. I talk about how Michael Jordan didn’t actually get his first college of choice, or how Thomas Edison had over 100 patents fail before he had success. Pictures of these celebrities get put on my “Mindset Wall.” Then after two trimesters of Mindset Mondays, I ask students who have overcome obstacles to write a narrative of what they have overcome to be successful in my class and they then get a picture of themselves on the mindset wall with the famous celebrities. Students are thrilled when I invite them to be put on the mindset wall and it sends a strong message to them, that with hard work, a growth mindset and perseverance, anything is possible!

Teacher, Iowa City Community School District

I am currently a Junior High Math Teacher. I have taught both at the high school and junior high levels. I have been an administrator at the elementary and junior high levels. I have now landed in a place that I am loving: teaching junior high math with amazing colleagues in... Read More →

Friday March 1, 2019 9:40am - 10:25am

Sweeney C

Sweeney C

Dweck’s mindset theory goes hand in hand with the Common Core's Standards for Mathematical Practice (SMPs) in conveying a growth mindset in the classroom.**MATH STANDARDS & PRACTICES**Understand that mindset is the lens through which teachers teach and students learn,know the difference between a fixed and a growth mindset.**WHAT WILL ATTENDEES GAIN?**Attendees will be asked to share and engage throughout the session.**BEYOND "STAND & DELIVER"**

Student Math Circles
**Limited Capacity** filling up

**Speakers**
## Joan Funk

## Marcia Miller

Have you heard about Math Circles? Math Circles are an effective way to engage students in learning, exploring and having fun with mathematics and its uses. This is done in a collaborative environment, fostering the development of creative thinking skills through problem solving.

In this session, for those new to the concept of Math Circles, we'll share an example of a circle topic titled "Rational Tangles". The concepts in this activity include putting mathematical values with physical movements. The activity involves movements that "tangle" two ropes together and the goal is to derive the math that goes with the three movements in this activity in order to "untangle" the ropes. (The three movements are Twist, Rotate and Display.)

You'll have the chance to do the the activity and experience how a math circle is managed, while learning more about how we have integrated Math Circles into learning in our school.

In this session, for those new to the concept of Math Circles, we'll share an example of a circle topic titled "Rational Tangles". The concepts in this activity include putting mathematical values with physical movements. The activity involves movements that "tangle" two ropes together and the goal is to derive the math that goes with the three movements in this activity in order to "untangle" the ropes. (The three movements are Twist, Rotate and Display.)

You'll have the chance to do the the activity and experience how a math circle is managed, while learning more about how we have integrated Math Circles into learning in our school.

Math Teacher, Notre Dame Academy

Joan has been teaching mathematics for 30 years at the secondary level. The courses span the curriculum from 7th grade math to Integrated Math 2. She is a founding member of the Black Swamp Math Teachers Circle and one of the founding teachers of the Notre Dame Academy Student... Read More →

Math Teacher, Notre Dame Academy

I have been teaching mathematics for 35 years at the secondary level. The courses span the curriculum from Pre-Algebra to International Baccalaureate Math Studies. I am a founding member of the Black Swamp Math Teachers Circle and one of the founding teachers of the Notre Dame... Read More →

Friday March 1, 2019 9:40am - 10:25am

Coronado

Coronado

Math Practice Standards: MP1. Make sense of problems, persevere in solving them; MP2: reason abstractly and quantitatively; MP3: construct viable arguments; MP4: model with mathematics; MP6: attend to precision.**MATH STANDARDS & PRACTICES**Attendees will have a clear understanding of what a math circle is and how it fosters student excitement in mathematics.**WHAT WILL ATTENDEES GAIN?**Experience a Math Circle and participate in the physical movements of creating a tangle and then will develop the math to 'untangle' the ropes through questioning and discussion with other attendees.**BEYOND "STAND & DELIVER"**

Cheers to the NORMS in the Classroom!
**Limited Capacity** seats available

**Speakers**
## Patricia Carden

*SC*
## Shafiq Chaudhary

What do NORMS have to do with discourse? How do teachers and students continually use NORMS to foster the learning environment? If the classroom learning environment is not established from the first day and continued to be nurtured, students will struggle engaging with each other in any type of math learning or math discourse. NORMS are created by the students so the students understand how to collaboratively and productively work together.

This session will start with an activity that can be used to create small group and whole group NORMS. The concepts/tools in this session will then focus on structures and activities that continue to build the learning community.

This session will start with an activity that can be used to create small group and whole group NORMS. The concepts/tools in this session will then focus on structures and activities that continue to build the learning community.

Math Specialist, Math and Science Bureau

As a former middle school math teacher, my passion is math and student learning. My current job is as the Math Specialist for the Math and Science Bureau here in Santa Fe. I have worked with teachers in their classrooms for the last eleven years developing strategies and activities... Read More →

Math and Science Specialist, NM PED Math and Science Bureau

I am currently the Math and Science Specialist at the Math and Science Bureau with the New Mexico Public Education Department. Before joining the NM PED in April 2017, I taught in Gallup, New Mexico as a middle school science and math teacher for seven years. My teaching career started... Read More →

Friday March 1, 2019 10:45am - 12:00pm

Kearny

Kearny

CCSS.Math.Content.6.SP.B.5.d • CCSS.Math.Content.7.SP.A.2 • CCSS.Math.Content.8.SP.A.4 Math Practices**MATH STANDARDS & PRACTICES**Attendees will gain practical strategies and useful activities to take back into their classrooms to build a community rich learning environment.**WHAT WILL ATTENDEES GAIN?**This session is about how to build an environment where students get excited about math and can enter into conversations.**BEYOND "STAND & DELIVER"**

Encouraging Productive Struggle
**Limited Capacity** full

Adding this to your schedule will put you on the waitlist.

**Speakers**
## Raj Shah

Adding this to your schedule will put you on the waitlist.

Video game designers have discovered exactly how to encourage productive struggle. In this session, we'll explore five key design principles from video games that you can use immediately to make math irresistible. And, you'll participate in interactive activities where you will see exactly how to apply these principles to promote growth mindset, spark curiosity, and create a culture of perseverance.

The principles explored include:

1 - Agency (give students some control)

2 - Progressive challenge (start easy to engage all learners, then increase demand)

3 - Making failure an expectation (in video games, you just start over after 'failing')

4 - Provide descriptive feedback (explain exactly what the student is doing well)

5 - Don't give answers (video games never give away the answers)

You'll experience exactly how these principles can be applied to mathematics first-hand as they tackle three challenging problems in the session. We'll also spend time on how to encourage students to voluntarily participate in problem solving. I address this by sharing several proven techniques that spark student curiosity. This enables teachers to take existing problems and tweak them to promote engagement in their classrooms.

The principles explored include:

1 - Agency (give students some control)

2 - Progressive challenge (start easy to engage all learners, then increase demand)

3 - Making failure an expectation (in video games, you just start over after 'failing')

4 - Provide descriptive feedback (explain exactly what the student is doing well)

5 - Don't give answers (video games never give away the answers)

You'll experience exactly how these principles can be applied to mathematics first-hand as they tackle three challenging problems in the session. We'll also spend time on how to encourage students to voluntarily participate in problem solving. I address this by sharing several proven techniques that spark student curiosity. This enables teachers to take existing problems and tweak them to promote engagement in their classrooms.

Founder and CEO, Math Plus Academy

Dr. Shah is a life-long math enthusiast who earned his Ph.D. in Physics from the University of Illinois. After working nine years at Intel, Dr. Shah quit his job in 2008 to pursue his passion of introducing kids to the wonder of mathematics and teaching them to think rather than just... Read More →

Friday March 1, 2019 10:45am - 12:00pm

Sweeney A

Sweeney A

This session covers all CCSS Standards of Mathematical Practice.**MATH STANDARDS & PRACTICES**Teachers will leave with simple, practical tips that they can implement right away to increase student curiosity and create a culture where students naturally want to persevere on challenging problems.**WHAT WILL ATTENDEES GAIN?**Engage in problem solving and see exactly how the techniques and strategies I share are implemented in a 'classroom' setting.**BEYOND "STAND & DELIVER"**

Math Madness: Developing mathematical mindsets through an out-of-school time enrichment program
**Limited Capacity** seats available

**Speakers**
## Katharine Bryan

Math Madness is a class offered through the Quest Academy at the Episcopal Day School in Paris, Texas. Basically, students are enrolled in a class outside of school as an enrichment opportunity, where we strive to change the mindset of the students through math activities that are fun and challenging. What we have found has been baffling: the students are always hungry for more!

In this session, you'll be introduced to the background and structure of our Math Madness class, then participate in two activity rotations modeled after the Math Madness class. For the closing segment of the session, the research will be outlined connecting the Math Madness class, activities, and the results and outcomes of students who took part in the class. This session will be an exciting example of mathematical mindsets can be incorporated into enriching programs in classrooms and after-school programs through smart scheduling and creative student grouping.

In this session, you'll be introduced to the background and structure of our Math Madness class, then participate in two activity rotations modeled after the Math Madness class. For the closing segment of the session, the research will be outlined connecting the Math Madness class, activities, and the results and outcomes of students who took part in the class. This session will be an exciting example of mathematical mindsets can be incorporated into enriching programs in classrooms and after-school programs through smart scheduling and creative student grouping.

Head of School/Administrator, Episcopal Day School of Paris and Quest Academy

My name is Katharine Bryan, and I am the Head of School of the Episcopal Day School of Paris, Texas. Prior to beginning as the Head of School at the Episcopal Day School and Quest Academy, I taught in public school for 10 years and had my own private educational enrichment company... Read More →

Friday March 1, 2019 10:45am - 12:00pm

Peralta

Peralta

How to connect engaging activities that support prior knowledge to the present standards being introduced.**MATH STANDARDS & PRACTICES**Finding ways to provide Math Madness in their schools, classrooms, and after-school opportunities. They will also have handouts, lesson content, and google access to exampl**WHAT WILL ATTENDEES GAIN?**Attendee will experience two Math Madness activity rotations.**BEYOND "STAND & DELIVER"**

May In March: Engaging Games and Activities based on the work of Lola May
**Limited Capacity** full

Adding this to your schedule will put you on the waitlist.

**Speakers**
## Martha Hildebrandt

Adding this to your schedule will put you on the waitlist.

Lola May was one of the foremost math educators of the 20th century. She was a prolific writer who published extensively, a sought-after presenter who enlightened and entertained thousands of teachers across the county, and an educator who possessed an uncanny sense of how to communicate math concepts to children and engage them in learning.

Her strategies and approaches to teaching math are timeless and timely. In this session, you'll be introduced to some of these amazing and effective ideas. You will leave with resources, games and activities for immediate implementation in your classroom—and will be wondering how you managed to teach without them and why you didn’t think of those ideas yourself!

*This session is being offered twice; please only sign up for one of the two sessions. *** **

Her strategies and approaches to teaching math are timeless and timely. In this session, you'll be introduced to some of these amazing and effective ideas. You will leave with resources, games and activities for immediate implementation in your classroom—and will be wondering how you managed to teach without them and why you didn’t think of those ideas yourself!

Assistant Professor, Chatham University

Martha Hildebrandt has a broad background as a mathematics educator. She has been a math consultant for grades K-6, a curriculum writer and department chair for grades 7-8, a mathematics teacher for grades 7-12, a college instructor, and an in-service teacher workshop facilitator... Read More →

Friday March 1, 2019 10:45am - 12:00pm

Sweeney C

Sweeney C

Develop numerical fluency and hone their problem solving skills and grow their mathematical curiosity.**MATH STANDARDS & PRACTICES**Attendees will have the opportunity to engage in activities that can be immediately implemented into their classrooms.**WHAT WILL ATTENDEES GAIN?**Be challenged, entertained, inspired and infused with enthusiasm.**BEYOND "STAND & DELIVER"**

Alien Addition
**Limited Capacity** seats available

**Speakers**
## Kourtney Peters

Why does 9 + 1 = 10? Of course we can count out nine objects, add one more the pile, recount and see that there are now ten in the pile. But why do we use the symbol “10” to represent this amount that is one more than nine? Many of our symbols are arbitrary, scratches on paper that have been passed down and altered through time from ancient scripts. But the symbol “10” is not random--there is a very good reason that we use the symbol “10” to represent ten instead of some other symbol, say ^ or }. “10” means, one group of a full set of fingers, with zero fingers left over. And in that way, “11” means one group of a full set of fingers, with one extra finger. So if humans had four fingers on each hand, for a total of eight fingers, the number “10” could presumably mean what we call eight.

In this session, we will explore what mathematics would look like on an alien world where people have only four fingers on each hand (but somehow still use the same written system we do). I will lead the participants through a session I have done several times with 4th-6th grade students, where we start in Alien Kindergarten, counting to 100. We will progress through the elementary grades, performing grade-level arithmetic in this different system. If time and interest permit, we will discuss decimals and fractions as well. We will discuss how they see the solutions and different ways that students in various grades might visualize solutions. We will work in this alien system while also repeatedly relating it to our base ten system: our number “34” means three groups of a full set of fingers with four fingers leftover, but our quantity thirty-four is actually four groups of eight with two leftover, so the aliens would write it as 42.

We will primarily be using paper and pencil (and fingers!) in this session, but we will also discuss what common elementary school manipulatives would look like in this alien world--rods that are eight blocks long instead of ten, for example.

In this session, we will explore what mathematics would look like on an alien world where people have only four fingers on each hand (but somehow still use the same written system we do). I will lead the participants through a session I have done several times with 4th-6th grade students, where we start in Alien Kindergarten, counting to 100. We will progress through the elementary grades, performing grade-level arithmetic in this different system. If time and interest permit, we will discuss decimals and fractions as well. We will discuss how they see the solutions and different ways that students in various grades might visualize solutions. We will work in this alien system while also repeatedly relating it to our base ten system: our number “34” means three groups of a full set of fingers with four fingers leftover, but our quantity thirty-four is actually four groups of eight with two leftover, so the aliens would write it as 42.

We will primarily be using paper and pencil (and fingers!) in this session, but we will also discuss what common elementary school manipulatives would look like in this alien world--rods that are eight blocks long instead of ten, for example.

Math Teacher, Holland Hall

I have four children who have endured my math play for fourteen years, and as a middle school math teacher for the last three years, I have been able to expand my audience to hundreds of middle school kids in Tulsa, Oklahoma. I have travelled the world with my family and love to study... Read More →

Friday March 1, 2019 1:25pm - 2:10pm

Kearny

Kearny

CCSS Number Sense; SMP1: Make sense of problems and persevere in solving them**MATH STANDARDS & PRACTICES**As middle school math teachers, we see that a lot of our students don't have the deep number sense that we want them to have in order to see the beautiful connections in mathematics.**WHAT WILL ATTENDEES GAIN?**I teach the class at my own school--introduce the idea and then turn it over to the students/attendees to explore solutions.**BEYOND "STAND & DELIVER"**

Where’s the Structure Here? An exploration in the power of structural language for mathematical understanding.
**Limited Capacity** full

Adding this to your schedule will put you on the waitlist.

**Speakers**
## Annie Adams

*ST*
## Sharon Tennent

## Suzanne Wolfkiel

## Lucas Younger

Adding this to your schedule will put you on the waitlist.

The power of tasks to promote mathematical discourse lies in the ability to connect student’s problem solving approaches. In this session, we'll explore how there is an underlying component to problem solving that transcends out of the specific task at hand and into the broader world of mathematical structures.

You'll engage in an area exploration using non-standard units of measure. While a typical task debrief involves the connections between the various problem solving strategies, we will tease out the structural language of mathematics from the discussion of participants approach to their task. Our highlight is on the repeated use of structure, and the power of the structural language to promote coherence across grade level content. After viewing the task from the student lens, we'll then highlight the facilitator decisions made based on the Five Practices for Orchestrating Mathematical Discussions set forth by Smith and Stein.

You'll engage in an area exploration using non-standard units of measure. While a typical task debrief involves the connections between the various problem solving strategies, we will tease out the structural language of mathematics from the discussion of participants approach to their task. Our highlight is on the repeated use of structure, and the power of the structural language to promote coherence across grade level content. After viewing the task from the student lens, we'll then highlight the facilitator decisions made based on the Five Practices for Orchestrating Mathematical Discussions set forth by Smith and Stein.

Math Coach, Independent School District of Boise Cit

I get my teaching energy from generating and facilitating student discussions on problem solving and number sense. I have taught middle school mathematics in the San Francisco Bay Area and Boise, Idaho. It is my first year as a Math Coach in the Boise School District.

Math Coach, Independent School District of Boise Cit

With a passion for early numeracy and development of mathematical structures, I work to provide growth opportunities for my fellow educators in the Boise School District.

Math Coach, Independent School District of Boise Cit

Currently a math coach for the Boise School District, my twenty years of experience has allowed me to see multiple states' standards and multiple levels of learners. From this, I have found a passion for engaging all students in a variety of experiences in order to deepen their thinking... Read More →

Math Coach, Independent School District of Boise Cit

I draw on my education and experience as both a teacher and a school counselor to provide professional education and enrichment for my fellow educators in the Boise School District.

Friday March 1, 2019 1:25pm - 2:10pm

Sweeney A

Sweeney A

MP1: Make sense of problems and persevere in solving them; M.P.3 Construct viable arguments and critique the reasoning of others. M.P.6 Attend to precision. M.P.7 Look for and make use of structure.**MATH STANDARDS & PRACTICES**Participants of our session will gain a different perspective of how to connect ideas within a class discussion.**WHAT WILL ATTENDEES GAIN?**Participants will engage in a hands on activity and discuss the non-standard solution paths that were created due to limiting the access of tools.**BEYOND "STAND & DELIVER"**

Two Big Diagrams for Deeper Understanding
**Limited Capacity** full

Adding this to your schedule will put you on the waitlist.

**Speakers**
## Sean Genovese

Adding this to your schedule will put you on the waitlist.

In this session, I'll present two advance organizer diagrams that I use to guide students in class. One is an overview of several key concepts in 8th grade math and their interconnectedness. The other illustrates the relation between the order of operations, distributive properties and operations with exponents. Both are helpful for understanding the structure of math as opposed to merely memorized facts and procedures.

The first is presented early in the 8th grade year and illustrates relations between: Ratio and Proportion, emphasized in the 7th grade year, Dilation, Similar Figures and Indirect Measurement, Functions, Pythagorean Theorem, Slope and other related concepts. When finished, some students choose to embellish them into artwork, similar to the ""student reflections"" in MidSchoolMath.

This visual organizer of various but related concepts helps us understand the structure of mathematics. It is used as a touchstone now and then during the year. Also, later in the year, a very similar diagram could be presented to illustrate the transition to slope-intercept equations. The second diagram is my presentation of the 'hierarchy of operations' as it relates to the distributive properties and operations with exponents. The understanding of this structure also extends to the topics of recursive and explicit formulas for geometric and arithmetic sequences, and logarithms in future classes.

This diagram allows one overarching concept to inform several seemingly disparate topics, deepening understand and facilitating use of algorithms and procedures. I will present as much as I do for my 8th grade students, but extending and deepening the information for a teacher audience.

The first is presented early in the 8th grade year and illustrates relations between: Ratio and Proportion, emphasized in the 7th grade year, Dilation, Similar Figures and Indirect Measurement, Functions, Pythagorean Theorem, Slope and other related concepts. When finished, some students choose to embellish them into artwork, similar to the ""student reflections"" in MidSchoolMath.

This visual organizer of various but related concepts helps us understand the structure of mathematics. It is used as a touchstone now and then during the year. Also, later in the year, a very similar diagram could be presented to illustrate the transition to slope-intercept equations. The second diagram is my presentation of the 'hierarchy of operations' as it relates to the distributive properties and operations with exponents. The understanding of this structure also extends to the topics of recursive and explicit formulas for geometric and arithmetic sequences, and logarithms in future classes.

This diagram allows one overarching concept to inform several seemingly disparate topics, deepening understand and facilitating use of algorithms and procedures. I will present as much as I do for my 8th grade students, but extending and deepening the information for a teacher audience.

Math Teacher, Macomb Jr. High School

Geno's been teaching math in one way or another for 25+ years. This is mainly because a bunch of Jr. High students in study hall he was supervising told him he should. He was good at explaining their math work and that he should be a math teacher. He considers middle school to be... Read More →

Friday March 1, 2019 2:25pm - 3:10pm

Kearny

Kearny

Mainly Making Use of Structure, also Modeling. 8EE1, 8EE5, 8EE6, 8F1, 8F2, 8F4, possibly 8G4.**MATH STANDARDS & PRACTICES**Attendees will walk away with two hand made diagrams and the ability to share them and the procedure of making them with their students.**WHAT WILL ATTENDEES GAIN?**While this is technically Lecture / Notes, the 'construction' of the diagrams boarders on a 'hands-on' experience.**BEYOND "STAND & DELIVER"**

Developing Numerical Fluency
**Limited Capacity** filling up

**Speakers**
## Steven Leinwand

Numerical fluency is about understanding, not memorization. It comes over time as students engage in active thinking and doing, not endless worksheets and timed tests. Classroom instruction and materials, however, often don't feel aligned with these realities. "Students do not develop numerical fluency by memorizing and regurgitating rules." But many of us learned mathematics in exactly this way, making shifting our instruction challenging.

In*Developing Numerical Fluency*, Steve Leinwand takes a fresh look at a commonly-asked question: "How do I teach number facts so my students know them fluently?" *Developing Numerical Fluency* provides just the right support, offering big ideas for rethinking instruction paired with classroom-tested activities you can use right away.

This session is based on the book*Developing Numerical Fluency; Making Numbers, Facts, and Computation Meaningful *by Patsy Kanter and Steven Leinwand.

In

This session is based on the book

Principal Research Analyst, American Institutes for Research

Steve Leinwand is the author of the bestselling Heinemann title Accessible Mathematics: Ten Instructional Shifts That Raise Student Achievement.He is Principal Research Analyst at the American Institutes for Research in Washington, D.C., where he supports a range of mathematics education... Read More →

Saturday March 2, 2019 9:40am - 10:55am

Sweeney B

Sweeney B

May In March: Engaging Games and Activities based on the work of Lola May
**Limited Capacity** filling up

**Speakers**
## Martha Hildebrandt

Lola May was one of the foremost math educators of the 20th century. She was a prolific writer who published extensively, a sought-after presenter who enlightened and entertained thousands of teachers across the county, and an educator who possessed an uncanny sense of how to communicate math concepts to children and engage them in learning.

Her strategies and approaches to teaching math are timeless and timely. In this session, you'll be introduced to some of these amazing and effective ideas. You will leave with resources, games and activities for immediate implementation in your classroom—and will be wondering how you managed to teach without them and why you didn’t think of those ideas yourself!

*This session is being offered twice; please only sign up for one of the two sessions. *** **

Her strategies and approaches to teaching math are timeless and timely. In this session, you'll be introduced to some of these amazing and effective ideas. You will leave with resources, games and activities for immediate implementation in your classroom—and will be wondering how you managed to teach without them and why you didn’t think of those ideas yourself!

Assistant Professor, Chatham University

Martha Hildebrandt has a broad background as a mathematics educator. She has been a math consultant for grades K-6, a curriculum writer and department chair for grades 7-8, a mathematics teacher for grades 7-12, a college instructor, and an in-service teacher workshop facilitator... Read More →

Saturday March 2, 2019 9:40am - 10:55am

Nambe

Nambe

Develop numerical fluency and hone their problem solving skills and grow their mathematical curiosity.**MATH STANDARDS & PRACTICES**Attendees will have the opportunity to engage in activities that can be immediately implemented into their classrooms.**WHAT WILL ATTENDEES GAIN?**Every activity requires participation by the attendees. They will be challenged, entertained, inspired and infused with enthusiasm when they leave the session.**BEYOND "STAND & DELIVER"**

Using Tools Strategically: Connecting the critical points of math understanding
**Limited Capacity** seats available

**Speakers**
## Annie Adams

*ST*
## Sharon Tennent

## Suzanne Wolfkiel

## Lucas Younger

In this session, you'll investigate geometry standards in grades 6-8 through a hands-on real world problem that can be used in different ways in each grade level.

Following the activity, we'll debrief with a focus on the structures of mathematics connecting the different representations (concrete, iconic, and symbolic) seen in the different participants’ solution paths. You'll share about your experience, and explore ideas such as components of structural language, concrete models, iconic models, and symbolic notation from the lesson to fill in an organizational tool. A challenge then will be posed: can the organizational tool be used to inform core instruction differentiation, assessment, and student enrichment or support?

Following the activity, we'll debrief with a focus on the structures of mathematics connecting the different representations (concrete, iconic, and symbolic) seen in the different participants’ solution paths. You'll share about your experience, and explore ideas such as components of structural language, concrete models, iconic models, and symbolic notation from the lesson to fill in an organizational tool. A challenge then will be posed: can the organizational tool be used to inform core instruction differentiation, assessment, and student enrichment or support?

Math Coach, Independent School District of Boise Cit

I get my teaching energy from generating and facilitating student discussions on problem solving and number sense. I have taught middle school mathematics in the San Francisco Bay Area and Boise, Idaho. It is my first year as a Math Coach in the Boise School District.

Math Coach, Independent School District of Boise Cit

With a passion for early numeracy and development of mathematical structures, I work to provide growth opportunities for my fellow educators in the Boise School District.

Math Coach, Independent School District of Boise Cit

Currently a math coach for the Boise School District, my twenty years of experience has allowed me to see multiple states' standards and multiple levels of learners. From this, I have found a passion for engaging all students in a variety of experiences in order to deepen their thinking... Read More →

Math Coach, Independent School District of Boise Cit

I draw on my education and experience as both a teacher and a school counselor to provide professional education and enrichment for my fellow educators in the Boise School District.

Saturday March 2, 2019 9:40am - 10:55am

Kearny

Kearny

6.G.A.1, 6.G.A.2, 7.G.B.6, 8.G.C.9**MATH STANDARDS & PRACTICES**Attendees will gain an understanding of how to use a graphic organizer to plan.**WHAT WILL ATTENDEES GAIN?**Our presentation will ask attendees to create different models with their table mates as well as challenge the framework that is structuring their thinking. This is a hands on - brains on session.**BEYOND "STAND & DELIVER"**

What Do Mathematicians Do?
**Limited Capacity** filling up

**Speakers** *KD*
## Kate Degner

During this session we will share the opening unit we use with our 7th and 8th grade students during the first week of school. The unit is modeled around a unit described in Tracy Zager's book *Becoming the Mathematics Teacher You Wish You Had* (2017). The unit uses picture books, articles, and videos for students to learn about what it is mathematicians do. The unit uses blended learning and addresses the ideas of mathematical mindset, making mistakes and learning from them, and persevering through problems.

In this session, you'll complete the unit, as a student, then have time to discuss and adapt the unit to fit the needs of their own classroom.

In this session, you'll complete the unit, as a student, then have time to discuss and adapt the unit to fit the needs of their own classroom.

Teacher, South East Jr High

I have been teaching secondary and post-secondary mathematics for 16 years. Since beginning my teaching career I have become very interested in ensuring all students learn mathematics at high levels. This interest has lead me to working to engage students in the mathematics classroom... Read More →

Saturday March 2, 2019 9:40am - 10:55am

Coronado

Coronado

This sessions address the standards for mathematical practice 1 and 3.**MATH STANDARDS & PRACTICES**Attendees will leave the session with an exciting unit to use anytime throughout the school year.**WHAT WILL ATTENDEES GAIN?**This session does not use 'stand and deliver' at all. The presentation will use blended learning techniques and small group discussions to engage session participants.**BEYOND "STAND & DELIVER"**

Developing Numerical Fluency
**Limited Capacity** filling up

**Speakers**
## Steven Leinwand

Numerical fluency is about understanding, not memorization. It comes over time as students engage in active thinking and doing, not endless worksheets and timed tests. Classroom instruction and materials, however, often don't feel aligned with these realities. "Students do not develop numerical fluency by memorizing and regurgitating rules." But many of us learned mathematics in exactly this way, making shifting our instruction challenging.

In*Developing Numerical Fluency*, Steve Leinwand takes a fresh look at a commonly-asked question: "How do I teach number facts so my students know them fluently?" *Developing Numerical Fluency* provides just the right support, offering big ideas for rethinking instruction paired with classroom-tested activities you can use right away.

This session is based on*Developing Numerical Fluency; Making Numbers, Facts, and Computation Meaningful *by Patsy Kanter and Steven Leinwand.

*This session is being offered twice; please only sign up for one of the two sessions. *** **

In

This session is based on

Principal Research Analyst, American Institutes for Research

Steve Leinwand is the author of the bestselling Heinemann title Accessible Mathematics: Ten Instructional Shifts That Raise Student Achievement.He is Principal Research Analyst at the American Institutes for Research in Washington, D.C., where he supports a range of mathematics education... Read More →

Saturday March 2, 2019 11:15am - 12:30pm

Sweeney B

Sweeney B

Equations, Expressions, and Embarrassment
**Limited Capacity** full

Adding this to your schedule will put you on the waitlist.

**Speakers** *AC*
## Allison Conway

## Ted Stanford

Adding this to your schedule will put you on the waitlist.

Deep mathematical learning requires a growth mindset and a willingness to take risks. On the other hand, middle school students are at an age where the worst thing in the world is to be embarrassed in front of your peers. We have seen the same students who were fearless risk-takers in 6th grade become stubbornly afraid to be wrong by the time they got to 8th grade.

In this session, we will discuss strategies for open-ended exploration, group work, and class discussion. We will discuss strategies for pushing student thinking, and exploring mistakes, while at the same time being mindful and respectful of the adolescent phase of life. We will use several specific mathematical tasks whose purpose is to write equations and expressions that have meaning in contexts related to geometry and proportional thinking. Most of the session will be spent with participants exploring the mathematics, then exploring pedagogical resources, and finally discussing ways to implement these ideas in their own classrooms.

For the mathematics as well as the pedagogy, we will draw on several federally funded math education projects we have worked on, as well as experiences with 6th, 7th, and 8th grade at a small, project-learning-focused charter school.

In this session, we will discuss strategies for open-ended exploration, group work, and class discussion. We will discuss strategies for pushing student thinking, and exploring mistakes, while at the same time being mindful and respectful of the adolescent phase of life. We will use several specific mathematical tasks whose purpose is to write equations and expressions that have meaning in contexts related to geometry and proportional thinking. Most of the session will be spent with participants exploring the mathematics, then exploring pedagogical resources, and finally discussing ways to implement these ideas in their own classrooms.

For the mathematics as well as the pedagogy, we will draw on several federally funded math education projects we have worked on, as well as experiences with 6th, 7th, and 8th grade at a small, project-learning-focused charter school.

Teacher, J Paul Taylor Academy

I work at a K-8 public charter school in Las Cruces, New Mexico where I am a “math department of one” for our middle school program, teaching sixth, seventh, and eighth grade math classes. I started my career in bilingual education and taught kindergarten for several years in... Read More →

Associate Professor, New Mexico State University

I am a topologist by temperament and training, which means I have trouble telling the difference between a donut and a coffee cup, or between a five-dollar bill and a ten-dollar bill. I managed to earn a PhD in 1993, after which I had faculty positions at the University of California... Read More →

Saturday March 2, 2019 11:15am - 12:30pm

Sweeney A

Sweeney A

6.EE.A.4, 6.RP.A.3, 7.EE.A.2, 7.G.A.1, 8.F.A.2.**MATH STANDARDS & PRACTICES**A list of ideas and resources for promoting exploration and learning from mistakes in middle school algebra.**WHAT WILL ATTENDEES GAIN?**Most of the session will consist of group work and discussion at tables.**BEYOND "STAND & DELIVER"**

Making Connections Outside the Classroom
**Limited Capacity** seats available

**Speakers** *MD*
## Matthew Dastin

In this session, attendees will be exposed in a hands-on way to a variety of engagement techniques that help students with the process of understanding and interacting in useful way with algebra. I will dig into my 20 years experience as a math teacher at Denver Academy, a school founded to help students that learn differently, and share what I know works. I will share my best practices in getting students to look forward to coming to math class because they know in life they will use what they learn. I will show ways to get students engaged in an interactive way that benefits both the academic as well as the social emotional side of the middle school brain.

Middle School Dean, Denver Academy

Matt Dastin has been a teacher at Denver Academy for over 20 years. Throughout his time at DA he has learned that connecting with students is very often the key to their success. He spends time with students after school golfing, teaching a geocaching class and even camping in... Read More →

Saturday March 2, 2019 11:15am - 12:30pm

Kearny

Kearny

Development of conceptual understanding, independent understanding of the process and strategic comprehension of meaningful problem solving.**MATH STANDARDS & PRACTICES**Make a weekly plan that accounts for academic content, student engagement, purposeful work both in class and assignments outside of the classroom.**WHAT WILL ATTENDEES GAIN?**A teaching methodology used at Denver Academy of think, pair and share will immediately get the conversation started.**BEYOND "STAND & DELIVER"**

Productive Mathematic Discussions
**Limited Capacity** seats available

**Speakers**
## Jen Loescher

In this session, we'll explore framework that identifies concrete instructional practices to set up productive discussions rooted in student thinking. Through examples, you'll learn to use student work as the starting point for discussions; discussions that are focused on introducing mathematical ideas, highlighting contradictions and misconceptions, and developing or refining understandings.

In addition to the set up and actual discussion, we will explore other aspects needed such as setting clear goals, selecting an appropriate task, and questioning techniques. These instructional practices will help our students learn how to tackle complex problems by thinking, reasoning, and engaging effectively in quantitative problem solving (Smith & Stein, 2011). The anchor for this session is the book*Five Practices for Orchestrating Productive Mathematics Discussions* by Margaret Smith and Mary Kay Stein.

*BYOD (Bring Your Own Device): Please bring a laptop or tablet with you to this session. You will also need a Gmail (google email) account to use as a log-in for an activity using Pear Deck. *

In addition to the set up and actual discussion, we will explore other aspects needed such as setting clear goals, selecting an appropriate task, and questioning techniques. These instructional practices will help our students learn how to tackle complex problems by thinking, reasoning, and engaging effectively in quantitative problem solving (Smith & Stein, 2011). The anchor for this session is the book

Middle School Math Trainer, Southern Nevada Regional Professional Development Program

Jen Loescher has worked within the Clark County School District for 18 years. In 2018, she joined the Southern Nevada Regional Professional Development Program team as a Middle School Math Project Facilitator. From 2009-2018, she had been serving Sedway Middle School as a Strategist... Read More →

Saturday March 2, 2019 11:15am - 12:30pm

Lamy

Lamy

Math Practice Standards 1,2,3 are the foundation for the use of mathematics discussions in the classroom.**MATH STANDARDS & PRACTICES**Participants will know the ‘5 Practices’ is an evidence-based approach to instruction and include: anticipating,monitoring,selecting,sequencing,and connecting.**WHAT WILL ATTENDEES GAIN?**Complex knowledge and skills are learned through social interactions.**BEYOND "STAND & DELIVER"**

Strategically Design Your Middle School Mathematics Achievement Plan
**Limited Capacity** seats available

**Speakers**
## James DiDonato

## Susan Lynch

The focus of this work session with administrators, teachers, and mathematicians is how to successfully design a middle school mathematics achievement plan for the success of every student. Teaching Mathematics is complex. Teaching students to think like mathematicians is even more complex. But, success for every student requires the school and district to strategically establish a mathematics mindset and a learning environment optimal for the advanced math student, the struggling math student, and the math student with special needs.

Educator, Mount Holly Township Public Schools

My experience timeline is special education teacher, instructional coach, mathematics supervisor, curriculum and instruction director, and superintendent (all in the Mount Holly Township School District, NJ). In my 5th year as superintendent, I have noticed continuous change in teaching... Read More →

6th Grade Math Teacher, Mount Holly Township Public Schools

With nearly twenty five years of middle school math teaching experience, I have seen first-hand how learning styles have changed. Small group instruction, targeted learning centers, and a positive growth-mindset philosophy are all integral parts to a successful mathematics classr... Read More →

Saturday March 2, 2019 11:15am - 12:30pm

Coronado

Coronado

The focus is strategic planning and systems thinking and incorporating math practice standards into the mathematics achievement plan.**MATH STANDARDS & PRACTICES**Critically designing the optimal learning environment for your classroom/school Strategically establishing a mathematics achievement plan that focuses on every student.**WHAT WILL ATTENDEES GAIN?**Whether this session is 45 minutes or 75 minutes, the presentation is 80% learner-centered.**BEYOND "STAND & DELIVER"**