Oh, you're here. Hello. Did you hear me?
Testing. Testing. Texting. No. Oh, I didn't have I was muted. Oh, can you
hear me? Yes. Phew. Are we recording right now? It says
we're recording. All right. Well, we'll just have to probably set to like automatically
record or something. Yeah, maybe I'll just we'll just edit it out.
Sure. Uh I'm in a practice session, it says on my screen. Yeah, we can we'll
start it at 3:30. Perfect. Um do you want to share your screen? I do.
I'm testing in the background or I was just moving something.
You are seeing my matific link. Yes. Yes. And if I go share this in the
chat hosts and panelists, is that everyone or just No, everyone. Uh chat.
Yeah, I think it's in the chat. Did you just see um
I see a test. Do you saw a test? Yeah. Okay. Uh what else do we need to
practice? Do you see
you want to practice your volume? Like do you have That's what I was just wondering. But I can't do it from here. I got to do it from here. Uh
grade
two. Are you hearing that? Um,
no. Okay, I think I'm should be like a share volume. Yeah, I will uh stop
sharing and then start sharing again because I probably didn't press
uh share with share sound. I didn't press it. So, let's try now.
Yeah,
I can. Yeah. Oh, fun. Oops.
[Music]
again. Going to come in and help me see. Look at that. Okay.
Great. Nice. Uh yeah, how fun. So, when did this
happen? like how did the what happened to make it be a hundred people? I sent
out uh I sent out an eblast just literally about your webinars and
to our mythology users and our
um our people who signed up to um our mailing list. Got it. And then
some people and people who signed up for information on do the math and do the
math and um like just intervention. So I just put everybody and sent it off and
like right away people are registering. My email was exploding. Oh wow. Yeah.
So it's a good thing. I just I felt I felt bad because I'm I feel nervous.
you do. And I'm not even doing anything. I'm just saying, Eric, Eric, you won the
prize. Hey, um I think it'll be great. And now
like we kind of we know what how to market things too. Like usually when we
would do these webinars, it would be hidden in our emails as well. So, just doing an email
blast of these are webinars. That worked. Got it. Yeah. And it'll all get recorded
and then we'll send the link to them. I didn't have the survey ready. I'm sorry. Um like in my mind, I know I should have
had one to give at the end, but if we sended it in the email,
hopefully that'll be good enough. Yeah, that's fine. If you send it, if you send
it to me, I can just I can build it and get you to look at it. Yeah. And I mean, I think I know what I'm going to do, but
um I mean, I know what I'm going to do, but in case it like I don't get there and it was already in the survey at the
beginning, then I don't want to. Anyways, well, I delayed I delayed
the follow-up email for two days just in case. So that give us time to have a
survey and whatever we want to say. Yeah. Okay. Uh and we start right at 3:30.
Does that work? Or um just before do you want to start a
few minutes before just to probably welcome people and have it sort of load
I guess and open it. Yeah. Yep.
Do you think we read the land acknowledgement or just have it there at the beginning?
I think maybe read it. Okay. Are you comfortable
reading it? Sure. Or just leave it or do you want to leave
it up as people come in? It's a good way to start and then it just welcome to the
session. Okay.
Uh, so just for me to pretend I'm getting here like there and then I was
going to do something and then I need to go into mathology. So if I escape and I minimize, then my math is right there.
Perfect. And there's my links right there. Put in the chat. And then I can just open that up and go right back to
this. Perfect. And then I would uh put do not
disturb on your Microsoft chat or or close it. But
yeah, uh I will just close teams completely then. Yeah. Yes. Yeah.
Actually, I think I already have it set at do not disturb. It's my Okay, perfect. It's my email though that will
Will that pop up on there? I don't know. I'll just close my email.
Yeah, you're on busy.
Gonna be great. Gonna be great. Everyone's going to love it. And even if they don't, so what?
Um, I'm just kidding. I'm nervous. It's gonna be And also I I'm not leaving, so
I'll stay. I'm staying for the whole My appointment got cancelceled, so Oh, I'm sorry. That happened to you. No, that's
okay. the universe. It works in mysterious ways. Okay.
Well, it does. Sure. If I should put a timer on
for myself to have the panic the whole time or
maybe will it be distracting?
Huh? Will it be distracting?
Maybe I uh I have to run upstairs for a minute. No problem. Do you want I'll be
right back. I have both sets of grandparents. Okay. Parents um coming
today and I think they're arriving. One just arrived and the one's arriving after. Of course.
Hello. Hi. Um, Eric, do you mind giving a shout out
to Sabrina and John? Uh, they will be
handling the chat. today. Sabrina and and John John John
Parrot. Yeah, John.
I was scared to come in because it said start the webinar and I want to start the webinar. So, I was like waiting. But
um do we want to open the webinar up in one minute?
Yes, we were just thinking we'll filter
people in Sabrina and then start at 3:30. Sounds good.
And I can download uh who's in the webinar right now. Can I
if I go into Zoom? I'm not sure. I know the recording is
after, but I I'm not I'm actually not sure. I'll figure it out. There are 20 people waiting. Okay.
Okay. Do you want me to open it? I'm going to just take my video
off. Okay. Here we go.
Welcome. We will uh get started in just a few minutes. Welcome to the session.
And testing testing just making sure the volume is
okay. Good.
Uh so welcome. We're going to get started. We know a few people might be joining soon. Uh you can see the screen.
We wanted to begin uh in a good way with our land acknowledgement. Uh Pearson Canada acknowledges the history of the
land on which we all gather. It's a combination of treaty and traditional unseated territory and matei homeland.
We acknowledge the many Inuit Matei and First Nations whose footsteps have marked the land where each of you
currently resides or are visiting. We also recognize the land as an act of reconciliation and
gratitude. Indigenous people's connection to the land teaches us about their inherent responsibility to protect
and respect Mother Earth. With this acknowledgement, we honor their relatives who have been buried here, as
well as those who live and work here today. Pearson Canada strives for respectful partnerships with all the
peoples of this country as we search for collective healing and true reconciliation and honor in this
beautiful land.
Uh welcome to our session developing number sense number and operational sense investigating intervention ideas
when working with students in grades one to six. And uh here's our writeup. You will
see we're going to take a dive in and really think about this. uh we want to
get started and introduce ourselves and all that but we wanted to uh make sure well we'll share our team who's here and
then we want to hear uh from you and who who's here with us today. So no we'll start with our team. So we
have many team members here and we wanted to make sure we introduced uh Sabrina and John who will be helping out
in the chat.
Please feel free to uh add in the chat. I'm going to invite you to a few times, but as the session goes along, you might
have things you're wondering as well. And so I'll invite you please if
you wouldn't mind just uh introducing you know who are you where are you and
uh if you think about labeling what's that one reason you decided to come to this session
Library.
Wonderful. Thank you for uh for sharing and seeing this common thread of right engaging our learners, the wide range of
learners, making math fun. What are some uh things we can take and grab and use today? Uh I will do the quick
introduction myself. My name is Eric Tether. I am fortunate enough to be on sama with Pearson right now and I am
their national math consultant. Quite the title. Um but uh have had the joy of
diving into math over the years and want to share some ideas with you today. Um my email is there. I'll share it again
at the end because we have a large group attending and lots of different uh
things you might be focused on. So hopefully there'll be something here that really connects with you. But I
might might also say something else where you think, "Oh, I want to learn more about that." Uh let's dive into
that more. So please reach out and uh see this as the start of a conversation, not the end of
it. So part of uh part of the intake and and thinking about why people are
joining is we included that word intervention and really thinking about what that means and what that looks like
in math. So to invite you to think about um what is that? What what is
intervention? What does it look like um in classrooms and schools? Just let you reflect on your
own. And so, uh what better place to go than a dictionary? So, here are some
definitions uh we found online. An intervention is an intentional action to
change a situation with the aim of improving it or preventing it from getting
worse. There's a second definition there very similar uh but we intervene to prevent harm or improve functioning. So
what does that look like um in our classrooms? And I'll invite us all to think about we all intervene um all the
time with our learners. Every time we see something and we notice something and we decide to do something because of
that, that's an intervention by the definition. Uh sometimes we talk about
intervention in terms of a big action we might take because of something we're noticing. And I might talk about that as
big eye intervention as opposed to the moves we make all the time as teachers noticing things. Who we ask to talk,
that's an intervention. We chose that because of what we're seeing from our students.
In education, we have this uh typical intervention conversation, the response
to intervention model. Uh we talk about tier one and tier 2 and tier three
intervention. We know it's based on effective practices and data and so on.
And I will uh highlight that when we talk about tier one, tier two and tier three, its original intent is to talk
about tier one as our core highquality instruction. It relates to 80 to 90% of
our students live in that world. That's where we have our experiences where students learn and we support their
learning. Sometimes some students need above and beyond that. And so we have set
scenarios set up for this tier 2 title where we're working on that. And then again, sometimes some students need a
little bit more. I will just point out the word small group is written
here. Small group instruction happens as part of tier one. So the small group statement that's relating to a small
group of students you might do something else with. And I just wanted to make sure I labeled that in different
conversations. I know we all talk about uh these terms in different ways. So think of instruction, tiered
intervention as the actions teachers are taking but the students live uh in all
these places at different times. Uh today's session is grounded in
questions. These are the questions that we uh received from people. This is what we're looking for when we talked about
why this session. So, what's one thing I can use
tomorrow? What are some ways I can differentiate and support wide range of learners in my
classroom? How can I provide students with individualized support and feedback they
need? What are some good games we can play? And then, how do those live within
a structured intervention setting? and then where are my learners in in
relation to a big idea or concept? And we're going to anchor our work off of
these questions, but they are also a way for us to share resources with you so that
you can become more aware of them. You may have some of these resources already, you may not, but we're trying
to gear our session for your learning um rather than to be focused solely on the
resource itself. But we will be using those resources and we wanted to make sure we label that for you.
So, let's start with our first activity. What's one thing we could all try tomorrow? And it starts here. My
question for you is, what does 16 look
like? You may want to have a paper beside you. Jot some ideas down, some
pictures with some different activities we'll be doing. So, what would you say? And then what would your students
say, right? If we asked you, if we asked them, what does 16 look
like? A good one. I contemplated putting a picture of my daughter who who turned 16 and has the 16 balloons behind her uh
recently and I was like, no, they've put enough in enough of my slideshows already. So, I didn't go there. But
yeah, relates to ages, relates to quantity in some way. And then which
representations would your students be anchored to if they had to represent that?
And so what we're going to do now is I wanted to intentionally share something
that we could see across many grades. The same activity could be presented across many grades, but what comes out
of our students would change depending on the grade they're in. But also seeing the story across the grades helps us to
intervene at the same time. So, uh, we might have given our student square
tiles and asked them to tell us what 16 looks like. So, can they count to 16?
Can they see that 16? I know someone said, you know, which of the pictures helps them notice that 16 is a square?
Which one helps them notice that 16 is even?
And so no matter what picture we look at, uh what we'd like you to do today is
really think about some particular students in mind with whatever we're sharing and think about how could I use
this conversation with that student. How could this help move uh their learning
forward? And I share also sometimes some things we share today will be very closed and very explicit. We're going to
do this and this. But how also can we use things that are very open-ended uh to provide those opportunities to
develop and support our learners no matter where they are in their journey? And what benefits come from the
diverse students we have in our classroom and the ways they see things? How can they learn from and with each
other from their peers from our teacher moves?
Uh, one little thing, I shared square tiles, but if I shared linking cubes instead, then we could have some 3D
conversations as well. So, just those decisions about flat or multiple dimensions also change the conversations
we could be having. Someone mentioned 10 frames. It's a typical model we'd see early in our learner's journey. Uh,
because we can see the tennis in it. This would let us see that 16 is some fives and a
one. A ma a wreck andre or a mathreck. We also see um that 16 very similar to
the 10 frame but it's anchored with the colors. So we can see that five and
10ness of numbers now with the red and white. Maybe we're using and students
are more familiar and comfortable with base 10 blocks, right? that idea of tens
uh or ones, tens, hundreds, seeing that tenderness in the base 10 of our number system. We can
break apart, we can decompose, recompose different quantities or on a number line where
we're thinking about uh magnitude as movement that I move forward 16 steps and when I take my 16 steps, I land on
16. At the same time, I also wanted to share these two representations. We have a part part whole model and an open
number line. And one of the things to separate between the four examples above and the two below is that the ones above
uh allow our one to one counters to access and see the math they're learning and the two below are pushing them out
of that onetoone reasoning. So the idea of being able to intervene by us moving
back and forth between models that allow for one to one counting and models that push the one to one counting
away. Maybe you do lots of work with money and so when we think about representing 16 someone might have
thought of money and we'd encourage students to do that. And then I had 10 and five and one. And now I have 10 and
five and four. And how is that equal to 16 also? So now we can see the quarters
and the parts and putting those together to make our holes. All sorts of equality conversations can come out of this. Or
maybe it's just a completely different way than a student had come up with this. I thought of it as eight
tunies dice, right? We all could have dice in our class. Play lots of dice
games. If I rolled a 10 and a six and I was adding, this would be 16. If I added a rolled a nine and a seven and I was
adding, this could also be [Music] 16. Or maybe you and your students are
using these tools, uh, quezinire rods or relational rods. And if you're not familiar with
them, they all have a a length, which represents a quantity that we could think about how this looks like a
pattern I've made. they all have the same length with two pieces, but the size of the pieces are
changing. Or maybe you make a design that looks like this. Again, they all are 16 uh but the
values are there. And so again, if you haven't seen the relational rods work, the unit block is 1 cm long and the 10
is 10 centimeters or a decimeter long. So they really set the stage for this um
base 10ness. Again, we could think about working with decimals in this way very easily uh because the different sized
pieces relate to a different quantity. And sometimes the pictures we
make aren't as pretty, right? But we still learn lots from this representation. We can see that if I
counted by threes, I wouldn't land on 16, right? I could see that 16 / 3 is
actually 5 and 1/3. So I can learn lots also by thinking about the 16 as a whole
and the parts that can be used to develop it. Maybe your class uses pattern blocks
a lot. So maybe students would grab this. And so it's again an area model.
If we identify the green triangle as the whole then these all represent 16 as
well. There's many ways to think about a quantity and we wanted to use a variety of tools with you to see how we could
investigate the same thing in many different ways. And now uh we wanted to look a
little bit more at this part part. And I will invite you to think
about which equations uh do our representations here demonstrate.
We can see the 16's the hole and we've got a nine and we've got a seven. And what do those together represent? So we
might be thinking of it as 16 - 9 equals question mark or equals 7 or 16 - 7 or 9
+ 7 = 16 or 16 9 7 + 9 = 16. So all of
these equations are represented in this visual. And so the more we can use
representations to help us make sense of and develop mathematical relationships, the more students can see how addition
and subtraction are related and connected similarly with multiplication and division that we'll look at. But to
really see math as a collection of relationships, how about this one? What
do we see from uh from this visual? I'm still landing. I started at
zero and I landed on 16.
So maybe we're noticing that there's the jumps are half the size, but there's twice as many of them, and that happens
each time. Or if we start at the bottom and worked up, maybe there's half as many jumps and they're twice as
big. But if I'd done the same relationship with the part par whole map, would you have seen those same
relationships? And actually I think we had that picture
already with the relational rods. So how can we use different tools in different ways to represent and make and make
connections between them? Uh let's jump into uh the array here and think about if I have columns.
So I might have drawn this as one column of 16, two columns of eight,
fours, eight twos or 16 ones. And all of those are ways to think about quantity
and how if I have a quantity I can make a rectangle that helps me understand the area, the factors and so
on. So all of the pictures I showed uh I'll show you where they came from, but
what I'm showing you on a computer, but we also and often want students to be using things in front of them. So those
physical materials or um using these models. So that think these are dry
erase boards with number lines on them. We can see number lines early in a student's journey and then moving
forward being able to use open number line. That doesn't happen overnight. We have to work at helping intervene and
allow students to be able to use those. So we the intervention might be using this one or going back and
forward. Similarly we develop array thinking with dots grids and then even
coordinate grids. So if I give you a moment to reflect um
how do the tools themselves provide us um appropriate interventions for our
learners? When might we go to earlier representations or when might we intervene and push to later
representations? Just give you a minute on your own. What's one thing that's resonating with you uh so far from what
we've started?
Thank you. So, let's uh we're going to head on. I thank you for putting those comments in the chat. One of the things I just wanted to mention also, I know I
shared a lot at once and I'm not thinking all stu that's a conversation like that we'd have with our class. I
did that on purpose with you because I knew we had audience from uh grade 1 to grade six classroom teachers. um
coaches, admin, etc. And I wanted us to see at least one example of what we thought it could look like in our class.
Um and yeah, you would play with pattern blocks for a while and then do an activity like that with
them. Uh a few pictures for you just to see this in action. So from our X feed,
uh we can see students using that array mat as part of one of the lessons they were doing. In this picture we can see
students uh using the math mats but in this case using different ones depending on how they want to approach the problem
and similar comment here with students using uh different pages from those mathematics right when they decide their
strategies once they've had enough experiences with those tools. So, thank you for uh that first one.
Again, my goal wanted to make sure you had at least something to use tomorrow. Um as well as we'll dive into some of
those more deep questions about how can I do this and this. So, we're going to jump into those two. Now, I'm going to
go in and show you one of those interactive tools and show you where I took the screenshots from and then
really to dive into mathology to think about how the lessons and units can help me differentiate for my wide range of
learners. Uh I wanted to show you ahead of time. We're going to look at this interactive
tool together. Then I'm going to look at some uh lessons for adding and subtracting
from grade two which we'll use the mathmat or the part part whole model for. And then we'll look at some
multiplication division activity from grade five where we'll use the array tool. Okay. So let's jump into
mathology. Now, uh, some of you have Mathology already, some of you haven't
seen it before. We will be sharing a link with you to get access, uh, just for a trial later at the end, but
there's many ways to navigate Mathology. I'm going to take on the role right now of a grade two teacher. So, I'm opening
I'm looking at my grade two plan. I can see there's different units, place
value, measurement, fluency, patterns. Um, here's the interactive tools. And I
said I wanted to do this one with uh with you. So I'm going to open up the wreck
andre. And so uh I would I could use this as a I just press control plus or
minus. They open on to fit one screen. And if your screen's bigger, you can zoom in or out that way. So uh the way
these work, I can see that I over some quantity and then the numbers appearing
at the bottom. So that's uh there's 10, there's 15, there's 20, 25, 26, 27. That's the
explore mode. So we could have some conversations with that. There's also the model a number mode. So here the
computer saying model 26 for me. So the student right one, two, three, four,
five. We don't want that. We want to say can you do it in fewer clicks? So there's 10, 20, 25, 26. So this is one
way we can use this in our class for math conversations. And I wanted to make sure I showed the how many because in
this case what happens is the quantity is there and then the quantity disappears and I have to check and see
what I think it was. The quantity is there. It's going
to go disappear on me. So the students who are counting by one are pushed out of that one to one count.
One of the other reasons I really wanted to share this as a tool we could use to intervene is that this might be the
right numbers for some students, but for other students, the right numbers might be up to
100. And maybe instead of it being there for 4 seconds, I only want it to be there for uh I'll go with two seconds.
So you'll see on the left hand side, it will only be there for two seconds.
And you're thinking about what was the quantity? Was it
60? Nope. It's there again. Was it 80? You see how you could
have this conversation together with your class. There's another one. It'll only there for a bit. So you can share
and change the the numbers you want. So that's just one of the interactive tools. And by clicking on the different
places, I can see different ways to use it. Or of course, there's always a help button that we could
use. Now, I did say I want to teach I'm a grade two teacher. I'm thinking about addition subtraction. I jump into the
addition subtraction unit. I can see some lessons and activities. I'm going to dive right into this
lesson. I look across the top and I see some info for me. It tells me what it's the lesson's about. The curriculum, I'm
in an Ontario account only because more people who are attending were from Ontario, but if I was in an Alberta
account, you would have your Alberta curriculum here. I chose a lesson that is the is in every every province. Um,
so that's why we're looking at this one. And here's the learning progression. So, this helps me identify the big ideas and
concepts that are going on in this lesson, but also to see what came before
and what's coming later for my learners. When I go to the lesson
itself, it's set up in a three-part structure. Here's what I say
before, what the students are working on. In this case, they're reading a story problem. What's happening in the
problem? Work to solve the problem. Uh, let me just open up story problem
itself right there. So, here are the problems. I
could print those out, cut them out. Students could work with them or we could do them together. Up to you. Samson has 29 marbles. His friend gives
him some more. Now he has 42. And so, while students are working
on that, we are looking for what to look
for. So, how do students solve the problem? Are they counting three times, counting on mental math? Are they using
concrete representations? Which ones? It talks about you having linking
cubes, counters, wreck and wrecks, 10 frames, part whole models. Which ones might you focus your conversation
on? And here's some questions to ask. So when I choose this question for this student, that's an intervention because
I've thought about what that student needs and that's how I can differentiate as
well. I can see the assessment chart. It helps me think about students and where
they are. Are they modeling and solving the problem? Are they solving it one way?
Are they solving it multiple ways? If this is where they are, here's a next
step suggestion to help move them forward.
And then here's the actual solutions themselves. Are they modeling and counting one to one? Do they count all
the quantities three times? Can they see and count on or can they work flexibly?
So this helps me think about development where my learners are and I also have follow-up work
here. So is there a intervention? This is what more students need work with. And I could do this with that small
group who needs something a little bit more. We also I mentioned I wanted to
share the interactive tools. So this is where they would be. This is where I've got the I could use the 10 frame model
or I'm using the part part whole map. So this is the one I was sharing. Uh what
was the problem? Samson 29 marbles. Friends gives them some more.
So, we had 29 marbles. Give some more. And it's 42 and there were 29. And we're
trying to figure out what this part is. So, I can hide that. So, I took screenshots and put them for our math
talk, but I can also use this to have conversations with my class. We can also
share this link with our students. So, our student can use this to solve problems as well. That's one of the
things uh that you find in mathology and the interactive tools, how they help
That's just one lesson. I could have showed you many. Um, but that was one I wanted you to see. So, there's an
example of what student work might look like. If I go back to the unit
itself and and I will admit that if you've never been in mathology, me
sharing these things quickly, um, you probably want to have a look afterwards.
But uh for those of you who are in it, hopefully you're just seeing we can click around and look at different things. Um one of the things you find in
our primary lessons is the math little
books. So we would read and talk about math uh through this book. They're
written by Canadian authors. uh sort of give us insight into what math looks
like in different parts of Canada with uh as an example here and we can have a
great math conversation about the numbers that are in the data
here and go back to this
lesson and then there's the teacher guide as well. So you see you could use that with the students but when it comes
to us what are we doing with this we can see all sorts of suggestions for large group small group or independent
work and then here's the actual map talk suggestions for what we would do with
this particular page. We could ask this and watch for this from our learners.
And I just wanted to make sure I point it out there's a variety of
books. And so I was reading this book, but if we needed an earlier book, then we could access that if that was the
right book for our
learners. So thank you. That was my grade two example, right? I jump in. I see what's there. I see how the lesson
supports me. And I also see how the math little book can support that journey as well. Uh we did say we'd talk about
addition, subtraction, and multiplication. So I want to just jump now to uh I chose grade
five. So if I'm in Ontario, uh if I'm in Alberta, the lesson I'm showing you I
think is in your grade four unit. Uh every other province this lesson is in grade five. But uh just to make sure we
clarified that when I open a grade five lesson or grade four lesson, I'd still see what it's about. I'd see the
learning progression of where this concept is is developmentally my curriculum. And then here's the lesson.
So it's still the same setup, our three-part lesson with the before, the working on it, and the consolidation. In
this case, the material comes to us uh in slides. So here I can see we're
playing a game. Four in a row. We flip two cards, find the product, and try to make four in a row on the on the
paper. And in this case, we're using the arrays tool to help us visualize what
this is. So I'll jump to uh just to show how this works. I can make groups and
click and drag and think about how big the quantities are. So if I was multiplying 15 by 12, I might group it
this way. I can see a 10 by 10 grid there is 100. There's my 5 by 10 50, my
2x 10 20, and my 5 by 210. And that's
kind of the standard algorithm in a way, right? So that's a twodigit by two digit. In this example, we're only using
one digit. So uh by one digit. So, if I went to 8 * 7, I'll zoom in so we can
see. Uh, maybe I might uh fix it this way and think about I know eight eight
fives that's 40 and then I need to add eight more and eight more that's 56 all
together. And if I zoom out, you'd see those numbers over here.
So that's the uh interactive tool. And again, you see all sorts of
resources here. There's the assessment chart that helps us think about development. And again, if I'm looking
for something more, here's a little bit more for an intervention or next step or extension.
The other thing in mathology we really wanted to highlight at the beginning of all the units in grade four and up, you
will find a readiness tab. So here we are. It tells us what
it's about. And then if you look at the activity, the idea is are students ready
for grade five? Well, here's a quick set of questions that helps us identify what
students remember from what they learned in grade four. And so maybe question three was
really challenging for our class. We have the direct links here to the lessons in previous grade. So if
question three was my next step, I can open the lesson from grade four that
relates to that question and I as a teacher can use this with my student,
right? I can download the slides, delete where it says grade four, and then use the activity themselves, end up having
these great conversations, and it sets the stage and supports our learning in future
grades. So, for those of you who uh who know me, I could live in mathology a
really long time, but I want to make sure that we jump around and bounce to the other resources we mentioned. So we
will uh we will leave it here, leave mathology here and go out to a different resource. But really just want to
highlight that with mathology you have access to everything K to9 and then it's just finding those right ways to use the
materials that are
there. So we are into this third question. uh how can I provide students with the
individualized support and feedback they need? Maybe you saw something in the math uh interactive tools maybe in the
mathology lesson those next steps it's already there. Uh but maybe in this case we wanted to look at
Matific thinking of where might a computer program fit in an intervention story.
So, if you've seen Matific or haven't seen it before, we wanted to engage you with it a little bit so you could think
about it. Um, here's some reasons why students love it, reasons why teachers love it. Uh, students are engaged with
the content. It it's adaptive for them and there's over 40 languages. Uh,
because Matificated already languages. So, that's a way in to support many of our
learners. And then teachers, you get all sorts of data and it supports you with the data to drive instruction and
feedback and differentiate. Uh but we wanted you to get a chance to actually do some of these. So I'm going to share
a link in the chat and you have all these different options of activities you could try and so please just take a
few minutes to try one and as you're trying think about how uh are the activities developing and supporting
operational number and operational sense and then how do the visuals in the activity uh how are they essential for
the learning of these concepts. Here's the uh here's the imp
the link. And if you just scroll down sort of halfway down, why try activity?
If you open it up, it'll let you try that. Better for you to try than to uh
listen to me talk about it uh the whole time. So, please take one or two or try
one or two, get something wrong, see what happens.
Uh if you are able and if you one or two of you could put in the chat the activity you tried and uh how you think
students would um benefit from that or how the visual supported you.
Yeah, thank you. And so hopefully also that
connection of the tools and models that we had in that first activity, then you
saw them again within mathology and where we shared and now you're seeing them in the typic. So, we're having this
thread of how visuals and representations help us to make sense of what's going on in our math
journey. Right. Uh and I'm going to start sharing again because one of the
things we wanted to make sure we to keep weaving in and out in
our session of uh student experience, teacher experience to think about where we play
the role and where the students are playing the role and how we work back and forth. And so this is what uh Mic
looks like for a student. um in different grades the background changes
but the content the activity is the same and so I wanted to share a few of what
the students can do just so that you see and understand where it comes from but I'm going to start in Adventure Island
because Adventure Island is an individualized adaptive path for every
learner and so I've logged into Vera's account is in grade three uh and she's
working through something. Uh some might say she's not where the curriculum says
she should be, but she is where she is. And so what's happened in Adventure Island for Vera is that she started down
here. He did some activities and as she's worked her way along,
Matific based on what she's showing Matific needs more work. You'll see
she's getting five stars on all these. She keeps going back. She wants to get more stars to get more things. And so,
but you can see there's that number line activity. Uh there's different activities along the way. And so it's
moving up her path for her and taking her further and further down her math
path down this journey to help her. Uh we were in a class the other day. I had
a student who was at activity 240 in grade one. We've worked our way so far.
So this idea of where am I and how does Matific help me get to where I'm going?
about it. At the same time, there's a placement test students do at the very beginning and you can set them at
whatever grade you want so that they start in a good place and they have a good experience with
that. Show you two more places just to explain. Uh this is where the student
decides. So if assessment as learning is big for you and your students, uh the
student can say, you know what, I just feel like trying something a little bit easier today and go back and do a
counting activity or I like being challenged. Uh maybe I actually want to
go and do some time table activity. So then they can open up and the student is
choosing to do this activity or not. Now I've let you know I'm logged into Bear's account. This wouldn't be a good
activity for her. She's not ready for this yet, but I just wanted you to see what it looked like.
So, spins, the multiplication uh chart numbers disappear. What patterns are there? And I have to guess, I have to
tell the answer, and then it responds. I I asked you to get some answers wrong as you were playing because I wanted you to
see that the program is set. If they get an answer wrong, the third time, the correct answer is coming in for them.
because it's about teaching and learning uh not just gathering data testing do they know but supporting them with it as
well and assigned work I just wanted to point out hopefully the examples I show
help you see this is where the teacher [Music]
assigned so these are the activities that are actually in that grade two uh mathology lesson that we were looking at
so because mathology ology matific we have it set up where it's linked together in some way we can say oh this
is the mathology lesson these are the good activities to assign student and I just wanted to point out not all
activities have visuals some are only word problems or just fluency do they
know the right answer isn't always about the visual
it's about moving from the visual to then being able to do uh these problems Rachel saw five tigers on her trip to
the jungle. Several of them. I won't actually do it. I just wanted to make sure you saw what it looked
like. Uh, and this is in Mathology where I clicked to launch
Matific. So, let's jump back in here. Oh, I think I jumped a few slides
too far back. So, that's what it looked like. This is a younger version of it. Uh, there's where I got to click. Here's
the lessons I would assign. And I just wanted to highlight for you. It tells me the data while I'm
working. When I'm in the teacher dashboard, I can see students that are needing help or excelling and flagging.
And while students are working, it's a live classroom. It flags also red, go
talk to Eric. He's having a hard time with this activity. And you get all sorts of data from that.
So that was a again just a little dive into Matip and how is Matypic a way to
think about ensuring that we have that individualized support and feedback for students. We also know that games are a
great way into learning and a great way to differentiate and give students practice in purposeful ways. And so
there are lots of games in an intervention resource called do the math. uh it is designed to be set up in
a withdrawal setting but then how could we use it sort of back and forth so we'll share a little bit about that one
right now uh sorry it is created by Marilyn Burns
it's from Hinaman and we have it here in Canada with us so we'll share it with you quickly it is a resource this way
where you're buying a module and you use that module so you decide I need to work
with you know addition subtraction ction book a with my class or with a group from my class. And so I'll just show you
one example of what that might look like. One of the activities in it is some uh 10 frame flash cards. You'd show
this quickly and then hide it. You'd show that quickly and hide it. Students are saying how many are there? How many
are there? So that's one activity. And then another activity the next day is
about using those cards and thinking about grouping them together. So, if I had shown the eight card and the six,
sorry, the six card and the eight card, I can use my counters and drag four of
them over, finish my 10, and I have four left. And how do I write that? All
right, that is 6 + 8 = 10 + 4 = 14. to
really see and think about um wrapping up that 10 and really highlighting that
tendess of numbers because that's going to help me with all sorts of questions when I get into the hundreds and even
thousands. I need to see that 10. What does it look like for us as teachers with the support material? Each
lesson has a step-by-step guide with the vocab and materials. Step one, introduce
the lesson, revisit these cards, so on and so forth. whole group individual and
I'll just make one bigger so you can hopefully see it just to see that detailed support
that explicit support that's there for us when we're taking on this approach of I need to take a deep dive and really be
purposeful intentional with a specific skill that I'm working on with my learners. You'll see this is lesson 22.
So each of the modules have 30 lessons in them and then at the end of every
fifth is a specific um assessment task. So they're sets in they're set in weeks
do something then you have your assessment at the end. Where are my learners on this
journey? There's also materials in this resource where you would head in and you
send this home every week and have games that students are doing at home as well. So, just one quick example from
addition. Uh, I'm going to jump into multiplication here. We're going to look at multiplication module
A. And inside of that, we're going to have a game called circles and stars.
Uh, circles and stars uh capture where one student turns their card, the other
student turns their card. Is two groups of four greater or greater than five groups of one? It is. That student takes
both cards. is six groups of five greater than five groups of five. Yeah, I have a
whole extra group. The student takes both cards. That's one of the activities. Another one is the tiles
capture. Similarly, so these are all in the resource where you have these cards and these activities, but I wanted to
make sure you saw the models and tools we've used and how you could see and use those uh with your students on your own
if you didn't uh use this particular resource. rolling dice, which is a greater product. How do you know? And uh
in this again, in this case, you'll notice the dice aren't typical dice. Uh they're not numbered one to six. So you
can see they're used for different activities on purpose. The orange one only has ones and tens. That's used a
lot in the base 10 games. And we thought we'd do one lesson sort of more detailed. So here's this
lesson. Hopefully everyone can grab a scrap piece of paper beside you. This one's set up and I share it because I
haven't seen it in other resources and I wanted to make sure I highlighted something unique uh for you here. Uh I'm
going to roll a dieice and I'm going to ask you to draw that many lines across your page. So draw three lines across
your page. When we roll the second eye, we're
going to draw that many lines up and down intersecting those lines that
you've drawn. and then invite you to circle the points where the lines
cross and then you're trying to decide how many circles you've drawn. So write the multiplication equation that relates
to that image you've
created. And we'll try one more here. So first one is two. Draw two lines across
your page. Sorry, I didn't give you
time. And then six. Draw six lines uh up and down. Circle your intersecting points.
And then think of the multiplication
equation. And so you have pictures like this. And so we have shared already with
multiplying thinking about it as counting as counting as skip counting as arrays. And so thinking about this as a
different model and how do the intersection points help us to think about
quantity and maybe we end up in a conversation here where we're looking at this version and this version and are
they the same if I do three fours and four threes? Uh it depends on which lines you drew first or how you're
looking at the page. So again, that's an activity from uh the book. There's
student ex packages, etc. They're working through and teacher notes as
well. Uh but wanting to make sure we highlight it isn't all visuals. There's
also, as we know, lots of situations like this where we look at equations together and students are filling those
out. But I want to make sure we point out the intentional order of these. You know, why did they do 2 * 9 then 4* 9
then 8 * 9? How can we help students to notice relationships between and not
just think of them as 20 unique
questions? It's going to move its way up to splitting and thinking of factors of 12. And I thought this would be a good
visual just to help you see what's in one of the modules. So this is one of the activities at the end. The students
make a web of things they've learned. And we can see an example here of all the ways they thought about
multiplying. And we're using do the math and their the list that's in the resource to to to wrap up and really
think about what are the instructional principles that are really important in an intervention
setting. You see some there in the chat. Sorry, you see some on the list and then
I wanted to ask you to think about which ones are really important uh in that setting for
you. And we say that on purpose because do the math uses those to really define and describe their program and how they
work their way through and how sometimes they focus on one or the other. But we also thought it would be a good way for us to wrap up and really highlight what
we've shared through matific. If we look at this teaching for understanding
section, students in need of intervention typically do not look for relationships or make connections among
ideas. We have to do that. We have to be intentional about bringing that conversation to light for all of our
learners. Students need learning experiences that link concepts and skills to mathematical representations
and language. Again, hopefully that's what you saw sort of as a theme through what we decided to share with you.
uh and one story I wanted to share to connect in here which was you know this
was a a situation where we think about the learners and how the learners uh
this was in a withdrawal setting where a group of students was doing work with do the math and what that classroom was
doing was the students were bringing the game into the class for everyone to play and all learners were benefiting from
that because it was another activity But these students had the sequence in do the math to work their way through and
feel confident. And when they got in class and were the ma were the expert on something, it just changed their whole
attitude about themselves as mathematicians. And I knew we'd get here
and I and we're wrapping up. We just wanted to highlight one little thing with uh with mathology. It is based on a
learning progression. So, while we might start looking from curriculum, we also wanted to point out that when you're in
mathology, you can search from progression. So, if you had any setting, I'm a a grade five teacher. I'm a
resource teacher and my grade five teacher says, I need help. I've got a student who's significantly behind on
their journey with multiplication and division. What do I do? And so, you can look in mathology. You can see this
learning progression and you can sort by that. So, if I clicked on the first indicator, I find activities that
support each of those things. So, maybe I find out that it's actually uh right
here. It's grouping, fives, and tens. That's the work that student needs more of. Then I have an activity I can go and
use to develop that with my learner. Wanted to make sure we landed
again here with making the student at the center of our work. We all know that
but as we dive into resources we of we sometimes think about ourselves uh which
we need to but think about the impact on that learner. So at the beginning I asked you to think about keep these in
mind. Is there a student or two that you can think about uh what's the right thing to try with this student from what
we've shared and to really think about no
matter what we do and how we do it. Our goal is that we're developing a positive math identity for our learners. We want
to make sure we they find the right thing that builds their confidence whether it is in quantity or operation,
maybe it's in patterning, maybe it's in shape and space. Uh but find that right way to build them up and then connect
across the strands to really keep that story going for them. Uh we promised you if you came and
attended we were going to do a little draw. So we are going to do that in one moment. Uh but just for our own
reflection if you don't mind uh which of the sections we looked at were most
impactful or interesting for you and I will say again if what I shared just
tweaked your interest and you're like I want to learn more about blank uh please email uh my emails there. We also will
share um a link to our our whole team across Canada. But uh for now, if you're
willing, A, B, C, D, or E, which part uh resonated most with you? Oh, this is
fun. Four different answers right
away. Really appreciate that.
uh door prize time and then
um said the draw in the background because I know that we're running short on time. So the winner of a classroom
set of the mythology mathemat is Kevin Wendling. Uh, so Kevin, I'll y I'll pop
you an email and uh to gather your contact information and congratulations
and I just want to put this link in the chat because in case uh your team and
you want to reach out to one of your executives, you'll find out exact sales exe you'll find out exactly who you can reach out to or again uh through me and
I can connect you as needed. In the next few days, you'll be getting an email
from us saying thanks for attending with a link to the recording and a quick little survey. Uh we really appreciate
you giving up your time at the end of the day to join us or end of the day. End of the day if you're in the eastern part of Canada, uh middle of the day if
as you move across west. But uh please take care and have a wonderful rest of your day.
Stop sharing.
Thank you so much for the feedback. My parents just showed up for a visit and I can't wait to tell them that someone
said it was a wonderful session. You just made my day.
That was really great, Eric. Sorry, I was on mute. Thank you so much.
All
right. There's still a few of you here. If there's anything else we can help
with
All right, I think we're going to uh end the session if that's okay. Sort of wait
a few more seconds just to make sure those of you are here. If there was something you were typing in the chat or
a question you had, don't want to cut you off.
Sean, thanks for joining. Probably dinner time for you now. It is. Yeah. Looking forward to it.
All right. I think I just press end and we'll be uh heading out. Great. Have a great night. You,
too.