Schedule (& Locations)

Session A (10:45-12:00)

100 - Fostering Early Numeracy with Counting Collections - TK-2

Stephanie Latimer, Renton School District, @steph13latimer

Teresa Lind, Renton Innovation Zone schools, @tlind50

TICKETED SESSION: We will share ways to grow children’s sense-making and understanding of numbers and operations through Counting Collections. In this session we will use video, student work, and interactive tasks to explore ways to support important mathematical ideas for children in grades K through 2. We’ll offer practical ideas getting started, as well as exploring ways to use Counting Collections for problem solving and operations. Templates and tools for you to use in your classroom will be shared.

Lab School Community Hall

101 - Differentiating and Building Upon Children's Thinking Through Card Games - TK-2

Caroline La Haie, LAUSD

Children love to play and learn through games! Through the use of card games, we will take an in-depth look to see different strategies students use, ways to extend and grow conversations, and how we can differentiate for a variety of learners. (Session Repeated: #311)

Lab School 18

102 - Challenging Deficit Myths of Students with Dis/Abilities: Uncovering the Mathematical Brilliance in Each and Every Child - K-5

Cathery Yeh, Chapman University, @YehCathery; Emilia Frias, Salk Elementary School, @efriasmonkey

Barrie Fitzgerald, Lobo Elementary, @BarrieMcLaugh16

While mathematics education has a legacy of exclusion, instilling privilege and marginalization based on racial, linguistic, and ability hierarchies, this session celebrates all children’s mathematical brilliance. Challenging ability grouping and tracking structures, we provide guiding principles and classroom examples to designing mathematics classrooms that attend to and build on all children’s mathematical thinking to deepen students’ individual and collective learning. Integrating recent brain-based research on neurodiversity and research on children’s mathematical thinking, we will explore examples of classroom practices from inclusive and special education settings that promote mathematical learning for all.

Lab School 7

103 - Using Tech to Develop Student Voice in the CGI Math Classroom - K-5

Kristin Welch, UCLA Math Project, @hellokritty

Having trouble getting your students to explain their mathematical thinking? Wish there was a way for all of your students to get a chance to share out? Explainer videos in a CGI Classroom are fun, engaging, and valuable. Flipgrid/SeeSaw are free ways we can use tech to elicit student thinking and engage them in each others’ ideas. (Session Repeats: #213)

Lab School 6

104 - Textbooks: Use Them, Ditch Them, or Something In Between? - K-5

Maria Di Meglio, UCLA Math Project, @lovin_cgimath

CGI teachers care a lot about student thinking. Yet they are often asked to follow or incorporate their district's chosen curriculum. So how do CGI teachers use the textbook while still staying focused on how their students are thinking about math? In this session, we'll draw from different curricular sources and investigate ways to strategically use and adapt these sources while still providing spaces for students to make sense of the math through their own thinking. (Session Repeats: #315)

Lab School 5

105 - Fraction Routines & Games to Support Reasoning & Problem Solving - 3-6

Jennifer Lawyer, J.E. Moss Elementary, @jenlawyer74

Fraction number sense routines and games can create familiar, intimate spaces to reason deeply about number ideas in our communities of math learners. Come join us as we plan for activities that provide students with opportunities to think critically, learn from the reasoning of others, construct understanding as a collective, and communicate mathematical ideas with precision.

Lab School 1

106 - What numbers should I use? - Strategic Number Choices to Elicit Student Thinking - 3-6

Kate Cella, Charnock Road Elementary; Jasmine Chan, Charnock Road Elementary

In this session, we will explore the strategic use of number choices within the context of 3rd and 4th grade classrooms. Focusing specifically on grouping problems, we look at how number choices impact our students’ mathematical thinking. Discover how number choices can help guide students to expand on the knowledge they already have.

Lab School 4

107 - Planning for CGI School Sustainability - Admin

Jo Ann Isken, UCLA Center X

This unique session is specifically designed for Leaders (and their teams) participating in the CGI Action Research Project.

Leaders (and their teams) will receive individualized support, dedicated time with a professional development provider, and leave with a school site plan to continue your implementation as a CGI school.

Lab School 8

110 - Follow-Up Equations to Explore Children’s Budding Understandings of Fraction Relationships - 3-6

Susan Empson, University of Missouri, @subesu

TICKETED SESSION: When children solve story problems, they naturally use fraction relationships. In this session participants view video of children solving story problems and practice constructing follow-up equations to highlight fraction relationships. For example, a child who solved a story problem discovered that 5/8 of a pizza was 1/8 of a pizza more than 1/2 of a pizza. A follow-up equation such as 5/8 = 1/2 + ___ can help consolidate the child’s discovery.

Royce 190

111 - Building Base Ten Understanding Through Problem Solving - TK-2

Stefanie Mathewson, Roosevelt Elementary School SMMUSD, @MissMath8

Danielle Rhoades, Ashley Falls Elementary DMUSD, @drhoadesg2

Connect problem types and number choices to bolster base ten concepts in young mathematicians. Deepen your understanding of the power of different problem types that support base ten and place value understanding. We look forward to engaging in these ideas with you! (Session Repeats: #201)

Rolfe 3121

112 - Transforming Hearts and Minds for Equitable Math Communities - K-5

Lisa Melton Pizzuto, Local District Northeast, @LisaPizzuto

Jeny Vasquez, Local District Northeast, @JVasquezLDNE

Mary Jackson-Freeny, Local District Northeast, @MaryRJAdviser

Integrating Number Talk routines with the principles of Culturally Responsive Teaching and Restorative Practices are transforming the hearts and minds of students and teachers. Join us to learn and think more about how to have a positive impact on growth mindset and math identity by examining the intersection between Number Talks + CLR + Restorative Practices!

Royce 154

113 - What Do I Teach Tomorrow? (Operations and Algebraic Thinking) - K-5

Liz Romero, Euclid Ave ES, @lizard4you

Carly Payne, Coeur d’Alene ES, @carlypayne41

Come sneak a peek into our classroom planning. In this session you will experience how the framework, standards, and your students' thinking drive classroom instruction to create big ideas and lessons for mathematical understanding. Our focus will be on the CCSS domain: Operations and Algebraic Thinking.

Rolfe 3126

114 - Usando calentamientos matemáticos para apoyar el desarrollo de vocabulario académico - K-5

Kelly Serrano, Multicultural Learning Center, @learningintwo

In this workshop, we will explore ways to support the development of children's mathematical thinking in a Spanish dual language setting. We will engage in a variety of CGI math warm-ups, practice teacher moves and questioning. Most importantly, teachers will leave the session with strategies to amplify diverse student voices. (Session will be facilitated primarily in Spanish.)

Royce 164

115 - Exploring Aspects of a CGI Lesson - K-5

Seth Eric Cutler, Retired LAUSD Math Coordinator

You have seen a lot of CGI videos that elucidate student thinking and you have wondered, "What does this mean for my classroom?" This session will explore different components of CGI classrooms including unpacking a problem, eliciting student thinking and sharing student work in a way that is an orchestrated conversation that involves and engages all of your students in the mathematics.

Rolfe 3116

116 - Making Intentional Choices for Productive Strategy Shares in the Upper Grades - 3-6

Vanessa Hayward, Lawndale Elementary School District, @vmhayward

Jasmin Licea, Lawndale Elementary School District

One of the most important elements of a CGI math block is connecting students’ math ideas through a strategy share. We will explore different ways a share can be conducted, and examine how each type of share provides varied opportunities for students to engage in each others’ ideas. We will look through the lens of multi-digit problems in order to consider facilitation moves that will allow all students to participate.

Rolfe 3129

117 - Letting Student Thinking Guide Your Instructional Practice! - 3-6

Alicia Jackson, Teaching and Learning Partner, Culver City Unified School District

Alice Horiba, Teaching and Learning Partner, Culver City Unified School District

Have you done a warm-up and wondered, what should I do now? Come explore some possible instructional decisions you could make from just one activity! We will build a lesson framework based on real time data collection and look at some current work samples as a guide for instructional decisions and choice-making. All are welcome, but our emphasis will be on Grades 3-5.

Royce 150

120 - Getting to the Heart of Small Groups - K-5

Kassia Omohundro Wedekind, Stenhouse Publishers, @kassiaowedekind

TICKETED SESSION: Many teachers and schools are interested in utilizing small-group instruction in math, but aren’t quite sure what that might look like, sound like and feel like for children and teachers. In this session we will explore how the elements of time, choice, response and community (Miller 2007) play a critical role in our work with small groups. We will examine these elements as we follow a small group of third graders exploring multiplication and consider strategies for facilitating conversations with small groups of mathematicians across the elementary grades

*BUNCHE 2209A (room change)

121 - Problem Solving Beyond Kinder Standards - TK-2

Katie Carney, Lawndale Elementary School District

Trish Morrissey, Lawndale Elementary School District

Do you teach Kinder/TK? So do we! Join us as we share examples from our classrooms and explore extending counting into different problem types. Your kids can solve multiplication and division problems as well as addition and subtraction problems using numbers within 100.

Bunche 3170

122 - Expanding what counts as knowing and doing mathematics: Surfacing children's understandings - K-5

Nick Johnson, San Diego State University, @CarrythZero

Learning is messy. Sometimes students aren't sure how to solve a problem, or don't get a correct answer, or are just plain confused! This session will explore specific examples and findings from recent research to illustrate how understanding children's thinking can help us to recognize and respond to what children know, rather than what they don't yet know. In doing so we will explore children's partial, in-process, or incomplete understandings, and consider how CGI classrooms might begin to disrupt what counts as competence and who is seen as mathematically capable.

Pub Aff 2238

123 - Instructional Decision Making: You Have the Power! - K-5

Monica Acosta, UCLA Lab School

Noelani Morris, UCLA Lab School

How do you decide which problems to present? Which number choices to offer? What will your share out look like? How can one day's classwork inform the next? In this session we will share examples from our own 1st-4th grade classrooms and discuss intentional choices we make during instruction.

Pub Aff 2232

124 - Whatchyoutalkin'aboutWillis?: Identifying a child's Math Path - K-5

Lori Rosales, CGI Action Project Researcher

Do you ever think, "Man, these kids talk a lot!"? Of course you do, because they DO! An educator's role is to listen to those tiny voices to gather and make sense of what they are telling us and how we can use that information to make instruction more meaningful. This session will focus on eliciting students' thinking and what we can learn from how kids solve/approach a problem/task in order to purposefully plan to support them on their personal math trajectories.

Bunche 3178

125 - Using Equal Sharing Problems to Build Understanding of Fractions - K-5

Guadalupe Gonzalez, Hamlin Charter Academy, LAUSD

Students come to school with knowledge about sharing that can be leveraged to build understanding of fractional amounts in a meaningful way. This session will focus on how to introduce fractions to students in any grade level using equal sharing problems. We will also focus on how to devote enough time to help children develop a strong understanding of fractional amounts and avoid student misconceptions. When students have a solid understanding of fractions, they are able to comprehend equivalencies and perform computations involving fractions.

Bunche 3157

126 - Fluency in The Upper Grades and Beyond - 3-6

Kristine Ho, UCLA Math Project, @khomath

Are meaning making and building fluency the same? In this session, we will investigate what it means to develop fluency for upper grade standards and beyond. We will also explore how teachers can support students in this process with a CGI Lens.

Pub Aff 2250

127 - Understanding the World of Decimals - 3-6

Joanna Cervantez, UCLA Math Project, @a_fullerlife

Have you ever wondered if there was another way to explore decimals other than naming place values and writing numbers in expanded notation? Together we will dive into what mathematical goals we might have for our students as they develop their understanding of decimals. We will use our knowledge of problem types and children's relational thinking strategies to build a framework for developing students' conceptual understandings of unit and non-unit decimals. (Session Repeats: #216)

Pub Aff 2242

Session B (1:00-2:15)

200 - Counting Collections in the Upper Grades - 3-6

Julie Kern Schwerdtfeger, UCLA Lab School, @JulieKernUCLA;

Kim Morchower, UCLA Lab School, @kstajer

TICKETED SESSION: What does Counting Collections look like in the Upper grades? How do we extend the foundational work accomplished in grades K-2 to grow with students? How can collections encourage multiplicative thinking, help mathematicians develop relationships with large numbers, and allow us to tackle the mathematical properties and complex recordings?

Lab School Community Hall

201- Building Base Ten Understanding Through Problem Solving - TK-2

Stefanie Mathewson, Roosevelt Elementary School SMMUSD, @MissMath8;

Danielle Rhoades, Ashley Falls Elementary DMUSD, @drhoadesg2

Connect problem types and number choices to bolster base ten concepts in young mathematicians. Deepen your understanding of the power of different problem types that support base ten and place value understanding. We look forward to engaging in these ideas with you! (Session Repeats: #111)

Lab School 4

202 - Extending Counting Collections to Problem Solving - TK-2

Cathy Nguyen, Lawndale Elementary SD @cathynguyen21;

Nicole Moscoso, Lawndale Elementary SD

You have your young students counting collections. Now what? As early elementary students build number sense through counting collections of objects, we want to take advantage of the concrete representations students have in front of them to help them begin thinking about problem solving. This session will give you ways to extend students thinking around collections so that they can be successful when things become more abstract.

Lab School 8

203 - Purposeful Choral Counting for Understanding of Big Math Ideas in K-5 - K-5

Joseph Espinosa, LAUSD-Local District West, @jaespi02

Choral counting is a powerful math instructional routine for building understanding of big math ideas across the elementary math landscape from foundational concepts of counting and number to multiplication reasoning. In our time together, we will explore the purposeful design of choral counting tasks and use of teaching moves to develop and deepen children's understanding of essential math ideas.

Lab School 5

204 - TAG! You’re It: Choosing and Implementing Tasks That Promote Reasoning and Problem Solving - K-5

Steve Allen, Local District Northwest @SteveAllenNW

How can we provide more opportunities for student thinking through task selection? How does task implementation impact learning opportunities for students? In this session we will use a tool called the “TAG” to compare tasks and identify how the tasks do or do not promote reasoning and problem solving and consider how to support student thinking without taking away their agency.

Lab School 18

205 - A CGI Approach to Negative Numbers: Open Number Sentences, Ways of Solving, and Problem Types - K-5

Lisa Lamb, San Diego State University, @SDMathProject

We will analyze video of students in grades 2 and 4 solving open number sentences with negative numbers, with a cool comparison to secondary students' strategies. We will explore a framework for making sense of students' approaches, and as time allows, we will discuss how each of three problem types influences students' success and tends to evoke different ways of solving. Together we will brainstorm implications for teaching.

Lab School 1

206 - Driving While Brown: Using Mathematics as an Analytical Tool - 3-6

Kyndall Brown, UCLA

Join this session to engage in a lesson designed to analyze California traffic stop data and engage in discussion about how mathematics can be a powerful tool for analyzing and potentially changing the world. Through social justice mathematics investigations, students develop mathematical brilliance, a greater understanding of important social issues, and strong individual and collective voices for creating change in their communities.

Lab School 6

207 - Uncovering Student Understanding of Multiplication - 3-6

Chelsea Schneider, Lawndale Elementary SD, @123CHELbytheSEA

How do we know when students are using place value and properties of operations in their multiplication strategies? In this session, we will look at a variety of student work to identify where these big ideas surface in students' invented strategies.

Lab School 7

210- Neurodiversity and CGI: Supporting Students with Disabilities through Strengths-Based Pedagogy - K-5

Rachel Lambert, UC Santa Barbara, @mathematize4all

TICKETED SESSION: Using neurodiversity to frame disability as a strength, Dr. Lambert will present research that will debunk deficit myths that limit the mathematical potential of students with disabilities. How do students with disabilities engage in mathematics in CGI classrooms focused on student thinking? How can we best support their mathematical development in our classrooms, including in mathematical discussion and problem solving?

Royce 190

211 - Supporting Students with Problem Solving in a Dual Language Setting -Tk-2

Glenda Martinez, Downey Unified School District, @gcmartinez23; Diana Verduzco, Carpenter Elementary School, @CarpenterElem

What does CGI look like in a Dual Language classroom? What kinds of opportunities can you provide your students to have access to mathematics AND language? Find out different strategies that can be used in your classroom to support students developing a new language while engaging in different problem solving opportunities. Participants will watch videos of teacher moves and examples of students engaging in conversations in Spanish. (Session will be facilitated in English.)

Royce 150

212 - Number Talks: How to Teach Without Telling - K-5

Berkeley Everett, UCLA Math Project, @BerkeleyEverett

How do you put students into a position to uncover efficient strategies without having to show them or tell them how those strategies work? Learn how to sequence problems and chart student responses in a way that gives every student access to the learning and ownership over their ideas. (Session Repeats: 323)

Royce 154

213 - Using Tech to Develop Student Voice in the CGI Math Classroom - K-5

Kristin Welch, UCLA Math Project, @hellokritty;

Diana Albanez, diana.albanez@lausd.net, @DianaAlbanez

Having trouble getting your students to explain their mathematical thinking? Wish there was a way for all of your students to get a chance to share out? Explainer videos in a CGI Classroom are fun, engaging, and valuable. Flipgrid/SeeSaw are free ways we can use tech to elicit student thinking and engage them in each others’ ideas. (Session Repeats: #103)

Rolfe 3126

214 - Exploring Math Concepts Through Inquiry and Project Work - K-5

Andrea Phillips, UCLA Math Project; Chris Wilson, UCLA Lab School

Based on mathematics framework and concepts, we will dive into how to listen to student's interests and find spaces for inquiry work and learning through investigations. We will discuss designing problems and warmups, building class investigations around interests, fostering meaningful conversations about math, and documenting their work to highlight understanding. Through inquiry projects students will begin to see math everywhere and will be motivated to find ways math connects to their environment.

Rolfe 3129

215 - Partnering with Parents to Support Their Child’s Mathematical Thinking and Understanding - K-5

Chris Quirarte, Cotsen Foundation for the ART of TEACHING, @seaquirarte

Research shows that children are more likely to be successful learners when parents support their learning. In today's world, helping children to appreciate and learn mathematics is more important than ever. Let’s partner with parents to support them in learning how to have practical and meaningful math conversations at home to deepen their child’s mathematical understanding. We will discuss the importance of productive struggle, questioning and math conversations as approaches to support children’s mathematical thinking and understanding.

Rolfe 3121

216 - Understanding the World of Decimals - 3-6

Joanna Cervantez, UCLA Math Project, @a_fullerlife

Have you ever wondered if there was another way to explore decimals other than naming place values and writing numbers in expanded notation? Together we will dive into what mathematical goals we might have for our students as they develop their understanding of decimals. We will use our knowledge of problem types and children's relational thinking strategies to build a framework for developing students' conceptual understandings of unit and non-unit decimals. (Session Repeats: #127)

Royce 164

217 - Beyond Buy In: Why principal participation matters - ADMIN

Jo Ann Isken, UCLA Center X

This leadership session, specifically designed for principals, will address the question of how the role of a principal in a CGI school is different. Participation matters. We will explore the direct connection between principal participation and the development and vitality of a CGI community of practice.

Join us for an interactive discussion with panel members from both EEC and elementary schools to develop a vision of principal participation. Our panel members will include LA Unified Principals: Claudia Araujo, Carolina Gomez, Tracy Newallis, and Jose Velasquez.

Rolfe 3116

220 - Supporting Understanding of Ten as a Unit - Tk-2

Angela Turrou, UCLA, @Angelaturrou

TICKETED SESSION: How do we support a deep understanding of place value from the early days of counting Into problem solving? This session will explore examples of children's thinking as they engage in equal grouping and base ten ideas. Throughout the session, we will make connections to classroom practice, Including the role of number choice, supporting written representation, and varied tool use.

Bunche 2209A

221 - Preschool connections: Engaging in Play to Reach Deep Understanding - EEC

Dolores Torres, Lennox State Preschool, @DoloresTorres1

Natali Gaxiola, Lennox State Preschool, @gaxiola_natali

Children are learning about their world and how math works in real life. Giving young children an open experience with math allows them to gain real world understanding of the mathematical concepts they are developing. This session will focus on how to facilitate and support young children within informal spaces and the activity of counting collections, engaging in play to help support their mathematical learning.

Pub Aff 2242

222 - Fluency Through A CGI Lens - Tk-2

Tara Minton, Lewis Elementary School- DUSD, @TaraMinton2

Bethany Lockhart Johnson, Lewis Elementary School- DUSD, @lockhartedu

What do you think of when you hear the term fluency? Join us as we dive into these often misunderstood and critical standards: the required fluencies. Our conversation will focus on what fluency has to do with CGI and how we as K-2 teachers can lay a powerful foundation for students’ algebraic thinking.

Pub Aff 2250

223 - Relational Thinking across the Grades - K-5

Andrew Jenkins, Coeur d'Alene -LAUSD, @principalcda

In this session, participants will consider how students employ place value understanding and properties of operations as they solve story problems, engage in number talks, and count collections.

Bunche 3178

224 - ELLs: Building Mathematical Understanding and Language (Primary Grades) - Tk-2

Cristina Navarro-Aguirre

Karen S. Recinos, UCLA Mathematics Project, @recinossuly

All students, especially English Language Learners (ELLs), deserve access to learning mathematics with understanding. In this session you will engage in mathematics, and will watch children in K-2 grades as they play with language while they explore, make sense of and communicate their mathematical ideas. Our goal is to uncover the mathematics our English language learners are understanding and craft moves that are responsive to their emerging mathematical ideas and language skills. We will discuss the use of strategies, tools and supportive moves that are intentional and honor students’ identity, culture, and linguistic assets.

Pub Aff 2232

225 - Warm-ups: Focus on Fractions and Decimals - 3-6

Nancy Villalta, UCLA Lab School, @NancyVillalta4

Kelly Peters, UCLA Lab School

Warm-ups are a productive way to engage students and build their number sense, but what specifically do warm-ups look like in upper grade classrooms where the focus is upon fractions and decimals? In this session, we will share examples from our classrooms including "Clotheslines, Fraction Manipulatives, and What do you notice? What do you wonder?" that support conceptual understanding. We will discuss how you can modify warm-ups, and the questions you ask, to suit your students.

Bunche 3170

226 - Student Mathematical Thinking & Middle School Mathematics - 3-6

Theodore Sagun, UCLA, @TSagun_Math

Joy Zimmerman, UCLA

Participants will engage in a measurement division problem, make sense of student thinking, and consider their own interpretations of student work. By building on their own ideas, teachers can over time develop a more complete picture of students’ mathematical thinking as well as fine tune their own understanding of middle school mathematics.

Bunche 3157

227 - What Do I Teach Tomorrow? (Number and Operations - Fractions) - 3-6

Carly Payne, Coeur d’Alene ES, @carlypayne41

Liz Romero, Euclid Ave ES, @lizard4you

Come sneak a peek into our classroom planning. In this session you will experience how the framework, standards, and your students' thinking drive classroom instruction to create big ideas and lessons for mathematical understanding. Our focus will be on the CCSS domain: Numbers and Operations - Fractions.

Pub Aff 2238

Session C (2:45-4:00)

300 - Upper Grades Counting Collections: Exploring Teacher and Student Perspectives - 3-6

Darlene Fish Doto, San Carlos Charter Learning Center, @darfishdoto

Genevieve D'Arcy, New City School in St. Louis, Missouri

TICKETED SESSION: During this highly interactive session, participants will have the opportunity to observe and take part in mathematical strategies at play. We will collaboratively engage in complex counting tasks, record counting in multiple ways, delve into the recordings and mathematical principles that evolve from counting work, and share possibilities for extending and enriching tasks in the upper grades to further mathematical thinking and strengthen your math community.

Lab School Community Hall

301 - CANCELLED - Problem Solving with Young Learners - Tk-2 - CANCELLED

We regret to inform you that this session has been cancelled.

Lab School 18

302 - Letting Student Thinking Guide Your Instructional Practices - Tk-2

Atoosa Abascal, Culver City Unified, @AtoosaAbascal

Have you done a warm-up, a story problem or counting collections, and wondered, what should I do now? Come explore some possible instructional decisions you could make from just one activity! We will build a lesson framework based on real time data collection and look at some current work samples as a guide for instructional decisions and choice-making.

Lab School 7

303 - Increasing Student Engagement Through Counting Collections - Tk-5

Doreen Ahadian, UCLA Math Project

Inspired by research highlighting the necessity for ALL students to engage with one another about their mathematical thinking, Counting Collections is a beautiful way to increase this engagement and discourse. In this session we will explore the mathematical and collaborative opportunities that provide space for students to engage with each other's ideas and improve their own mathematical achievement.

Lab School 1

304 - Supporting Students with Learning Differences in the CGI Classroom - K-5

Joanna Hayman, UCLA Math Project

Come discuss specific strategies for supporting students with learning differences during number sense routines and problem solving. We will examine ways to deepen our practice around scaffolds, differentiation, and increasing participation for students with additional needs.

Lab School 8

305 - Becoming a Professional Noticer of Your Students' Mathematical Ideas - K-5

Lisa Lamb, San Diego State University, @SDMathProject

We will explore the framework for Professional Noticing of students’ mathematical ideas by exploring the features of attending, interpreting, and deciding how to respond to students’ mathematical ideas. We will analyze student work from an equal sharing problem and consider possible instructional moves in relation to the students’ mathematical work. We will discuss how noticing students' ideas in mathematics can inform your teaching.

Lab School 6

306 - Building Teachers’ Questioning Expertise by Calling Attention to Children’s Mathematical Ideas - K-5

Dinah Brown, SDSU CGI Professional Development Collaborative, @DinahB_CGI_pdc

Questioning that elicits and builds on children's diverse ways of reasoning is critical, yet challenging. Participants will engage with a research-based questioning framework and explore the strategic selection and use of video and written work to support the development of teachers' questioning expertise. We will also share tips for capitalizing on teachers' curiosity and children's partial understandings. Examples will focus on questioning children's fraction thinking, but the ideas are relevant for all mathematics instruction.

Lab School 4

307 - Making Intentional Choices for Productive Strategy Shares in the Upper Grades - 3 - 6

Lauren Bush, Lawndale Elementary SD

One of the most important elements of a CGI math block is connecting students’ math ideas through a strategy share. We will explore different ways a share will be conducted and examine how each type of strategy share provides varied opportunities for students to engage in each others’ ideas. We will be solving multi-digit problems in order to consider facilitation moves that will allow all students to participate.

Lab School 5

310 - Hands Down, Speak Out: A Different Way of Talking in Math Class - Tk-2

Kassia Omohundro Wedekind, Stenhouse Publishers, @kassiaowedekind

TICKETED SESSION: Hands-Down Conversations are a structure for mathematical dialogue in which students take the lead, building agency as mathematicians and developing content understanding, as they notice, wonder, and reason about math and the world around them. We will analyze two classroom videos (grades K and 2) and dig into practical tips for facilitating math conversations in which students’ ideas take the lead.

Royce 190

311 - Differentiating and Building Upon Children's Thinking Through Card Games - Tk-2

Caroline La Haie, LAUSD

Children love to play and learn through games! Through the use of card games, we will take an in-depth look to see different strategies students use, ways to extend and grow conversations, and how we can differentiate for a variety of learners. (Session Repeated: #101)

Rolfe 3129

312 - In-Between Strategies (Single-Digit Addition and Subtraction) - Tk-2

Angela Turrou, UCLA, @Angelaturrou

In CGI PD, we discuss common strategies that young children use in single-digit addition and subtraction (direct modeling, counting, number facts, etc.). But when real children solve real problems, sometimes we see hints of more than one strategy or strategies that we just want to categorize as "in-between" strategies. We will engage in video of these strategies to deepen our understanding of how strategies develop over time.

Royce 164

313 - Thinking With the Families We Serve - K-5

Zeba Savage, UCLA Math Project

Parents/caregivers have an abundance of knowledge to offer from their expertise in their own children and from their experiences in the world. Let’s talk about how we can learn from and with families in ways that support us in noticing and nudging their children’s thinking. Let’s explore opportunities that invite parents/caregivers to see their children and themselves as mathematical thinkers.

Rolfe 3126

314 - ELLs: Building Mathematical Understanding and Language (Upper Grades) - 3-6

Cristina Navarro-Aguirre

All students, especially English Language Learners (ELLs), deserve access to learning mathematics with understanding. In this session you will engage in mathematics, and will watch children in 3-6 grades as they play with language while they explore, make sense of and communicate their mathematical ideas. Our goal is to uncover the mathematics our English language learners are understanding and craft moves that are responsive to their emerging mathematical ideas and language skills. We will discuss the use of strategies, tools and supportive moves that are intentional and honor students’ identity, culture, and linguistic assets.

Royce 154

315 - Textbooks: Use Them, Ditch Them, or Something In Between? - K-5

Maria Di Meglio, UCLA Math Project, @lovin_cgimath

CGI teachers care a lot about student thinking. Yet they are often asked to follow or incorporate their district's chosen curriculum. So how do CGI teachers use the textbook while still staying focused on how their students are thinking about math? In this session, we'll draw from different curricular sources and investigate ways to strategically use and adapt these sources while still providing spaces for students to make sense of the math through their own thinking. (Session Repeats: #104)

Royce 150

316 - Counting Collections in Every Classroom from ETK to 6th Grade - K-5

Anna Arredondo-Kim, South Park Elementary, @DrAKlovesMath

The vision for our school was to implement counting collections school-wide, from ETK - 6th. As a Year 1 school, we chose this as the common thread that would tie our work together. Come learn about our planning and implementation process, as well as how we created opportunities for vertical articulation. Handouts and resources will be provided.

Rolfe 3121

317 - Choral Counting in Upper Grades: Beyond the Basics - 3-6

Elyse Hertz, Birney Elementary School - Redondo Beach USD

Choral Counting is a foundational practice in every CGI classroom, but once you count and analyze patterns, what comes next? Come learn how to take your choral counts to the next level through extensions to challenge our upper-grade learners and intentionally plan your choral counts and extensions to achieve the CCSS.

Rolfe 3116

320 - Relational Thinking Strategies for Comparing Fractions - 3-6

Nick Johnson, San Diego State University, @CarrythZero

TICKETED SESSION: Did you know there are other ways to compare fractions besides a common denominator? This interactive session explores relational thinking strategies students use when comparing fractions. We will discuss video of a fourth grader solving a variety of fractions comparison problems and look at what these strategies reveal about students' understanding of fraction concepts. We will conclude by discussing how teachers can nurture and support this understanding with their own students.

Bunche 2209A

321 - Beyond Counting: Problem Solving in the Early Education Classroom - EEC-2

Karen S. Recinos, UCLA Mathematics Project, @recinossuly

Jennifer Schexnayder, UCLA Mathematics Project, @jenschex

Let's watch and listen to 3-5 year old children solve problems in ways that makes sense to them. Paying attention to the details of children’s thinking creates spaces for students to surprise us with their intuitive problem solving strategies. In this session, we will deepen our understanding of how counting tasks provide an entry point into problem solving in ways that build on student’s strengths. These experiences honor their brilliance and enrich their early mathematics experiences.

Bunche 3170

322 - Saying No to Key Words to Truly Make “More” Meaningful Sense of Compare Problems - Tk-2

Melissa Soto, San Diego State University, @Melissoto

Have you ever noticed students boxing in key words, circling numbers, and operating on them when solving compare problems? This session will present ways to support students in making meaningful sense of compare problems rather than relying on key word strategies. We will review the different compare problem types, analyze student work samples and videos, and adjust problems and consider different questions to pose that will make this problem type more meaningful to students.

Pub Aff 2238

323 - Number Talks: How to Teach Without Telling - K-5

Berkeley Everett, UCLA Math Project, @BerkeleyEverett

How do you put students into a position to uncover efficient strategies without having to show them or tell them how those strategies work? Learn how to sequence problems and chart student responses in a way that gives every student access to the learning and ownership over their ideas. (Session Repeats: 212)

Pub Aff 2232

324 - Supporting Students in Class Discussion: Teacher Moves - K-5

Kristin Oppel, Coeur d'Alene - LAUSD

Class discussion can give to students the opportunity to work through mathematical ideas, reason and contextualize problems and solutions, make and prove conjectures, evaluate strategies and much more, but how can we facilitate this discussion? In this session we will dive into teacher moves to support student led discussions that are rich and productive.

Pub Aff 2242

325 - CC, OA, NBT, & CGI – OMG! - K-5

Janene Ward, UCLA Mathematics Project, @Janene75

Join us as we explore how BIG mathematical ideas develop across the CA Framework through the lens of CGI. Walk away with an understanding of how a variety of well-chosen curricular resources will allow us to notice the beauty in our children’s thinking while ensuring focus, coherence, and rigor in mathematics learning and instruction.

Pub Aff 2250

326 - Uncovering Student Understanding of Multiplication - 3-6

Alicia Chest, Lawndale Elementary SD

How do we know when students are using place value and properties of operations in their multiplication strategies? In this session, we will look at a variety of student work to identify where these big ideas surface in students' invented strategies.

Bunche 3157

327 - Supporting Teachers to Take Bold Steps in Mathematics Instruction - ADMIN

Andrew Jenkins, Coeur d'Alene -LAUSD, @principalcda

In this session, principals and other instructional support staff will brainstorm and identify models that can be put in place to maximize opportunities for teacher growth. They will share best practices for teacher professional learning in between their coaching and PD days with UCLAMP / DOI facilitators.

Bunche 3178