Room

Session

Grade Band(s)

 306

Math Work Stations in the Primary Classroom

Math work stations allow students to progress mathematically from any level. This session will show how any teacher can effectively run math work stations in their classroom. Filling your math time with student-centered learning, and small group, differentiated instruction helps all students progress to their potential. 

Mandy Williams

 K-3

 308

Algebraic Thinking in the Early Grades

How early can we introduce algebraic thinking to students?  Having different activities that involve writing and solving real-world problems for 1st to 3rd grade students to develop problem-solving techniques helps to learn algebraic thinking without realizing it.  Engaging students in learning activities that make a foundational connection with algebraic thinking in later grades helps them understand the building blocks for algebra.

Kari Everett

 K-3

 310

Mathematical Practices: Putting the Pieces of the Puzzle Together in the Elementary Classroom

Participants will be engaged in rich tasks that will model student centered classroom environments that provide for differentiation, include effective questioning, and incorporate the strategic use of mathematical tools. Each task will be unpacked to identify the Mathematical Practices employed, the content investigated, the mathematical tools incorporated, and the scaffolded facilitation needed to ensure student success. Participants will receive materials that can be used immediately. The speakers will share strategies for problem solving that can be used to assist students in making sense of problems, decontextualizing and contextualizing, and constructing viable arguments as they formulate their own ideas about the meaning of the problem and making predictions about the outcomes.  

Tammy L. Jones & Leslie Texas

 K-3

 4-5

 312

How to Get From “Do the Math�? to “Write the Math�?

Your students may be able to “do the math�?, but not always be able to “write the math.�? Through the use of graphic organizers, students will be able to organize their thoughts in order to clearly write about their thinking process. Step-by-step plans will help students make sense of problems, reason abstractly, and construct viable arguments for their solutions. Leave this session with a number of ways to help your students write clearly and become better mathematicians along the way.  

Carol Muzny

 4-5

 6-8

 314

Newton’s Revenge and UK Basketball Players

Kentucky Kids love roller coasters and for many, basketball as well. Although these excitements help, they are not required--your students will quickly become hooked on this lesson. In Newton’s Revenge, students are actively engaged in modeling linear data centered on a roller coaster ride and interpreting slope and intercepts. They will remain focused on the task as they try to figure out whether UK’s basketball twins, Aaron and Andrew Harrison, can safely ride. This lesson helps them deepen their understanding of linear equations and association. Students will connect their ideas of slope and y-intercepts to Newton’s Revenge, helping them make sense of the problem and persevere in solving it. They will give attention to precision, as they determine an appropriate scale for their graph. 

Pamela Argabrite

 6-8

 316

Uncovering Enduring Understandings of Expressions and Equations with Formative Assessment Lessons

Come try out some of the newest formative assessment lessons while learning how to engage your students in rich mathematics around expressions and equations. By looking for student misconceptions, and facilitating student problem solving and reasoning, students learn to make their own arguments and critique others. We will enact and review middle school lessons that can reveal student understandings and growth. 

Debbie Waggoner

 6-8

 318

Teaching Linear Functions in a Student Centered Classroom

In this session, participants will learn how to create a more student centered classroom supported by the standards for mathematical practice. They will complete a pair of high-cognitive tasks focusing on SMP 1) Makes sense of problems and persevere in solving them, SMP 3) Construct viable arguments and critique the reasoning of others and SMP 6) Attend to precision. The tasks will address 8th Grade/Algebra I content standards pertaining to linear functions and the use of multiple representations. The tasks will present different contexts from which linear equations will be written in slope-intercept form with emphasis on understanding the meaning of the slope and y-intercept. Participants will be able to describe how the tasks engaged them in the applicable SMPs and identify instructional strategies that transform learning from teacher centered to student centered. 

Rita Messer

 6-8

 311

 Engaging Students through Flipping the Classroom

A project through Northern KY University enabled us to use a new (to us) tool. In this session, we will explore the idea of "Flipping the Classroom" through video podcasts. Participants will see how we made our videos and what options are available to make it easy for teachers to implement in their own classes. We will discuss the value we place in using videos as "homework" and the flexibility we had in exploring other options for in-class time. 

Kelly Lindsey & Linda Pleli

 9-12

 313

 Prove it!... with Rigid Motion Transformations

Based on the CCSS Math standard, HSG.CO.B.6, participants will gain an enhanced understanding of congruence in terms of rigid motion transformations. We will view pairs of geometric figures that appear to be congruent, then devise strategies for using one or more rigid motion transformations to verify congruency. Simultaneously, we'll analyze the merits of using paper folding, compass-straight edge, the Mira, and TI-Nspire handheld technology. 

Johnny Ashurst

  9-12

 315

  Teacher Preparation that Replies “No They Won’t!�? to “Why do Americans Stink at Math?�?

Math content and pedagogy courses can cooperate to engage pre-service teachers at a deep level in the teaching of mathematics and in the mathematics they will teach. A methods professor, a content professor, and several of their students demonstrate practices that promote growth and success for the pre-service teachers and their students. Discussion will include the following: 1) examples of the practice of math conversation, flexible thinking and understanding and how this results in higher-level engagements with elementary students; 2) references for source materials that guide classroom activities for the content class and that provide substantial background and smooth transitions to the methods course; 3) activities for the methods class which require pre-service teachers to face the shortcomings of their own preparation; 4) strategies for teaching students to think and talk mathematics; 5) continuing problems with successfully preparing elementary mathematics teachers. 

Christine Leverenz & Lissa Eddy

Room

Session

Grade Band(s)

 312

Kentucky Numeracy Project (KNP) Intervention Guide

Join us for a tour of the FREE, dynamic, KNP Intervention Guide, containing more than 300 proven numeracy development strategies for differentiated instruction and formative assessment. Attendees will also learn about a series of free, online professional development Webinars that can be used by professional learning communities as they work collaboratively on improving numeracy development of students. Learn about the exciting lessons and free printable resources found in this guide, which are great to use with both classroom students and RtI students. Every lesson is linked to the Common Core State Standards for Mathematics and the Fluency Benchmarks for RtI.

 Mary Helen Hodges & Beth Meiman

 K-3

 314

Kids Can Code: Introduction to Logo, the Programming Language for Learning Conceptual Thinking

Logo is a computer programming language appropriate for young children. It was developed to help them think logically and mathematically. The name Logo comes from the ancient Greek word logos, meaning the “overarching principle governing the cosmos.�? The original version was developed for children in the 1960s, at Massachusetts Institute of Technology. Since then there have been many versions based on improvements in technology, and experiences using it by teachers and students. Now there is a new a version that runs in your computer's web browser. This version is also compatible with mobile devices such as the iPhone and iPad.

This presentation will demonstrate how to get started programming in Logo, and we will discuss its application for teaching and learning.

Participants do not need a computer, but some may wish to bring a web-enabled device (iPhone, iPad, laptop, etc.) to try writing simple code for creating interesting graphics (optional). 

Mark Schack

 K-3

 4-5

 6-8

 316

Blending Common Core with Technology

This presentation will blend the Common Core Standards, the Standards for Mathematical Practice, and the new Mathematical Teaching Practices with practical and helpful technology connections to the Kentucky Common Core Standard of Operations and Algebraic Thinking.  Specific focus will be applied to the important skill of understanding multiplication and division for third through fifth graders.  Participants will experience mathematical problem solving that incorporates the NCTM Technology Principle to enhance and engage student learning.  Technology resources will be shared in this session.

 Lynn Patterson & Dr. Dusty Reed

  4-5

 318

Using Mythbusters to Teach Randomization Tests

An experiment was performed on the popular television show Mythbusters to test the conjecture that yawning is contagious. The data collected in the show can be used to introduce students to the idea of a randomization test for two proportions. By simulating the experiment, students can construct a sampling distribution under the assumption that yawning is not contagious and determine a cut-off point for when the different in two proportions is statistically significant.

Brooke Buckley

 6-8

 9-12

College

Room

Session

Grade Band(s)

 312

Number “Sense�?

Imagine a world without sights, sounds, smells, tastes, or hearing? Now imagine trying to learn numbers the same way. For some students, experiences with our five senses help them connect and make numbers come alive. 

Selisa Adams & Beth Miracle Meiman

 K-3

 314

Mathematical Practices at Work in Math Workshop

This presentation covers four of the mathematical practices and how they are embedded into a form of math workshop. Attendees will hear what math workshop is and how to embed the practices within your daily class.   By the end of the session attendees with have a foundation to start math workshop in their classroom and will be able to have students use the mathematical practices within daily work. 

Kara Kecskemety

 4-5

 6-8

 316

A Probability Experiment- Chewing Gum While Walking

There is an old expression, in some parts of Kentucky, describing an individual as one who "can't chew gum and walk at the same time." Just how rare is the person who can't do this? What's the probability of finding such a person in a given population? This is an interactive session wherein we shall develop and implement a probability model that involves walking, chewing gum, and walking while chewing gum. It's fun! It's easy! Say, you can walk and chew gum at the same time, can't you? It's as easy as that! 

Johnny Ashurst

  6-8

 318

Picture It: Using TI-Nspire Technology and Real-World Images to Bring Algebra Topics to Life

Learn how to increase student engagement by sending images to students' TI-Nspire handhelds. Participants will see how images ranging from Angry Birds to construction sites can help students become excited about learning various Algebra topics. 

Alicia Page

 9-12

 324

Algebra 2 Formative Assessment Probes

Several examples of quick formative assessment probes to gauge students' understanding.  Attendees will learn several methods to gauge student understanding. 

Charma Linville

 9-12

Room

Session

Grade Band(s)

 311

Tools and Strategies to Promote Fact Fluency

Participants will engage in ways to use math talk and student discourse to promote use of non-count-by-one mental math strategies to combine and partition numbers to 20. Tools will be shared that promote imagery and use of structure to fluently add and subtract numbers to 20. 

Linda Jewell

 K-3

 313

Mental Strategies for Fraction Operations

Mental math and number sense go hand-in-hand. So how can we use mental math strategies to
deepen students’ understandings of fractions? We can adapt and build on students’ whole number strategies! By applying strategies such as jumping, splitting, compensation and more to fraction operations, students will better understand fractions as numbers.  We can further support students’ number sense through the use of number lines, manipulatives and
models. During this session we will explore ways to include mental math strategies for
fraction operations in your classroom.

Gwendolyn Morgan & Cindy Aossey

  4-5

 315

Engaging Struggling Learners with the 8 Mathematical Practices

Experience ways to truly engage struggling learners in your classroom utilizing the 8 Mathematical Practices. Participants will leave with ready to implement activities and strategies to use in the classroom immediately from practicing middle school teachers. 

L. Brooke Powers & Joe Payne

  6-8

 306

Modeling in Algebra II

Modeling in mathematics classes helps all students understand more deeply the ideas that are critical to the particular area of mathematics that is being studied. This session will concentrate on Algebra II and will explore several different ways to approach Algebra II. 

Ann Booth & Vonda Stamm

 6-8

 9-12

 308

Three Rich Problems Encompassing Many of the Standards for Mathematical Practices

Our goal as mathematics educators is to pose a variety of engaging problems that foster relevance and are both conceptual and contextual in scope. This workshop will explore connections among the disciplines of algebra, geometry and number sense. Our first problem considers the number of squares and rectangles in a square grid. Our second problem focuses on the number of factors possessed by positive integers. Our third problem will be a quickie seeking to secure the prime numbers in an integer sequence which possesses an interesting pattern. Throughout the workshop, participants will make use of structure, view patterns, use color tiles and graphing calculators as manipulatives to aid in the solution to the first two problems and generalize while constructing viable arguments and critiquing the reasoning of others. Eventually we obtain a closed formula which summarizing the results. Small group work and finding pathways to solutions will be encouraged. 

Jay Schiffman

 6-8

9-12

 310

Using Current Events to Develop an Algebra I Project-Based Learning Unit

Come try out some of the newest formative assessment lessons while learning how to engage your students in rich mathematics around expressions and equations. By looking for student misconceptions, and facilitating student problem solving and reasoning, students learn to make their own arguments and critique others. We will enact and review middle school lessons that can reveal student understandings and growth. 

Mike Paul

 6-8

 9-12

Room

Session

Grade Band(s)

 313

Student Growth and Professional Learning

Participants will discuss enacting the Professional Growth and Effectiveness System and share how the Student Growth Goal process can be implemented to impact professional practice and improve student learning.  We will discuss identifying meaningful enduring learning, using student data, meaningful assessment and the process in general.  Participants will hear from experienced teachers and will have an opportunity to ask questions.

Kelly Stidham

 K-3

 4-5

 6-8

 9-12

College

 315

MATH CAMP- Guided Math & Workstations!

MATH CAMP takes all of the best practices teachers are familiar with in literacy and applies them to the math block! We put the mathematical practices to work for us when we provide meaningful work for our students in the "Big 5" of numeracy. Through real classroom video clips and photos of guided math and workstations, teachers will learn the first steps toward creating meaningful math experiences in any classroom and the importance of the mathematical practices within a workshop setting! 

Shelly Dickson

  K-3

 306

What Do a Ruler, a Pony, and an Aardvark Have in Common?

Explore the connections between linear measurement, area and perimeter through a series of hands on activities designed to enhance student understanding and exploration. 

Vonda Stamm and Tammy Wall

  K-3

 4-5

 308

Calculating Our Future: Math Lessons on

the Environment and Society

Show students how to apply math skills to understanding and solving challenges to our natural environment and human well-being. Engage in interdisciplinary hands-on activities that address science and social studies themes – population growth, resource use, health and education – while working on middle school math skills. The presented activities build students' understanding and skills in algebraic patterns and functions, decimals, fractions and ratios, linear measurement, as well as number operations and problem solving. The activities incorporate data on trends in the environment, global demographics and natural resource use. Manipulatives are used to illustrate concepts for visual learners. The activities clearly show connections between math and other disciplines, and work well in STEM-based curriculum. 

April Haight

 6-8

 310

SMP4 (Model with Mathematics) as a Lens for Engagement and Differentiation

This hands-on session, designed for middle and high school teachers, will give participants strategies that will illuminate SMP 4 (Model with Mathematics) and engage students in learning at the same time. We will also explore how the strategies and activities could be differentiated for struggling learners. 

Mark Helton

 6-8

9-12

 312

Managing Groups and Fostering Student Discourse

Be a participant!! Work in groups learning sorts, ice breakers, study team roles, and study team expectations that help students foster math practices and encourage student discourse. Efficient group work can help students make sense of problems and persevere in solving them; reason abstractly and quantitatively and; construct viable arguments and critique the reasoning of others. The key to successful groups is effective group management. Participants will walk away with a selection of ideas and tools to use in the classroom to make study teams work and encourage student math talk! 

Teresa Reilly

 6-8

 9-12

 314

Reasoning Abstractly and Quantitatively with Conic Sections

To “reason abstractly and quantitatively�? students must decontextualize and contextualize in a mathematical situation. Aided by the TI-Nspire, we will explore how this standard for mathematical practice might play out as students explore definitions of and formulas for different conic sections in Euclidean, Taxicab and Chinese Checkers geometries. Participants will (1) explore circles in taxicab geometry, (2) explore the definition of and derive the formula for a parabola, (3) explore the definition of and derive the formula for an ellipse, (4) use definitions to draw a parabola and an ellipse in taxicab geometry and/or Chinese Checkers geometry. Taxicab and Chinese Checkers geometries are non-Euclidean geometries that are accessible to high school math students and can enhance students’ understanding of Euclidean concepts. 

Bethany Noblitt

9-12

 316

Engineering Design for Engagement & Developing Problem-Solving Proficiency

In order to engage students in developing a comprehensive understanding and mastery of the mathematical practices, teachers must strategically choose appropriate tasks and facilitate them in a manner that promotes this development. Contextual problem-solving has become popular for its ability to spark student interest, but teachers have varying success due to how the tasks are facilitated. Engineering and design tasks can provide experiences that will develop the creativity, critical thinking, and problem-solving skills our employers so desperately seek. Math teachers know these characteristics are nurtured through developing proficiency with the mathematical practices in the context of engaging and challenging tasks. This session will demonstrate how to use engineering tasks to build self-efficacy in students’ problem-solving abilities, and increase proficiency with both mathematics content and practice standards. The engineering design process will be a tool for engaging in the task and experiencing the interdisciplinary connections between mathematics, science, and literacy. 

Mindy Curless & Leslie Texas

9-12

 318

Using a Task to Promote Student Learning

The purpose of this presentation is to remind participants that problem solving is not about learning to do a particular class of math tasks by working on a set of similar problems all of which are solved with similar steps that have been demonstrated for them through modeling. Educators will work through a rich task problem solving activity, The Condo Problem, which naturally utilizes each of The Eight Mathematical Practices. “Problem solving means engaging in a task for which the solution method is not known in advance. In order to find a solution, students must draw on their knowledge, and through this process, they will often develop new mathematical understandings (NCTM, 2000).�?

The presenter will model The Condo Problem with mathematics educators to demonstrate what a rich task lesson looks like. After modeling, the group will discuss which of the Eight Mathematical Practices are applicable in a regular classroom setting.   The session is meant to guide teachers on how to make a simple lesson turn into a rich lesson, regardless of grade band. Because the work of the math is simple, the session is centered around bring out the deep
conversations, teacher observations, and student connections at whatever grade level.

Elizabeth Johnson

 4-5

 6-9

9-12

College

Room

Session

Grade Band(s)

 313

The State of Mathematics in Kentucky

During this session participants will take a look at the state of math in Kentucky from recent release of scores. What is the purpose of the KCAS Challenge? How can I participate? Participants will also take a look at quality resources for teaching the Kentucky Core Academic Standards.

Robin Hill, Kentucky Department of Education

 K-3

 4-5

 6-8

 9-12

College

 315

Developing Proportional Relationships through Manipulatives

Do your students need hands-on activities to help develop their understanding of unit rates, proportional relationships, and slope? Discover the benefits of using virtual and hands-on manipulatives to help your students better understand these important topics and see some examples of how to use various manipulatives to teach these concepts. 

Kevin Dykema

  6-8

 306

National Board Certification: Leading from the Classroom

Interested in learning more about National Board Certification as a possible candidate or as an administrator? This session will focus on WHY this is the right decision and HOW to get involved during this exciting time. National Board is changing nationally and in KY to support teachers more, improve certification, and connect with the PGES.

This session is to educate potential candidates and administrators about:
- the changes to certification
- KY resources and supports
- powerful research to support the impact of Nationally Board Certified Teachers
- link certification with the PGES
- discuss career ladders for teacher leaders 

Suzanne Farmer

  K-3

 4-5

 6-8

9-12

College

 308

Mathematical Practices: Putting the Pieces of the Puzzle Together in the Secondary Classroom

Participants will be engaged in rich tasks that will model student centered classroom environments that provide for differentiation, include effective questioning, and incorporate the strategic use of mathematical tools. Each task will be unpacked to identify the Mathematical Practices employed, the content investigated, the mathematical tools incorporated, and the scaffolded facilitation needed to ensure student success. Participants will receive materials that can be used immediately. The speakers will share strategies for problem solving that can be used to assist students in making sense of problems, decontextualizing and contextualizing, and constructing viable arguments as they formulate their own ideas about the meaning of the problem and making predictions about the outcomes. 

Leslie Texas and Tammy Jones

  6-8

9-12

 310

Making Meaning and Deepening Learning Through Mathematical Discourse

"Research tells us that complex knowledge and skills are learned through social interaction (Vygotsky, 1978)." This session will present ways to intentionally increase student dialogue and the quality of that dialogue in a mathematics classroom. Participants will look at student work for the presence of mathematical practices; as well as, experience a complex mathematical task and how to manage a discussion after. We will use the 5 Practices for Orchestrating Productive Mathematical Discussions framework and reflect on how to incorporate the framework and specific strategies into planning mathematical discussions that develop student capacity to construct viable arguments and critique the reasoning of others, attend to precision, and reason abstractly and quantitatively. Presenters will explore their unique perspectives in developing effective mathematical discourse and how they have worked together to strengthen that discourse. 

Roland O’Daniel, Jessica Cole & Rita Messer

 6-8

9-12

 312

Grading that Matters: Standards Based Grading

In this session, participants learn how to utilize standards based grading in their own classroom in order to meet the needs of all students. Participants will be introduced to tools to make learning the focus of their classroom and to make implementing standards based grading more manageable.

Natalie McCutchen

 6-8

 9-12

 314

Fitting Linear Models, or Does This Line Make My Butt Look Fat?

How do you know if a line is really the best model for a data set? Participants will learn how to calculate residuals, how to construct a residual plot, and how to decipher what the residuals tell us about the fit of the model. CCSS lesson is classroom ready! 

Sue Fountain

9-12