Time
20 minutes
Introductions:
Have everyone make a name tent with
 name in the middle,
 favorite desert in top left corner,
 school in bottom left corner,
 # years teaching in top right corner, and
 grade level teaching in the bottom right corner.
Have one made of each facilitator for example in the front of the room.
Then have groups share the information on their name tent with their groups
 start with the person who had the longest drive and
 going clockwise within the group.
Follow up with the person with the shortest drive
 introducing themselves and
 their group to the rest of the class giving
1.
their name and
2.
one thing they learned about that person today.
Welcome:
Goal –
Increasing their understanding of the Common Core Standards focusing on
Multiplication
Intertwined within this framework will be strands
 Mathematics Process Standards
 increasing their knowledge of pedagogical strategies for questioning and
vocabulary development.
We ask that you take on two roles throughout the course of the workshop:
Materials
Paper for tents, markers,
sign-in sheet
1. At times, we will ask you to take the role of a student, where you will be
doing the mathematics.
2. At other times, we will ask that you take the role of a teacher and think
about how you will teach the concepts, what challenges your students
may face, etc.
Establish norms for workshop
Come up with ideas (norms) for things to make the summer workshops
meaningful and productive
Think about past workshops that you have been to; what helped to make the
workshop meaningful and relevant to you?
For example: honor the clock (record on chart paper)

Honor the clock goes both ways,
--we (facilitators) will honor the clock by making sure we end of the day
on time
--Participants please be on time after break




Have teachers brainstorm individually
Share brainstorm ideas with group
Then share with class
Facilitator elicits class responses
Review the days agenda




First Half (1
¼ hours)
Common Core Shifts
Questioning
Activities involving multiplication
Go through Common Core Shifts for Mathematics:
In order for students to be successful, educators must effectively implement the new changes to the
standards.
There are three key shifts associated with Arizona’s Common Core Standards in mathematics.
Focus — The goal is to focus strongly where the standards focus. The curriculum significantly
narrows and deepens the way time and energy are spent in the mathematics classroom. The
standards focus deeply on the major work of each grade so that students can gain strong
foundations: solid conceptual understanding, a high degree of procedural skill and fluency, and the
ability to apply the mathematics they know to solve problems inside and outside the mathematics
classroom.
Coherence — Coherence is connecting ideas across grades, and linking to major topics within
grades. The standards are designed around coherent progressions from grade to grade. Students
build new understanding onto foundations built in previous years. Each standard is not a new event,
but an extension of previous learning. Instead of allowing additional or supporting topics to detract
from the focus of the grade, these topics can serve the grade-level focus.
Rigor — In major topics, conceptual understanding, procedural skill and fluency, and application are
pursued with equal intensity.
Emphasis is placed on conceptual understanding of key concepts, such as place value and ratios.
Teachers support students’ ability to access concepts from a number of perspectives so that
students are able to see math as more than a set of mnemonics or discrete procedures.
time for students to practice core functions, such as single-digit multiplication, so that they have
access to more complex concepts and procedures.
math in context. Teachers in content areas outside of math, particularly science, ensure that
students are using math to make meaning of and access content.
Discuss: What challenges have you experienced in implementing cognitively challenging tasks that
Chart paper, document
camera
promote thinking, reasoning, and problem solving?
ppt
Present Problem – From Questioning book: “How could you break apart each factor to make 46 x
58 an easier problem? What problem could you start with? How could you make sure you had
completed all the multiplication required by this problem? Will this work for every two-digit
multiplication problem?” Have participants work through problem – Model how to facilitate
problem as Framework for Mathematical Task:
1. Selecting and Setting Up a Mathematical Task
2. Supporting Students’ Exploration of the task
3. Sharing and Discussing the task
Handout of question
Need problem, chart
paper, document camera
After participants share solutions and their strategies
 Brainstorm some other ways students may solve the problems (other than ways already
shared).
Type up questions for
Go through questions to illicit student thinking, probing students’ answers, focusing students to
listen and respond to others’ ideas, supporting students to make connections (e.g. between a model student presentations
and a mathematical idea or a specific notation), guiding students to reason mathematically (eg
make conjectures, state definitions, generalize, prove), and extending students’ current thinking and
assessing how far they can be stretched.
Go through which standards addressed from CCSM
District Grade Level
Standards
What questions can you ask students as they are working through this problem as you are
monitoring?
 Did you come up with questions for the different needs of levels of your students? Did you
include formative assessment questions? Extension questions? Intervention questions?
 How does this fit into your lesson plan format?
 Go through process listed above – to implement this process into their classroom

Hand out of Questions
from Nora: MPs S
dispositions
Brainstorm:


How can you use this process in your 90 minute math class?
What do you need to do to facilitate this process with your students?
Hand out problems sets for participants
1. Work through problem
2. What standards are being addressed?
3. Develop questions to meet learning needs of all students – along with questions that
address the mathematical practices of the CCS
Each group should be assigned a different problem
Have participants break
into groups of 3-4 by grade
level
Copies of Multiplication
problems
Problems came from a
book – listed in PowerPoint
Brainstorm - Where can you get these types of questions?
Have participants come up with some today based off coming up standards – with different solution
strategies and questions that can be asked to facilitate learning – if time permits
Standards by grade level
Break 15
minutes
Second Half Go through the Practice Task: Multiplication Three in a Row from 5th Grade Georgia
(1 ¼ hours) Department of Education – lessons available online
- Have participants play the game
- Upon completion of students playing the game discuss: CCS addressed (emphasizing the
Mathematical Process Standards) in activity, what background knowledge they need,
Formative Assessment Questions, Differentiation – Extension and Intervention, questions
while monitoring
Color Counters, handout of
activity
Chart paper
- Chart paper for responses – have groups brainstorm questions – share
Follow same procedure for Multiplication Teaser Activity – involving decimals
Have participants work through the activity
- Upon completion of students completing the activity discuss: CCS addressed
(emphasizing the Mathematical Process Standards) in activity, what background knowledge
they need, Formative Assessment Questions, Differentiation – Extension and Intervention,
questions while monitoring
- Chart paper for responses – have groups brainstorm questions - share
Handout of activity
Discuss how these types of activities will work within their 90 minute math classes
Hand out other activities from Georgia Common Core activities relating to multiplication.
Have participants evaluate them for appropriateness to their district standards
Packet of activities
Closure:
Discuss based on your own classroom teaching experiences: The Teaching Principle (PSSM,
2000) states, “Worthwhile tasks alone are not sufficient for effective teaching. Teachers must
also decide what aspects of a task to highlight, how to organize and orchestrate the work of
students, what questions to ask to challenge those with varied levels of expertise, and how to
support students without taking over the process of thinking for them and thus eliminate the
challenge” p.19.
Complete exit tickets
Exit tickets
Exit Ticket
Today’s activities provided me with useful information and strategies for teaching.
YES
yes
no
NO
YES
yes
no
NO
The most interesting math worked on today:
Questions/Concerns I still have:
Exit Ticket
Today’s activities provided me with useful information and strategies for teaching.
The most interesting math worked on today:
Questions/Concerns I still have: