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) 722–8690


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Winter/Spring 2017 Seminar

Seminar #23: Preparing to Use Common Core Algebra: Foundational Activities to Promote Algebraic Reasoning, Grades 4–9



Winter/Spring 2017 Seminar

Seminar #23:

Preparing to Use Common Core Algebra: Foundational Activities to Promote Algebraic Reasoning, Grades 4–9

PROGRAM HIGHLIGHTS

In this seminar, you will engage in hands-on activities and authentic assessment tasks, using proven instructional strategies and games that foster deep understanding leading to student success in algebra. Each activity is tied to specific Common Core State Standards for Mathematical Content and Mathematical Practice. Connections are made to arithmetic number concepts to illustrate that algebra is really “generalized arithmetic.” Real-world applications — including the use of algebra to justify number “tricks” — are used to motivate students and illustrate why algebra is important.

You will leave the seminar with a wealth of material and ideas designed to support instruction of both regular and special-needs students.

TOPICS AND REPRESENATIVE COMMON CORE STATE STANDARDS

  • Pre-Algebra Warm-ups and Sponge Activities
    Experience how using such activities helps students revisit important skills throughout the year.
  • The Common Core State Standards that Lead to Success in Algebra
    Examine “Progress to Algebra in Grades K–8,” a document outlining the CCSS “clusters” in Grades K–8 that lead to progress in Algebra from the “Publishers’ Criteria for the Common Core State Standards for Math.”
  • What Is Algebra? What Is a Variable?
    Examine four different ways variables are used (6.EE.5. MP2: Reason abstractly and quantitatively.)
  • What Does the Equal Sign Mean? Instructional Game: 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. Play with whole numbers or fractions. (4.NBT.6, 5.NF.4, 5.NF.7, 6.NS.1, 6.EE.5. MP2: Reason abstractly and quantitatively. MP6: Attend to precision.)
  • Understanding and Evaluating Numerical and Algebraic Expressions
    • a. Reading Mathematics with Precision; Expression Match
      Match verbal and visual representations with algebraic expressions. (6.EE.1, 6.EE.2a. MP4: Model with Mathematics. MP6: Attend to precision.)
    • b. Introducing Algebra Egg-spressions
      Use plastic eggs with hidden numbers as a way to introduce how 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. MP7: Look for and make use of structure.)
    • c. Applying Laws of Arithmetic to Evaluate Algebraic Expressions: Bridging Arithmetic and Algebra
      Use patterns from evaluating numerical expressions to help you evaluate algebraic expressions. (6.EE.1, 6.EE.2, 6.EE.3, 6.EE.6. MP2: Reason abstractly & quantitatively. MP7: Make use of structure. MP8: Express regularity in repeated reasoning.)
  • Bridging Arithmetic and Algebra with the Distributive Property
    Explore how understanding the Distributive Property promotes success with algebra. (3.OA.5, 3.MD.7c, 4.NBT.5, 6.NS.4, 6.EE.3, 7.NS.2a. MP7: Look for and make use of structure. MP8: Express regularity in repeated reasoning.)
  • Guess My Number!; Algebraic Card “Trick”
    Use manipulatives, operations with variables, and algebraic reasoning to make generalizations as to why a “trick” works. (5.OA.1, 5.OA.2, 6.EE.2, 6.EE.3, 6.EE.6. MP4: Model with mathematics. MP7: Look for and make use of structure.)
  • More Guess My Number! “Tricks” — It’s Not Magic; It’s ALGEBRA!
    Make connections among verbal descriptions for a “trick,” numerical examples (arithmetic), and algebraic expressions. Conclude that repeated numerical examples do not prove a trick works—but ALGEBRA does! (5.OA.1, 5.OA.2, 6.EE.2, 6.EE.3, 6.EE.6. MP2: Reason abstractly and quantitatively. MP3: Construct viable arguments. MP7: Make use of structure.)
  • Strategies to Teach Operations with Integers
    Use models – 2-color tiles, gains/losses on a football field, and future/past financial transactions — and algebraic reasoning — to discover rules for integer operations. Explore why the product of two negative numbers is positive. (6.NS.5, 7.NS.1, 7.NS.2, 7.NS.3. MP3: Construct viable arguments and critique reasoning of others. MP4: Model with mathematics. MP7: Look for and make use of structure. MP8: Express regularity in repeated reasoning.)
  • How Do Equations and Expressions Differ? Solving Equations and Inequalities
    • a. A Balanced Approach to Solve Human Equations; Using Beans, Cups, & 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. Inequalities in the Real World; Operations with Inequalities (6.NS.7, 6.EE.5, 6.EE.8, 7.EE.1, 7.EE.4b. MP1: Make sense of problems and persevere in solving them. MP4: Model with mathematics.)
  • Using Bar Diagrams to Solve Algebra and Ratio / Proportion Problems
    Use “Singapore-type” bar models to bridge “words to equations” to solve word problems. (6.RP.1, 6.EE.6 6.EE.7, 7.RP.2, 7.EE.1, 8.EE.5. MP1: Make sense of problems and persevere in solving them. MP4: Model with Mathematics.)
  • Instructional Game: Getting Coordinated with “Battleship”
    Explore ordered pairs in all four quadrants. Develop strategic mathematical clues to determine a ship’s location. (5.OA.3, 5.G.1, 6.NS.6b. MP2: Reason abstractly and quantitatively. MP4: Model with mathematics.)
  • Authentic Assessment: What Is It? How May It Be Used to Promote Algebraic Reasoning?
    Explore authentic (performance) tasks related to linear graphs and other topics to observe how the tasks allow students to provide direct evidence of strong understanding. (8.F.2. MP3: Construct viable arguments. MP7: Make use of structure.)
  • Mathematical Recreation: Solving Pre-Algebra Problems from NCTM’s “Cartoon Corner”
    Activities: Easy as Pi? Infinitely NOT! Find x. Let’s Be Rational about Numbers. Is a Double Negative a No-No?
  • How to Use Algebra to Have the Last Word on Almost Anything
    One final “trick” to take back to your class. (7.EE.4, A.SSE.3. MP2: Reason abstractly and quantitatively.)

All teachers, including those teaching developmental curricula or math education teachers, should benefit from this workshop.

Dates: Thursday March 2, 2017
Registration: 8:00 am
Seminar hours:
Thursday 8:30 am – 3:30 pm

Location:

The Continental Restaurant and Banquet
788 S. Buffalo Grove Road
Buffalo Grove, IL 60089
Phone: 847/459-4095

Facilitator:
David B. Spangler

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

During the past 40+ years, David has taught at the middle school, community college, and university levels. He currently teaches mathematics methods courses for National-Louis University, and he is a developer of mathematics curriculum materials for grades K–12.

David has authored a number of math books for teachers and students, including Math for Real Kids, and Strategies for Teaching Fractions. He 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 SEMINAR INCLUDES:

  • An extensive coursebook with blacklines to use directly with your students
  • A complimentary continental breakfast
    and a delicious lunch
  • 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 seminar.

One hour of graduate level professional development credit, for an additional $65 fee paid at the workshop, available through
Brandman University Extended Education – Course Number TBD
A reflection paper is required for graduate level professional development.

CPDU Provider: National-Louis University — 6.25 Illinois CPDUs are available for this seminar
No outside assignments required to receive CPDUs.

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