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Program and Presentations

2014 Summer Interactive Institute PK-5 San Diego-Register 

Program and Presentations

Participate in face-to-face activities, network with peers from across the country, and pick a strand for the grade or content area that you’d like to focus on for an experience tailored to your needs. Take home strategies that will help you provide your students with the tools they need to apply math meaningfully.

Program Overview

Focus on Your Grade 

Who Should Attend 

What You'll Accomplish  

Schedule Overview 

General Information 

Keynote Sessions 

Breakout Workshops 

Register Now 

Focus on Your Grade—Pick a Strand 

The experience will be suited to your interests—you’ll take part in sessions and be grouped with educators according to the grade level you select for your strand of focus. Each strand will experience a progression of activities to address number and operations.


  • Grades Pre-K–2
  • Grades 3–5
  • PD Strand—If you are a professional development leader, this strand is for you. PD Strand participants will attend sessions according to their grade band, and will participate in an additional three-hour session on Day 1. They will also attend a debriefing session at the end of each day. (Note: There is an additional cost for this strand).


Who Should Attend 

  • Classroom teachers in Pre-K–grade 5
  • Preservice teachers
  • Middle school teachers of struggling learners

Expanded audience for Professional Development Strand: 

  • Math specialists and coaches
  • Math supervisors
  • Lead teachers
  • Curriculum coordinators


What You'll Accomplish—The Institute's Defined Outcomes

Activities are designed for you and your peers to achieve defined outcomes together. Participants will—

  • understand the importance of number as a critical foundation for college and career readiness;
  • acquire instructional strategies that provide all students with an opportunity to develop a sense of number;
  • determine the role of the Common Core’s Standards for Mathematical Practice as they impact number-related content domains and topics;
  • increase your understanding of the mathematical content of the Common Core domains that emphasize number; and
  • consider how NCTM’s upcoming Principles to Action: Ensuring Mathematical Success for All will regularly impact your implementation of the CCSS-M as you consider access and equity, learning, teaching, curriculum, assessment and your own professional development.

Professional Development Additional Outcome: 

  •  For mathematics leaders: A focus on number which will also highlight the importance of establishing and supporting professional learning communities, with particular emphasis on teachers as learners and teachers as reflective practitioners.


Keynote Sessions 

Well-known mathematics education leaders will address critical topics related to and supporting algebra readiness.

Diane Briars 

Opening Session: Mathematical Teaching Practices You Can Count on to Build Students' Proficiency in Number and Operations
Diane Briars, NCTM President, Pittsburgh, Pennsylvania

The Common Core State Standards for Mathematics (CCSSM) call for students to develop conceptual understanding of numbers and operations and productive “habits of mind” (the Standards for Mathematical Practice) as well as procedural fluency. Learn about the key aspects of the CCSSM expectations for number and operations along with research-based teaching practices that support students’ development of these proficiencies in your classroom.


Doug Clements 

Closing Session: Learning Trajectories in Number and Operations: Standards, Learning, and Teaching
Doug Clements, University of Denver, Denver, Colorado

Recent work, including the Common Core State Standards as well as research and development in learning, curriculum, and teaching have emphasized the notion of learning trajectories. Explore examples of learning trajectories for number and operations and discover how learning trajectories can bring coherence to standards, curricula, and approaches to teaching.


Skip Fennell  Formative Assessment Paths to the SMARTER Balanced and PARCC Assessments
Francis (Skip) Fennell, McDaniel College, Westminster, Maryland

Formative assessment “Pathways” are daily classroom considerations to guide planning and instruction as we (all of us) map back from summative assessment targets (be they SMARTER Balanced, PARCC, state, or school-based). This session will consider specific summative assessment tasks for both the primary and intermediate levels and then “backmap” to actual use of the Pathways.

Linda Gojak 

The Importance of Home/School Connections
Linda Gojak, NCTM President/John Carroll University, University Heights, Ohio

The home plays a significant role in the mathematics education of elementary school children. What does this role entail? How can we connect with guardians in a way that moves a child's mathematical achievement forward? What are some practical activities that we can give parents and guardians to support our work in the classroom? Let's look at some answers to these critical questions. 


Karen Karp 

Ideas for Interventions and Assessment Strategies in the Mathematics Classroom: Teaching Students with Disabilities
Karen Karp, University of Louisville, Louisville, Kentucky

Learn about foundational strategies and conceptual approaches, such as the research-based CSA (concrete–semiconcrete–abstract) model, for effective mathematics teaching for students with disabilities. Explore possible interventions and assessment strategies, including diagnostic interview.


Kathryn Chval 

Facilitating Access and Equity in PK-5 Mathematics Classrooms 
Kathryn Chval, University of Missouri, Columbia, Missouri
Teachers play a critical role in facilitating educational equity in their mathematics classrooms. This session will use videos of classrooms as well as samples of student work to illustrate strategies that will help teachers establish equitable learning environments and enhance curriculum, instruction, and assessment.



Diane Briars 
The Power of Teacher Collaboration to Support Students’ Learning of the Common Core State Standards for Mathematics 
Diane Briars, NCTM President, Pittsburgh, Pennsylvania

The Common Core State Standards represent a significant shift in what mathematics is currently taught in most classrooms and how it is taught.  Making these shifts successfully is a collaborative, rather than an individual, teacher effort.  Learn the value of establishing a professional learning community culture within your school.  Examine effective grade-level collaborative team actions that will both increase your understanding of CCSSM and support your enactment of the mathematical practices so that all of your students develop proficiency in CCSSM. Obtain resources to support the work of collaborative teams in your school.


PD Strand
Francis (Skip) Fennell, McDaniel College, Westminster, MD
Kay B. Sammons, Howard County Public Schools, Howard County, MD

This professional development session will engage you in the mathematical practices and develop teacher content and pedagogical knowledge around important number-related domains and standards. Activities will encompass the content domains and standards of the Common Core State Standards. We will focus on number and operations in base ten and fractions, with an emphasis on developing number sense. Leave with potential plans for developing mathematics learning communities at the school and district level.


Breakout Workshops 

Participants will attend a series of four workshops within their grade band groups. Workshop leaders will engage participants in hands-on activities focused on developing a sense of number.

Pre–K–Grade 2 Strand 


Dorothy White
University of Georgia
Athens, Georgia

Juanita Copley
Emerita, University of Houston
Houston, Texas

Latrenda Knighten
East Baton Rouge Parish
Baton Rouge, Louisiana

Andrew Tyminksi
Clemson University
Clemson, South Carolina

Alfinio Flores
University of Delaware
Newark, Delaware

Shelley Ferguson
Retired Principal, San Mateo Foster City School District
San Diego, California

Counting and Cardinality and Place Value –The goal of this session is to explore tasks and instructional strategies to support students’ development of naming, counting, and comparing numbers.  Guided by the mathematical practices identified in the CCSSM, the session will describe questioning techniques to promote students’ conceptual knowledge and procedural fluency with numbers. During this session, participants will explore counting principles, examine the differences between rote and rational counters, develop a core understanding of the relationships between numbers and quantities, and examine common misconceptions related to counting and cardinality. CCSSM: K.CC, K.OA, K.NBT, 1.NBT, 2.NBT

Number in Context – In this session, participants will explore numbers in context, emphasizing iterative units for measures such as length, time, and money. The CCSSM Standards for Mathematical Practice will ground this exploration as participants learn strategies to engage students in modeling, reasoning, and using appropriate tools to order, measure, and compare objects of varying lengths; read and write time for analog and digital clocks; and count money. The session will also focus on having students learn to solve and pose mathematical problems in contexts.  CCSSM: 1.MD, 2.MD

Addition and Subtraction – The focus of this session will be on addition and subtraction of whole numbers and mental strategies to develop students’ computational proficiency in adding and subtracting numbers. Participants will examine the importance of the positions of the digits in determining the value of two- and three-digit numbers, and the role of composing and decomposing numbers in laying the foundations for students’ mathematical readiness to compute. Through problem-based tasks, teachers will explore addition and subtraction problems types, the commutative and associative properties of addition, and the use of mathematical symbols to represent addition and subtraction problems. CCSSM: K.NBT, 1.NBT, K.OA, 1.OA, 2.OA

Beginning Understanding of Multiplication and Division – The goals of this session are to extend place-value concepts to larger numbers and examine multiple ways to model multiplication and division. During the session, participants will develop a deeper understanding of the relationships between and among the four operations and learn instructional strategies to improve students’ computational knowledge through skip-counting by 5s, 10s, 100s, working with equal groups, and sharing.  CCSSM: 2.NBT


Grades 3–5 Strand 

Facilitators: Multiplication and Division 

John SanGiovanni
Howard County Public Schools
Columbia, Maryland

Zachary Champagne
Duval County Public Schools
Jacksonville, Florida

Jennifer Suh
George Mason University
Fairfax, Virginia

Facilitators:  Fractions 

Angela Waltrup
Frederick County Public Schools
Frederick, Maryland

Julie McNamara
TeachingWorks, University of Michigan
Berkeley, California

Kyndall Brown
University of California, Los Angeles
Los Angeles, California

Multiplication and Division (1) – This session will focus on the conceptual development of students’ understanding of multiplication and division, with a particular emphasis on developing understandings related to a variety of representations of these operations. These include representations of equal-sized groups, rectangular arrays, and area models, as well as representations with number lines, including open number lines; expanded forms; and equations. Participants will also discuss strategies for acquiring automaticity with the related multiplication and division facts, and apply the commutative, associative, and distributive properties as strategies for multiplication and division. A variety of problem-based contexts will be used to engage participants, connecting directly to the CCSSM Standards for Mathematical Practice. The mathematical practices and their use in planning, teaching, and formative assessment will be an important consideration for participants as they discuss how they will engage students in grades 3–5 in foundational, number sense–building experiences related to these important operations. CCSSM: 3.OA.1,2,3,4,5,6,7; 4.OA.1,2

Multiplication and Division (2) – This session will extend the previous session related to multiplication and division and focus on the use of strategies based on place value, the properties of operations, and varied representations that lead to access to and fluency with a standard algorithm for multiplication and division. Number sense topics that will receive emphasis are the importance of place value in mental mathematics and estimation strategies in multiplying and dividing whole numbers. Further, participants will consider multiplication as scaling when comparing a product to one factor on the basis of the size of the other factor. A variety of problem-based contexts will be used to engage participants, with a particular emphasis on the CCSSM Standards for Mathematical Practice The mathematical practices and their use in planning, teaching, and formative assessment will be important considerations for participants as they discuss how they will engage students in grades 3–5 in these important operations. CCSSM: 4.NBT.1,5,6; 5.NBT.2,5,6; 6.NS.2

Fractions as Numbers (1) – The focus of this session will be on fractions as numbers, emphasizing magnitude and equivalence. Participants will engage in problem-based tasks that involve a variety of representations, sharing and proportionality, comparing and ordering equivalent fractions and decimals, and reasoning with ratios and rates. The CCSSM Standards for Mathematical Practice will be an important consideration for participants as they approach the content focus of this session and discuss how they will engage students in using the mathematical practices to develop fraction sense. CCSSM: 2.G.3; 3.G.2; 4.NF.1,2,5,6,7; 6.RP.1 

Fraction Operations (2) – This session will emphasize understandings critical to operations with fractions and decimals, with particular attention to building fractions from unit fractions, joining and separating parts of the same whole, applying and extending prior knowledge of multiplication and division of whole numbers to fractions and decimals. Participants will engage in problem-based tasks involving a variety of representations for fractions, decimals, and common percents. The CCSSM Standards for Mathematical Practice will be an important consideration for participants as they approach the content focus of this session and discuss how they will engage their students in using the mathematical practices to develop conceptual understanding and computational proficiency with fractions and decimals. CCSSM: 4.NF.3,4; 5.NF.3,4,5,6,7; 6.NS.1,3; 6.RP.3




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