2024 RISE Conference

Teaching students how to use Handheld TI-15 calculators effectively in the classroom is essential for their success. By mastering calculator skills, students can efficiently solve complex math problems. Integrating calculators will help them with the Calculator Active part of the EOG. This approach not only boosts students' confidence but also equips them with valuable skills for future academic and professional endeavors. We will cover rounding, decimals and fractions.

This session will focus on the structure of LED Math as well as share examples and resources.

We will explore highly effective teaching practices that get students up out of their seats and engaged in thinking mathematically. This session is based on the book Building Thinking Classrooms by Peter Liljedahl and will examine selecting math tasks and strategies for engaging learners in mathematics. This program is open to math educators in grades 3-8.

Teachers Will:
1. Explore Building Thinking Classrooms instructional practices to make learning visible.
2. Build a community of practice as they engage, collaborate, and reflect on mathematics teaching and learning.

In this session, educators will discover innovative strategies to help prepare students for the LED framework. Participants will gain knowledge on how to start off the school year with practices and resources that will help promote student engagement. Discover strategies for designing engaging exploration activities that encourage students to investigate, experiment, and make connections with real-world concepts.

In this session, participants will learn all about effective structures they can implement to visualize and run a smooth math workshop and effectively incorporate CCS curriculum and resources supporting student engagement. Participants will hear about accessible mathematical tasks, open-ended problem solving, small-group instruction, student choice, and time for practicing important concepts which allows inclusion of the Standards of Mathematical Practice and 21st Century Skills to happen authentically. Participants will have the opportunity to see video clips, classroom arrangement, routines & procedures, mathematics community, and station samples of learning in action. Audience members will walk away with Math Workshop Considerations and Recommendation ideas and resources to utilize as they set up their own learning space!

The session will focus on 3rd-5th Grade Daily Math Routines, strategic planning, ways to ensure student success, how to regroup after benchmarks, resources to use, and effective instructional strategies.

Explore the use of area model. Climb the ladder from grades 3-12 using one strategy to support various concepts within mathematics. Learn the importance of starting with concrete manipulatives to build the foundational understanding before moving into representational models at all grade levels. Teachers will progress through a hands-on experience on how to use the base ten blocks to model everything from multiplication/division of 1 digit x 1 digit numbers to multiplication/division of polynomials.

Teachers will analyze what makes a good math problem for launch-explore-discuss (LED) sequence in math and then dig into multiple free resources that are great for LED experiences in elementary school classrooms.

The objective of this session is to equip participants with practical strategies for implementing differentiated learning menus to foster student autonomy and engagement. Participants will have the opportunity to view examples of menus that are currently used in the upper elementary classroom. They will then engage in hands-on activities to design menus tailored to their specific content areas and grade levels.

When teachers are pulling small groups what effective things are students doing independently or in their own collaborative learning groups? How can we capitalize on the time students spend working independently or in small groups? Research suggests that students in Grade 3 through 5 have an attention span ranging from 14 to 33 minutes. We can maximize student learning by providing short small groups that engage students in rich and rigorous tasks to complete. We can also maximize student learning styles through providing a time for students to get up and move, use technology, work independently, and collaborate with peers. In our session we will explore Math Center Stations that help to accomplish a blended learning classroom through Teacher Led Stations, Using Technology (online stations), Stations without Technology (offline stations), Partner Practice, and Independent Differentiated Stations. We aim to provide teachers with resources that are easy to use, can be differentiated, and are standards based.

We will provide teachers with resources to begin using in their own classrooms.
4 Station Rotation Example
5 Station Rotation Example

Online Stations:
Boddle
Fluency Flight
I-Ready (Teacher Assigned/Pathway)
GimKit
SchoolNet
Quizizz

Offline Stations:
Think Up!
NCDPI Tasks
Headbands Vocabulary Game*

Hybrid:
Personalized Learning Checklist

Hattie’s Research has an effect sizes:
+.72 for Help Seeking
+.47 for small group learning
+.33 for Technology in Mathematics

Research:
Blended Classrooms: https://www.edutopia.org/article/using-blended-learning-strengthen-math-skills
Hattie’s Effects: https://visible-learning.org/hattie-ranking-influences-effect-sizes-learning-achievement/
Student Attention Spans:
https://www.kids-houston.com/normal-attention-spans-for-kids/

The goal of the session is to help 2nd and 3rd grade teachers implement the L.E.D model in their classroom. During the presentation, the attendees will participate in a model lesson and receive tips to ensure success in their own classroom. One of the model lessons will be geared towards addition and subtraction (3 digit within 1,000) for 2nd and 3rd grade standards.

In this presentation, we will explore an innovative teaching strategy designed to empower third graders struggling with equivalent fractions, which comprise between 28-32% of the Math EOG. The session aims to share a proven, practical, replicable strategy that harnesses the power of number lines to enhance students' comprehension of equivalent fractions, thereby improving their performance in standardized tests. Attendees will learn how to teach students to create and utilize their own number line manipulatives using scratch paper—a tool especially valuable in testing environments where traditional manipulatives are not allowed. The objective is to equip educators with a method that not only aids in understanding fractions but also instills confidence in students facing summative assessments. Participants will be actively involved in a hands-on demonstration of creating number line manipulatives. Furthermore, we will review before-and-after test scores to assess the impact of this teaching method. Interactive discussions will be encouraged to share insights and variations on implementing this strategy in different educational contexts. Attendees will receive a comprehensive guide on teaching the number line strategy, including step-by-step instructions for students to follow, practical tips for classroom implementation, and access to a collection of practice questions that effectively integrate number lines with fraction learning. By the end of this session, educators will be equipped with a novel tool to significantly impact their students' understanding of fractions and their performance on standardized tests.

In this session, I will share how students can take ownership in their learning during literacy and math. I will share with teachers how I have gone from the traditional timed-center rotations to students working at their pace with choice and how they are held accountable for their work with self-reflection. I will explain my rational and backstory to how and why I developed this approach along with management tips.