ActiveMath® Workshop Schedule


REGISTRATION FEE:

$195 for one workshop; $180 each when two or more registrations are received at the same time. Registration fee includes extensive coursebook with blacklines, complimentary snacks, and more. Lunch is included where indicated.

Call us for special reduced group rates for workshops.
(847) 883-8864


Click on a workshop for more information


Winter/Spring 2015 One-Day Seminar & Two-Day Workshop

One-Day Seminar (#SM21):
Addressing the CCSS Using Visual & Hands-on Models, Grades 3–6

Workshop #254:
Getting Read to Use Algebra: Foundational Activities to Promote Algebraic Reasoning, Grades 4–8



Winter/Spring 2015 One-Day Seminar & Two-Day Workshop

One-Day Seminar (#SM21):
Addressing the CCSS Using Visual & Hands-on Models, Grades 3–6

This seminar applies Gardner’s Theory of Multiple Intelligences and visual/hands-on approaches to engage in key Common Core State Standards for Grades 3–6. The National Research Council wrote in Everybody Counts that it is a myth to believe that “learning mathematics means mastering an immutable set of basic skills.” They continued to say that “Practice with skills is just one of many strategies to help students achieve the broader goals of learning.” In this seminar we will explore those alternatives.

This seminar employs hands-on manipulatives and activities as Concrete representations and visual models as Semi-Concrete representations to help students develop a firmer foundation as they move on to Abstract mathematics and standard algorithms. Research shows that students using this C-S-A approach develop deeper mathematics awareness.

TOPICS AND CCSS STANDARDS
ADDRESSED IN THIS SEMINAR

––  Use a Paper Journal to View Mathematics from Different Perspectives
MP1: Make sense of problems and persevere in solving them.
MP2: Reason abstractly and quantitatively.
MP3: Construct viable arguments.
MP6: Attend to precision.

–– Revisit Fraction Concepts Using Warm-Ups, Puzzles, Games, Paper-folding, Number Lines, and Hands-on Activities
3.NF.1: Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b.
3.NF.2a & 3.NF.2b: Understand two fractions as equivalent if they are the same size, or the same point on a number line.
3.NF.3a: Explain equivalence of fractions and compare fractions by reasoning about their size.
3.NF.3b: Recognize and generate simple equivalent fractions. Explain why the fractions are equivalent by using a visual model.
4.NF.1: Explain why two fractions are equivalent by using a visual model.
4.NF.2: Compare two fractions with different numerators or denominators by comparing a benchmark fraction (such as 1/2) or by using a visual model.
4.NF.3d: Solve word problems involving addition and subtraction of fractions by using visual fraction models.
5.NF.2: Solve word problems involving addition and subtraction of fractions by using visual models. Use benchmark fractions to estimate mentally and assess the reasonableness of answers
5.NF.6: Solve real-world problems involving multiplication of fractions and mixed numbers by using visual models.
5.NF.7b: Interpret division of a whole number by a unit fraction.

––  Investigate Cooperative Learning Activities to Encourage Diverse Solutions
Using a highly structured form of collaborative instruction, students learn to problem-solve in a non-threatening way while learning important and valuable math skills.
MP1: Make sense of problems and persevere in solving them.
3.NF1: Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal    parts; understand a fraction a/b as the quantity formed by a parts of size 1/b.
4.OA.3: Solve multi-step problems posed with whole numbers and having whole number answers using the four operations.

––  Use Diagrams and/or Sketches to Problem-Solve
By developing mental images and sketching out a problem, students see the solution without depending on memorized formulas.
MP1: Make sense of problems and persevere in solving them.
MP2: Reason abstractly and quantitatively.
MP3: Construct viable arguments.
MP6: Attend to precision.

–– Finding Patterns and Using Manipulatives Help Students Understand Basic Math Concepts
Tiles will be used to model odd and even numbers, functions (designs), multiples, factors, primes. Cubes will be used to develop a keen understanding of averaging.
4.OA.4: Find all factor pairs for a whole number in the range 1–100. Recognize that a whole number is a multiple of each of its factors. Determine whether a given whole number in the range 1–100 is a multiple of a given one-digit number. Determine whether a given whole number in the range 1–100 is prime or composite.
4.OA.5: Generate a shape pattern that follows a given rule.
6.NS.4: Find the greatest common factor of two whole numbers less than or equal to 100 and the least common multiple of two whole numbers less than or equal to 12.

––    Explore Algebraic Thinking and Ratio/Proportion
Use real-world examples and visual models to make abstract concepts real for your students. Activities will use hands-on activities about using the variable at the intermediate levels. Explore the concept of variable using hands-on activities designed especially for students at the intermediate grades.
2.OA.1: Use addition and subtraction within 100 to solve problems with a symbol for the unknown number.
3.OA.4: Determine the unknown whole number in a multiplication of division equation.
5.OA.1: Use parentheses or brackets in numerical expressions and evaluate expressions with these symbols.

––  Delve into Data Collection & Measurement
Use manipulatives to develop and understanding of area and perimeter. Collect, organize and interpret real-world data using a 5-Step model and help students develop a deeper understanding of measurement through group activities.
3.MD.8: Solve mathematical problems involving perimeters of polygons and exhibiting rectangles with the same area and different perimeters.
4.MD.1: Know relative sizes of measurement units within one system of units including km, m, and cm.
5.MD.1: Convert among different sized standard measurement units with a given measurement system (e.g., convert 5 cm to 0.05 m or 1 in to 0.5 ft) and use these measurements in solving real-world problems.
6.SP.5a: Reporting the number of observations.
6.SP.5c: Giving quantitative measures of center (mean).
6.MD.4: Display numerical data in box plots.

This course provides instructional strategies designed to address the needs of both regular and special-education students. All teachers, including those teaching developmental curricula or math education teachers, would benefit from this workshop.

Date: Thursday February 19, 2015
Registration: 8:00 am on Thursday
Seminar hours:
Thursday 8:15 am – 3:30 pm

Location:
Wyndham Garden Hotel
900 West Lake Cook Road
Buffalo Grove, IL 60089
1-847/215–8883

A reduced overnight rate of $69 is available from the Wyndham Garden for ActiveMath participants.

Facilitator:
Hope Martin

Hope Martin is a State Finalist for the Presidential Award for Excellence in Mathematics and Science.

Hope has been a mathematics educator for more than 40 years—including close to 30 years in the classroom. Currently she is adjunct to National Louis University. She is a frequent presenter at local and national conferences. Hope has authored numerous math books for teachers and students including the following:

  • Differentiated Instruction for Mathematics: Instructions and Activities for the Diverse Classroom
  • What Year Am I?: A Math Warm-Up a Day

Registration Fee:

  • The cost for one workshop: $195.
  • Two or more registrations received at the same time: Only $180 each.

THIS WORKSHOP INCLUDES:

  • An extensive coursebook with blacklines to take directly back into your classroom
  • Continental breakfast — rolls, coffee, and fruit. (Lunch on your own.)
  • A certificate of participation suitable for framing and a fascinating puzzle

There will be an opportunity to examine and purchase supplemental math materials. Bring your school Tax ID to the workshop.

One graduate level professional development credit, for an additional $65 fee paid at the seminar, available through
Brandman University Extended Education – EDDU 9321 (Outside assignments required for college credit)                     

CPDU Provider: National Louis University — 6 Illinois CPDUs are available for this seminar.
(No outside assignments required to receive 6 CPDUs.)

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Workshop #254:
Getting Ready to Use Algebra: Foundational Activities to Promote Algebraic Reasoning, Grades 4–8

This hands-on workshop will have you work in small groups, engaged in using proven instructional strategies and motivational techniques for Grades 4–8 that foster a deep understanding of key foundational concepts that lead to success in the study of algebra. Each activity is tied to specific Common Core State Standards (CCSS) for Mathematical Content and Mathematical Practice.

Connections are made to number concepts of arithmetic to illustrate that algebra is really “generalized arithmetic.” Real-world applications are used throughout to illustrate why the study of algebra is important.

TOPICS AND CCSS STANDARDS
ADDRESSED IN THIS WORKSHOP

– The Common Core State Standards that Lead to Success in Algebra
Examine “Progress to Algebra in Grades K–8,” a document that outlines the CCSS “clusters” in Grades K–8 that lead to progress in Algebra according to the “Publishers’ Criteria for the Common Core State Standards for Mathematics.”

– What is Algebra? Bridging Arithmetic and Algebra
Understanding balance and equivalence (6.EE.5. MP2: Reason abstractly and quantitatively.)

– Balance the Number Sentence!
This game promotes the meaning of the equal sign, using mental math and trial-and-error thinking to balance open number sentences involving addition, subtraction, multiplication, and division of fractions. (5.NF.4, 5.NF.7, 6.NS.1, 6.EE.5. MP2: Reason abstractly and quantitatively.
MP6:
Attend to precision.)

– Evaluating Numerical and Algebraic Expressions

  • a. Reading Mathematics with Precision (MP6: Attend to precision.)
  • b. Introducing Algebra Egg-spressions
    Use plastic eggs with hidden numbers to write and evaluate algebraic expressions. Plan for
    egg-citement! (5.OA.1, 5.OA.2, 6.EE.2, 6.EE.6. MP4: Model with mathematics.)
  • c. Applying Laws of Arithmetic to Evaluate Algebraic Expressions
    Students apply patterns from evaluating numerical expressions to evaluating algebraic expressions.(6.EE.1, 6.EE.2, 6.EE.3, 6.EE.6. MP2: Reason abstractly and quantitatively.
    MP7:
    Look for and make use of structure. MP8: Look for and express regularity in repeated reasoning.)

– Expression Match
Match numerical expressions involving exponents with visual models. (6.EE.1; MP4: Model with mathematics.)

– Operations with Integers
Use various models – football field plays, 2-color chips, and future/past financial transactions — along with algebraic reasoning – to discover rules for integer operations. (6.NS.5, 7.NS.2, 7.NS.3. MP3: Construct viable arguments and critique the reasoning of others. MP4: Model with Mathematics.
MP7:
Look for and make use of structure. MP8: Look for and express regularity in repeated reasoning.)

What Is an Equation? How Do Equations and Expressions Differ? Solving Equations and Inequalities

  • a. Using a Balanced Approach to Solve Human Equations; Using Beans, Cups, and Toothpicks to Solve Equations
    (6.EE.4, 6.EE.5, 6.EE.6, 7.EE.1, 8.EE.7a. MP2: Reason abstractly and quantitatively. MP3: Construct viable arguments and critique the reasoning of others. MP4: Model with mathematics.)
  • b. Use Equations and Inequalities to Solve Real-world Problems
    (6.EE.5, 6.EE.8, 7.EE.4. MP1: Make sense of problems and persevere in solving them.)

– Guess My Number!
Activity using manipulatives to introduce variables to make generalizations. (5.OA.1, 2, 6.EE.2, 6.EE.3, 6.EE.6. MP4: Model with mathematics. MP7: Look for and make use of structure.)

– An Algebraic Card Trick — It’s not magic; it’s ALGEBRA!
Generalizing a card “trick” using operations with variables. (5.OA.1, 5.OA.2; 6.EE.2, 6.EE.3, 6.EE.6. MP2: Reason abstractly and quantitatively. MP3: Construct viable arguments.)

– Number Tricks
“Tricks” connecting arithmetic with algebraic and verbal expressions. (5.OA.1, 2; 6.EE.2, 6.EE.3, 6.EE.6. MP2: Reason abstractly and quantitatively. MP6: Attend to precision. MP7: Look for and make use of structure.)

– Algebra Match
Match equations, rules given as verbal descriptions, tables of values, and graphs. (7.F.2;
A-REI.10. MP4:
Model with mathematics. MP6: Attend to precision.)

– What’s My Function?
Use a calculator as a “function machine” to explore the concept of function through rules, mappings, sets of ordered pairs, and graphs. (8.F.1, 8.F.5. F.IF.1, F.IF.2. MP2: Reason abstractly and quantitatively. MP4: Model with mathematics. MP5: Use appropriate tools appropriately.)

– Use y = mx + b and Line of Best Fit to Make Predictions
Make a scatterplot, and use the concept of line of best fit and slope to explore sets of airline data and high school smoking data to make predictions. (8.EE.5, 8.EE.6, 8.F.3, 8.SP.2, 8.SP.3. MP1: Make sense of problems and persevere in solving them. MP3: Construct viable arguments and critique the reasoning of others. MP5. Use appropriate tools strategically. MP6: Attend to precision. MP7: Look for and make use of structure.)

– Exploring Powers with Negative Exponents
Discovery lesson that leads to a pattern of integer exponents. (8.EE.1. MP7: Look for and make use of structure. MP8: Look for and express regularity in repeated reasoning.)

– Mathematical Recreation: Solving Problems from NCTM’s “Cartoon Corner”
Solve and enjoy math problems related to cartoons. Topics include solving equations (“Find x”), exploring rational numbers (“Let’s Be Rational About Numbers”), and exploring irrational numbers (“Easy as PI? Infinitely NOT!”) (6.NS.5, 7.EE.4, 8.NS.1. MP1: Make sense of problems and persevere in solving them. MP2: Reason abstractly and quantitatively.)

This course provides instructional strategies designed to address the needs of both regular and special-education students. All teachers, including those teaching developmental curricula or math education teachers, would benefit from this workshop.

Dates: March 6 & 7, 2015
Registration: 4:00 pm on Friday
Workshop hours:
Friday 4:00 pm – 10:00 pm
Saturday 8:00 am – 5:00 pm

Location:
Wyndham Garden Hotel
900 West Lake Cook Road
Buffalo Grove, IL 60089
1-847/215–8883

A reduced overnight rate of $69 is available from the Wyndham Garden for ActiveMath participants.

Facilitator:
David B. Spangler

Recipient of the 2014 ICTM
Lee Yunker Mathematics
Leadership Award
(Illinois Council of Teachers of Mathematics)

David has been a mathematics educator for nearly 40 years. He is a frequent presenter at local and national conferences and is a developer of mathematics curriculum materials for K–12. He has authored a number of math books for teachers and students, including Math for Real Kids, and is co-editor of NCTM’s “Cartoon Corner” in Mathematics Teaching in the Middle School.

Registration Fee:

  • The cost for one workshop: $195.
  • Two or more registrations received at the same time: Only $180 each.

THIS WORKSHOP INCLUDES:

  • An extensive coursebook with blacklines to take directly back into your classroom
  • Soft drinks and cookies on Friday afternoon. (Dinner Friday evening on your own.)
  • Continental breakfast and a delicious lunch on Saturday.
  • A certificate of participation suitable for framing and a fascinating puzzle

There will be an opportunity to examine and purchase supplemental math materials. Bring your school Tax ID to the workshop.

One hour of Graduate Credit, for an additional $148 fee paid at the workshop, available through
National Louis University – MHE 585K (Outside assignments required for college credit)

CPDU Provider: National Louis University — 14 Illinois CPDUs are available for this workshop.
(No outside assignments required to receive 14 CPDUs)

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