**Mathematics**

#### In-person, On-site Professional Development Workshops

- This workshop supports teachers’ efforts to reach all learners with strategies for redesigning the classroom environment, fostering the independent use of manipulatives, creating a math-rich learning environment, and creating a classroom that helps all students succeed. Center ideas and materials will be presented for several mathematics domains including: Recognizing Numbers, Learning to Count and Compute, Learning about Money, Investigating Measuring, Learning about Time, and Number Sense. By completing this workshop, participants will understand why and how to create learning centers and have numerous activities and resources to begin the process.
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- Why should we teach mathematics vocabulary? In this workshop, participants will examine this question in detail and learn numerous strategies and models for teaching vocabulary in the mathematics classroom. Strategies and models include vocabulary journals, the Frayer Model, Semantic Mapping, Word Sorts, games and activities, and online resources. Participants will also learn processes they can use to initiate instruction and assessment. They will leave the workshop with numerous lessons and activities to implement in the classroom.
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- This seemingly simple topic is in actuality very complex. The workshop begins with an overview of what fact, conceptual and procedural fluency is and why it’s important. Next, participants will explore systemic fact instruction as it relates to addition. This section of the workshop begins by discussing subitizing and why it’s the first step in developing foundational numeration skills. Throughout this topic, participants will learn specific approaches to becoming fluent in addition, as they experience activities and lessons that they can take back to the classroom. The next topic is the systemic teaching of subtraction. These approaches include count back, just one less, count up, related facts, subtraction neighbors and finding doubles. By the conclusion of the workshop, participants will have a strong understanding of the how and why of mathematics fluency, along with receiving all the tools necessary to teach the topic.
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- Meeting the Mathematics Standards requires a deep understanding of the skills and concepts addressed in each standard. A thorough discussion of how to incorporate worked examples, follow-up activities, independent practice, extensions, and a check for understanding in daily instructional lessons will take place. Participants will be assigned the role of a student on grade level, below grade level, or above grade level during each lesson. While engaged in each lesson, participants will recognize effective strategies for differentiation and monitoring. A work session will be provided for participants to create comprehensive, student-based lessons. Participants are encouraged to bring a classroom resource to use during the work session. Templates for all activities and support documents will be provided.
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- In this workshop teachers will hone their use of manipulatives in the mathematics classroom. Coupled with visuals to represent concrete models, manipulatives serve as the catalyst to move students from concrete to representational to abstract conceptual understanding of topics, such as computations with integers and polynomial expressions, factoring polynomial expressions, applying the distributive property, and completing the square.
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- This workshop will provide an extensive evaluation of the Algebra I course Standards. Emphasis will be placed on the concepts of the real number system, quantities, seeing structure in expressions, arithmetic with polynomials and rational expressions, creating equations, reasoning with equations and inequalities, interpreting functions, building functions, linear, quadratic, and exponential models, and interpreting categorical and quantitative data. Participants will also explore unpacking information regarding the Algebra I Standards, evidence of student mastery, and New Jersey’s Model Curriculum Unit Assessments. Throughout the workshop, participants will experience CCSS aligned lesson plans, activities, mini-units, literature links, technology connections, and assessments.
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- This workshop will provide an extensive evaluation of the Geometry course Standards. Emphasis will be placed on the concepts of congruence, similarity, right triangles, and trigonometry, circles, expressing geometric properties with equations, geometric measurement and dimension, and modeling with geometry. Participants will also explore unpacking information regarding the Geometry Standards, evidence of student mastery, and New Jersey’s Model Curriculum Unit Assessments. Throughout the workshop, participants will experience CCSS aligned lesson plans, activities, mini-units, literature links, technology connections, and assessments.
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- This workshop will provide an extensive evaluation of the Algebra II course Standards. Emphasis will be placed on the concepts of the real number system, quantities, seeing structure in expressions, arithmetic with polynomials and rational expressions, creating equations, reasoning with equations and inequalities, interpreting functions, building functions, linear, quadratic, and exponential models, trigonometric functions, expressing geometric properties with equations, and interpreting categorical and quantitative data. Participants will also explore unpacking information regarding the Algebra II Standards, evidence of student mastery, and New Jersey’s Model Curriculum Unit Assessments. Throughout the workshop, participants will experience CCSS aligned lesson plans, activities, mini-units, literature links, technology connections, and assessments.
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- This workshop will present the eight Standards for mathematical practice that describe the habits of mind employed by proficient users of mathematics. Participants will explore the progressions within the CCSS for Mathematics and how they connect key concepts for students across the grades. Additionally, participants will gain a better understanding of the relationship between the Standards for Mathematical Practice and the Standards for Mathematical Content through hands-on experiences. Throughout the workshop, participants will gain a stronger understanding of the eight mathematical practices and how they look in the classroom.
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- Description: The Standards in Mathematics require modeling to ensure conceptual understanding of the concepts taught in each grade level. The instructional strategies and models that coincide with each standard have been identified and are embedded within the Standards. A thorough discussion of the specificity of the Standards will take place with support documents provided. Number lines, fraction models, arrays, and area models are just a few of the models that will be demonstrated through student-centered activities. Templates for the activities will be provided. High school participants need to bring a graphing calculator.
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- Teaching to the rigor of the CCSS in Mathematics will require instructional changes in the classroom. This workshop will discuss higher-order questioning techniques, methods for choosing carefully planned examples, models for collecting daily student data, examples of differentiation, and formative/summative assessment strategies. All of these are designed to meet the rigorous expectations of the CCSS. Participants will experience the rigor of the Standards through student-centered activities and will have an opportunity to create PARCC Type I, II and III items for their classroom. Participants are encouraged to bring a classroom resource to use for creating items. Templates and support documents will be provided.
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- These workshops will provide an extensive evaluation of each grade level’s mathematics Standards. Emphasis will be placed on the critical areas for each grade level. Participants will also explore unpacking information regarding each grade level’s Standards, evidence of student mastery, and assessment approaches. Throughout these workshops, participants will experience Standards aligned lesson plans, activities, mini-units, literature links, technology connections, and assessments.
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- Participants will learn how to transform their mathematics classroom into an inquiry-based, problem-solving zone rather than a lecture zone. This workshop equips educators with skills to implement simple yet valuable forms of blended learning. Participants will examine different models of flipped teaching and how these address the requirements of the CCSS Mathematics. They will then develop a lesson plan for their classrooms.
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**Demonstration Lessons**

#### Demo lesson options by grade level and content

[pdf-embedder url=”/wp-content/uploads/2017/08/Grade-K-Mathematics-1.pdf” title=”Grade K Mathematics”]

[pdf-embedder url=”/wp-content/uploads/2017/08/Grade-1-Mathematics.pdf” title=”Grade 1 Mathematics”]

[pdf-embedder url=”/wp-content/uploads/2017/08/Grade-2-Mathematics.pdf” title=”Grade 2 Mathematics”]

[pdf-embedder url=”/wp-content/uploads/2017/08/Grade-3-Mathematics.pdf” title=”Grade 3 Mathematics”]

[pdf-embedder url=”/wp-content/uploads/2017/08/Grade-4-Mathematics.pdf” title=”Grade 4 Mathematics”]

[pdf-embedder url=”/wp-content/uploads/2017/08/Grade-5-Mathematics.pdf” title=”Grade 5 Mathematics”]

[pdf-embedder url=”/wp-content/uploads/2017/08/Grade-6-Mathematics.pdf” title=”Grade 6 Mathematics”]

[pdf-embedder url=”/wp-content/uploads/2017/08/Grade-7-Mathematics.pdf” title=”Grade 7 Mathematics”]

[pdf-embedder url=”/wp-content/uploads/2017/08/Grade-8-Mathematics.pdf” title=”Grade 8 Mathematics”]

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