preliminary program - virginia council of teachers of mathematics
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Conference Program Booklet
Parking Information VCTM conference attendees can park in the C10 and C12 Lots on JMU’s east campus between the hours of 7:30 AM and 8:00 PM on March 13th - 15th, 2014. No parking permits will be necessary. Parking in other lots may result in campus guests receiving parking citations. An online campus map can be accessed at http://web.jmu.edu/parking/parkingmap.pdf . Campus guests are prohibited from parking in specialty spaces such as Service Vehicle spaces, handicap spaces without proper permit, or expired meters. They are also prohibited from parking in Fire Lanes.
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Friday Sessions Starting at 8:30 a.m. Session 1 8:30–9:45 ISAT 148 9–14 Mathematical Expeditions in Polar Science There are multidisciplinary challenges facing our planet, and polar science provides / particularly interesting contexts to engage students. We will examine three mathematics lessons based on / shrinking Arctic sea ice extent, melting glaciers, and accurately measuring Weddell seals. • Lynn Foshee Reed, [email protected], Einstein Educator Fellow Session 2 8:30–9:45 ISAT 150 PreK–12 Game-ification Having a hard time getting your students to work in the classroom? Try this one, simple way to engage all your students in the task at hand. Teachers of all grades can transform a boring worksheet into a fun, interactive, activity that gets students talking about math! The best part? It works over and over and over again. • Levi Jaynes, [email protected], Central High School, King and Queen County PS, VA Session 3 8:30–9:45 ISAT 236 PreK–5 Exploring Mathematical Concepts in a Blended Learning Environment Through this engaging session, participants will learn a framework for blended learning techniques that can help students learn and process simple to complex mathematical concepts. For example, teachers will combine plush toys, books, posters, and iPad apps for individual or groups of students to assist their preferred learning method. • Rebecca Klemm, [email protected], Numbers Alive! • Jose Lara, [email protected], Numbers Alive! Session 4 8:30–9:45 ISAT 243 2–4 Increase Student Engagement and Understanding: Implement I-STEM Design Challenges In Your Math Class This hands-on session will walk participants through the steps of the design process using I-STEM (Integrated Science Technology Engineering & Mathematics). Small groups will plan a solution to the mathematically based design challenge, create a model with the available materials, test their model, and re-design it. Participants will receive additional ready-to-use I-STEM challenges. • Jackie Gulino, [email protected], Keister ES, Harrisonburg City PS, VA • Paige Rogers, [email protected], Stone Spring ES, Harrisonburg City PS, VA Session 5 8:30–9:45 ISAT 348 3–8 Increasing Engagement with Cooperative Learning Teachers will learn cooperative learning strategies to engage all learners in mathematics. Teachers learn 4 key cooperative learning strategies, and they will leave with activities to support each strategy. Teachers will develop an understanding of using cooperative learning with special education and ELL students. • Tracy Cabacoy, [email protected], Springfield Estates ES, Fairfax County PS, VA • Rebecca Cousins, [email protected], Springfield Estates ES, Fairfax County PS, VA
Session 6 8:30–9:45 ISAT 350 3–5 Using Multiple Division Representations: When do I Keep a Remainder? Participants will examine ways to develop an operation sense of division through the use of multiple representations. Using models and diagrams to represent word problems, partitive and measurement division situations will be explored. Thinking about division as fractions, remainders will be examined using whole numbers, fractions, and decimals. • Dr. Maria Timmerman, [email protected], Longwood University, Farmville, VA Session 7 8:30–9:45 ISAT LAB1 9–12 Untapped Opportunities: a Glimpse into the Future of Online Education With the new VA graduation requirement, online education is here to stay! Mathematics, being more skill-driven and abstract, offers unique challenges in this developing medium. The solutions emerging to address these challenges are creating exciting opportunities that extend into the traditional classroom. • Mohammad Edris Qarghah, [email protected], T. C. Williams Satellite Campus, Alexandria
City PS, VA Session 8 8:30–9:45 HHS 1202 PreK–8 Math%is%Everywhere%
"If$you$love$sports,$you$love$math",$well$that$is$what$we$believe$to$be$true$at$the$Virginia$Sports$Hall$of$Fame$&$Museum.$You$can$find$math$everywhere$in$sports,$from$the$dimensions$of$a$court$or$field$to$the$probability$a$kicker$will$make$the$53Eyard$field$goal.$Let$us$show$you$how$to$excited$and$engage$your$students$with$such$a$likeable$topic.$ • Elaina Trafny, [email protected],$Virginia$Sports$Hall$of$Fame$and$Museum,$Portsmouth,$VA Session 9 8:30–9:45 HHS 1203 6–12 Engaging 6-12 Mathematics Students with Inquiry-Based Teaching Research suggests that teaching through hands-on/minds-on, inquiry-based instruction engages students and enhances the students’ conceptual understanding. How do we do this in a secondary (6-12) math classroom? Participants will be provided with varied inquiry-based lessons that can be used in the teaching of mathematics in grades 6-12. • Linda Pond, [email protected], Old Dominion University, Norfolk, VA • Kelly S. Clark, [email protected], Old Dominion University, Norfolk, VA Session 10 8:30–9:45 HHS 1204 9–16 , R Promoting Students’ Understanding of the Role of Mathematical Proof The session will consist of two parts. In the first part, results from an exploratory study that evaluated secondary school students’ perception of mathematical arguments will be shared. During the second part, interventions that could potentially promote students’ understanding of the role of proof via the use of counterexamples will be discussed. • Yating Liu, [email protected], Old Dominion University, Norfolk, VA
Session 11 8:30–9:45 HHS 1207 9–12 Computer Math: Relevant mathematics for vocation-minded students Session will provide information on a course sequence that includes the VDOE approved course Computer Math as implemented by one school division in Virginia. The presenter will provide examples of projects from the course, specifically designed to address real-world mathematical concepts. • Chris Noll, [email protected], Turner Ashby HS, Rockingham County PS, VA Session 12 8:30–9:45 HHS 1208 6–8 Algebra Tiles: Representing the Big Ideas Visualizing major concepts in algebra aids in understanding. Participants will be actively involved with algebra tiles for working with operations and algebraic expressions, factoring, solving equations and inequalities, and playing games for reinforcing the big ideas. Materials will be provided. • Don S. Balka, [email protected], St. Mary’s College, Notre Dame, IN Session 13 8:30–9:45 ISAT 148 3–5 The Importance of the Elementary Principal in Mathematics Instruction An Elementary Principal who is also a K-8 Mathematics Specialist shares a little bit of what he has learned about leadership and math instruction. This will provide a brief overview of what is important for elementary principals to know about mathematics in the classroom--from proper math vocabulary to appropriate conceptual instruction & more. • Rod Gillespie, [email protected], Abbs Valley-Boissevain ES & Springwood ES, Tazewell County PS, VA Session 14 8:30–9:45 HHS 1301 3–12 Introducing Algebra-From Properties of Real Numbers to Linear Equations in Slope-Intercept Form Each attendee will receive a set of A+ Tiles and a 100 Board. This is a "Hands-On" presentation with a promise to introduce you to a number of activities that engage students from 3rd to 9th grades in acquiring essential algebra skills! • Art Stoner, [email protected], A+ Compass Session 15 8:30–9:45 HHS 2031 All Reasoning and Making Sense in Teaching and Learning Mathematics, the Most Important Standard! Too often mathematics instruction focuses on procedural knowledge. Teaching with a lens on helping students to make sense of the mathematics they are learning ensures deeper understanding. Let's look at what it takes to transform our instruction from "show and tell" to "now I get it!!" • Linda Gojak, President, National Council of Teachers of Mathematics Session 16 8:30–9:45 HHS 2202 3–5 Division Beyond "Gosinta" This workshop will look at building division concepts and the need to go beyond how many times the divisor "goes into" the dividend. Participants will gain experience with activities they can then use in their own classrooms. • Terri Okes, [email protected], Henrico County PS, VA • Debi Godfrey, [email protected], Henrico County PS, VA
Session 17 8:30–9:45 HHS 2203 PreK–5 Attacking Word Problems with Comprehension and Computation Strategies Want to learn how comprehension and computation strategies build students' conceptual knowledge and confidence in solving word problems? You will leave this session with a variety of classroom activities that actively involve students in attacking problems and using mental computation strategies to solve single and multiple step word problems. • Sharon Welch Person, [email protected], John Tyler ES, Portsmouth PS, VA • Gwen Best, [email protected], Franklin PS, VA Session 18 8:30–9:45 HHS 2204 9–12 Using Beads to Illustrate the Central Limit Theorem Understanding sampling distributions of sample means and sample proportions is one of the most challenging topics for AP Statistics students. Students also tend to confuse the two. Using beads, we will experience numerous sampling iterations of differing sample sizes. Our resultant graphs will illustrate the CLT in ways students find memorable. • Mimi Corcoran, [email protected], Highland School, Warrenton, VA Session 19 8:30–9:45 HHS 2208 6–12 Math Lab in High School Follow the progression of extra help for high school students in all levels of mathematics at a high school of 1300 students. We will share our successes and failures and hopes for the future. • Shelly Pine, [email protected], James Wood HS, Frederick County PS, VA • Mindy Booth, [email protected], James Wood HS, Frederick County PS, VA • Allison Tait, [email protected], Frederick County PS, VA • Melissa Charles, [email protected], Frederick County PS, VA Session 20 8:30–9:45 HHS 2209 9–12 The NASA LEARN Program: Longterm Engagement in Authentic Research with NASA The NASA LEARN Project is an innovative program that provides educators with on-site research and training with NASA scientists in the summer and guided research projects that continue throughout the school year. Educators conduct their own research with help of a team of NASA scientists and share/integrate these projects into their classrooms. • Tim Kubinak, [email protected], John Yeates MS, Suffolk County PS, VA Session 21 8:30–9:45 HHS 2210 R Action Research in the Elementary School Classroom This presentation describes the results of three action research projects by graduate students at the University of Mary Washington. The research involved the effects of employing Math Buddies in grades K and 5; integrating STEAM projects into a first-grade class; and implementing Whole Brain activities in a kindergarten class. • Maria P. Sheckels, [email protected], University of Mary Washington, Fredericksburg, VA • Elizabeth Butler, [email protected], University of Mary Washington, Fredericksburg, VA • Taylor Chadman, [email protected], University of Mary Washington, Fredericksburg, VA • Claire Gianelle, [email protected], University of Mary Washington, Fredericksburg, VA
Friday Sessions Starting at 10:00 a.m. Session 22 10:00–11:15 ISAT 136 6–8 Investigating Surface Area & Volume in the Middle School Classroom The purpose of this presentation is to take a deeper look as to why students struggle with Surface Area and Volume. We will be looking at the State's 2012 Performance Analysis questions on Surface Area & Volume. The participants of this presentation will be provided with several activities, strategies, and resources to help with their instruction. • Patty McGraw, [email protected], Beville MS, Prince William County PS, VA Session 23 10:00–11:15 ISAT 148 3–5 Building Links Between Multiplication and Division: Concepts and Skills Multiplication and division are closely linked. This session will demonstrate strategies that can be used to reinforce the connection between these operations and to develop flexible thinking. In particular the session will show practical ways to develop the concepts and skills for both operations through the use of visual models and games. • Debi DePaul, [email protected],$ORIGO$Education,$Inc. Session 24 10:00–11:15 ISAT 150 9–12 Back-To-Back Learning - Circling Back By Design to Check for Understanding. A collection of tested ideas and strategies used in the Algebra 1 and 2 classroom to continuously monitor student understanding throughout the entire lesson. • Linda Johnson, [email protected], McLean High School, Fairfax County PS, VA Session 25 10:00–11:15 ISAT 243 3–5 Number Talks and Order of Operations Number Talks support children building mental math and computation strategies. Through number talks, students make sense of the mathematics that they are presented. Participants experience number talks and leave ready to lead a number talk. • Molly Rawding, [email protected], Annandale Terrace ES, Fairfax County PS, VA Session 26 10:00–11:15 ISAT 259 6–8 How can you subtract a negative number? Using two-color counters, number lines, and other models, we will work on integer addition and subtraction tasks in which we think about subtraction as completion and think about integers as directed differences. We’ll discuss how these tasks can help students make sense of integer multiplication and division and ease the transition to algebra. • Catherine Ulrich, [email protected], Virginia Polytechnic Institute and State University, Blacksburg, VA Session 27 10:00–11:15 ISAT 348 PreK–5 Making Sense of Word Problems Participants will gain an understanding of a problem solving process called UPSC (Understand, Plan, Solve, Check) and will discuss samples of students' work using the process. The presenters will share strategies for helping students to make sense of word problems and will discuss why using "key word" strategies should be avoided. • Donna Stofko, [email protected], Prince William County Public Schools, VA
Session 28 10:00–11:15 ISAT 350 9–12 Can we use our phones? Using mobile technology in the math classroom. We live in an age where almost every student (and most teachers) have access to a device just as powerful (if not more powerful) than the laptops we get issued by our counties. In this session, we will be exploring some apps to use with both Android and iOS devices, and also discussing strategies in implementing these technologies. • Matthew Sherman, [email protected], Blessed Sacrament Huguenot School, Henrico, VA Session 29 10:00–11:15 ISAT LAB1 9–12 Using Modeling and Simulation in Your Algebra Classes Create simulation-based STEM lessons to take back to your classroom. Increase your resources for lessons involving Algebra concepts. • Yvonne Wampler, [email protected], J. I. Burton HS, Norton City PS, VA Session 30 10:00–11:15 ISAT LAB 2 PreK–12 Numbers Bee: Improving Fluency with Numbers and Operations for all ages. Numbers Bee is an online math game for elementary and middle school students designed to promote numeracy and build confidence in their math skills through interactive learning and competition among peers. It increases critical thinking skills. It is a fun teaching tool and can be used every day in the classroom and in afterschool clubs • Dr. Sakthi Vel, [email protected], NumbersBee.com • Shirley Ellison, [email protected], Red Clay Consolidated School District, DE Session 31 10:00–11:15 HHS 1202 6–8 Using Daily Routines to Build Number Sense of Middle School Students How many middle school students have good number sense or proportional reasoning skills? Come learn some daily math routines that can help students become more comfortable working with rational numbers. In this interactive session, participants will leave with ideas, activities and resources to use in their classrooms tomorrow. • Catherine Schaefer, [email protected], Windsor Woods ES, Virginia Beach City PS, VA • Alison Moir, [email protected], Hampton City PS, VA • Reginia Harris, [email protected], Hampton City PS, VA Session 32 10:00–11:15 HHS 1203 9–12 What's a Radian, Anyway? Knowing Unit Circle values is a critical skill in Trigonometry, Math Analysis, Calculus, and beyond. But how much do students remember when asked to write them, fill in the blanks and memorize? This session will give you a hands-on discovery method for teaching unit circle values while connecting them to prior knowledge of Geometry. • Diane Briggs, [email protected], Colonial Forge School/Commonwealth Governor’s School, VA • Sherri Oesterheld, [email protected], Riverbend HS/Commonwealth Governor’s School, VA Session 33 10:00–11:15 HHS 1204 PreK–8 Contemplating Coaching Decisions: Cases from a Math Specialist’s Practice In addition to focusing on the practice of classroom teachers, math specialists need opportunities to discuss their own practice as well. In this session, cases will be shared from a middle school math coach and participants will analyze the decisions that math coaches make and discuss coaching moves that can support the work of teachers. • Cindy Cooper, [email protected], Godwin MS, Prince William County PS, VA
Session 34 10:00–11:15 HHS 1207 9–12 Square Roots Using a Carpenter's Square Before there were calculators, carpenters often times needed to know a square root measurement before cutting. Skilled carpenters could approximate the calculation with the use of a carpenter’s square. This brief presentation demonstrates how they do it. • Joe Joyner, [email protected], Tidewater Community College, Virginia Beach, VA Session 35 10:00–11:15 HHS 1209 6–12 Making Mathematics Real: Knot theory, experimental mathematics, and 3D printing For a pure mathematician, mathematics is a set of abstract constructs completely separated from reality, and using technology to explore mathematics can seem like, well, cheating. But modern technology can help support exploratory, investigative mathematics, even for those of us that are old-school mathematical purists at heart. Going a step further, the recently accessible technology of 3D printing can take abstract mathematical objects and literally make them real. A 3D printing demonstration will accompany this talk. • Laura Taalman, [email protected], James Madison University, Harrisonburg, VA Session 36 10:00–11:15 HHS 1210 PreK–8 Family Math Night Family Math Night can be organized at your school without creating additional stress to your busy schedules. The activities in this presentation can be adapted to elementary and middle school levels. Participants will receive lots of ideas and actually do some of the activities! Family Math Night can be Family Fun night for all!!! • Kathy Judge, [email protected], Rippon MS, Prince William County PS, VA Session 37 10:00–11:15 HHS 1301 9–16 Bisquick® can kill you and other fun, but WRONG, facts! People often believe “facts” they hear and read, without ever investigating whether these facts are true. Usually a quick Google search or snopes.com can set the record straight. Why are we so gullible? We will examine many newspaper articles, Facebook entries, and common myths that go viral to see how data is manipulated and misrepresented. • Colleen Watson, [email protected], James Madison University, Harrisonburg, VA Session 38 10:00–11:15 HHS2301 PreK–16 The Importance of Connections and Reasoning in the Mathematics Classroom Focus on the process skills in mathematics teaching are essential to building student understanding. This session will focus on examples of how teachers can facilitate mathematical connections and reasoning in their classrooms. • Michael Bolling, [email protected], Virginia Department of Education Session 39 10:00–11:15 HHS 2202 6–12 Hands On Triangle Congruence Exploration and Proof Presenters will model an exploration of triangle congruence through the use of manipulatives. Teachers will walk away with a structured activity in which students can discover the necessary and sufficient criteria for ensuring triangle congruence. The activity concludes with a transition into flow proofs and two column proofs. • Stephanie Brady, [email protected], Patrick Henry HS, Hanover County PS, VA • Gretchen Shaw, [email protected], Patrick Henry HS, Hanover County PS, VA
Session 40 10:00–11:15 HHS 2203 3–8 1 to 1 Devices in Math; Year One *Presentation on the use of 1 to 1 laptops in a diverse middle school. / *Examples will include: journaling, Blackboard, flipped classroom, ActivInspire, etc... / *Applications to freeware • Peter Fiddner, [email protected], Jackson P. Burley MS, Albemarle County PS, VA • Sherica Jones-Lewis, [email protected], Jackson P. Burley MS, Albemarle County PS, VA Session 41 10:00–11:15 HHS 2204 PreK–2 Developing Number and Operation Concepts with Ten Frames Ten frames are one of the most useful K-1 tools for teaching and learning in the primary grades. Participants will experience games and activities matching Virginia's Standards of Learning for number sense and computation. Help students attach meaning to counting, composing/decomposing numbers, understanding place value, and adding and subtraction. • Ruth Harbin Miles, [email protected], Mary Baldwin College, Staunton, VA • Don S. Balka, [email protected], St. Mary’s College, Notre Dame, IN Session 42 10:00–11:15 HHS 2208 PreK–8 Surface Area of a Care Package: A Mathematical STEM Lesson Learn how to incorporate science, technology, and engineering into a geometry lesson on finding volume and surface area of a rectangular prism, while also conducting a service project. The presenter will demonstrate a lesson using STEM components that is hands-on and student driven, while engaging the participants in the lesson. • Amy Gordon, [email protected], Pole Green ES, Hanover County PS, VA Session 43 10:00–11:15 HHS 2210 3–5 Multiplication and Division Strategies for Increasing Student Understanding Do your students need a deeper understanding of the meaning of multiplication and division? Come learn multiple strategies to help your students model multiplication and division problems. Participants will learn multiple strategies to encourage students to use a variety of problem solving techniques with math facts and multi-digit problems. • Suzanne Coleman, [email protected], Boonsboro ES, Bedford County PS, VA
Friday Sessions Starting at 11:30 a.m. Session 44 11:30–12:45 ISAT 136 PreK–16 Writing to Learn and Learning to Write in Mathematics This interactive presentation will examine the “What”, “Why”, and “How” of incorporating content area writing in the mathematics curriculum. We will consider the need for writing in the content areas and examine and practice strategies to implement writing in mathematics. • Marlene Robinson, [email protected], International Center for Leadership in Education, Albemarle
County PS (retired), VA
Session 45 11:30–12:45 ISAT 148 6–8 Developing Probabilistic Thinking: Big Ideas From Unlikely Places We will explore a variety of activities and games that connect probability to middle school topics in algebra and geometry as well as to interesting and fun contexts. Through making conjectures and using simulations to test them, we will highlight important ideas in probability that every student should understand. • Kyle T. Schultz, [email protected], James Madison University, Harrisonburg, VA Session 46 11:30–12:45 ISAT 236 6–12 "Why Do We Have to Learn This?" Using Dan Meyer's Three Act Lessons How many times have you heard, "Why Do We Have to Learn This?" We will investigate Dan Meyer's three-act lessons concept to provide equity and access to mathematics to all students. Students of all levels begin investigating and problem solving before they even realize they are doing mathematics. • Pamela M. Hall, [email protected], Cosby HS, Chesterfield County PS, VA Session 47 11:30–12:45 ISAT 243 3–8 Engaging Student Interest with Pinterest Is your brain burnt out? Struggling with new and creative ideas on your own? Let others do the work for you! You just need to know where to look. We have taken those 'pinned' ideas and created lots of useful math activities aligned to the Virginia Standards of Learning. • Jaime Barker, [email protected], Roanoke City PS, VA • Robin Carpenter, [email protected], Roanoke City PS, VA Session 48 11:30–12:45 ISAT 259 3–8 Mathemagical Arithmetricks Keep your students captivated and engaged in learning mathematics with some simple math magic tricks. Learn to perform these amazing number and geometry feats while teaching basic operations and concepts--then teach your students to perform them. You will be inspired and so will your students! • Lisa Hall, [email protected], Lakeside ES, Henrico County PS, VA Session 49 11:30–12:45 ISAT 350 9–12 Fun and Games in the Geometry Classroom Participants will experience a variety of hands-on activities that can be used for review and reinforcement of key concepts in the Geometry classroom. Activities include card matches, Versatile matches, bingos, recipes, and more. • Pat Gabriel, [email protected], Thomas Jefferson HS for Science and Technology, Fairfax County PS, VA Session 50 11:30–12:45 ISAT LAB1 3–8 Using Virginia SOL Assessment Results to Target Instruction The Quantile measure in mathematics is provided to students who take the Virginia SOL assessments. Participants will gain insight on how to use the Quantile measure that is reported on the End-of-Year Student Report form. Educators are empowered to target student needs using these results and the free resources on the Quantile Framework website. • Ruth R. Price, [email protected], MetaMetrics, Inc.
Session 51 11:30–12:45 ISAT LAB2 3–12 Charging up the Math: Cool Tech Tools for the Mathematics Classroom This session provides a wide array of tech tools that you can use in the mathematics classroom. We explore the latest NCTM online resources as well as a host of Web 2.0 tools, and more! • Heather Askea, [email protected], The University of Virginia’s College at Wise Center for Teaching
Excellence, Wise, VA Session 52 11:30–12:45 HHS 1202 6–8 Have Four Times the Fun with Quadrilaterals How many right angles can a trapezoid have? Can kites be classified as squares? Come learn the answers to these questions and more as you explore the world of quadrilaterals! Discover strategies that will help students understand quadrilaterals and their attributes. Be prepared for thought-provoking discussions! Engaging activities will be shared. • Danielle Steelman, [email protected], Prince William County PS, VA • Kathleen Stoebe, [email protected], Prince William County PS, VA Session 53 11:30–12:45 HHS 1203 3–8 Learning to Coordinate Multiple Levels of Units? There's an App for That! CandyDepot is a new app, available for free from iTunes. This presentation will show how CandyDepot supports students' ability to coordinate units--an important way of reasoning mathematically. Participants will be invited to play the app and are encouraged to bring their iPads, but several iPads will be available to loan. • Anderson Norton, [email protected], Virginia Polytechnic Institute and State University, Blacksburg, VA Session 54 11:30–12:45 HHS 1204 PreK–16 One Is Not Enough: Designing Professional Development for Sustainability Through a creative approach, a school seeks to develop a more viable professional development plan. One teacher leader and Math Coach share their experiences with finding professional development that meets the needs of teachers and works to increase content knowledge and sustainability in their school. • Tiffany Durante, [email protected], Lee Hall ES, Newport News PS, VA • Erin Routten, [email protected], Lee Hall ES, Newport News PS, VA Session 55 11:30–12:45 HHS 1208 3–5 Rubberband Bracelets S-T-R-E-T-C-H Math Engagement For Elementary Students S-T-R-E-T-C-H rubberband bracelets into more than a fad! Rubberband bracelet math engages students by using brightly colored rubberbands as math manipulatives with endless possibilities. Inquiry and problem-based lessons, test questions, SOL review unit, ideas, and the excitement of a hands-on math experience you can’t wait to share with students! • Terri Maass, [email protected], Otter River ES, Bedford County PS, VA • Kellie Baldwin, [email protected], Otter River ES, Bedford County PS, VA
Session 56 11:30–12:45 HHS 1209 PreK–8 Motivation Supports Emerging Teacher Leaders This session will share new research into the MUSIC model of motivation and how this model will enhance the work of mathematics specialists with teachers. The MUSIC model for motivation has been proven effective when working with students, and current research has been designed to look at the application of this model from the perspective of a math specialist. • Jean Mistele, [email protected], Radford University, Radford, VA • Betti Kreye, [email protected], Virginia Polytechnic Institute and State University, Blacksburg, VA Session 57 11:30–12:45 HHS 1210 6–12 Opportunities for Meaningful Mathematics Before and During Calculus There are many opportunities for meaningful mathematical engagement by students in and before the calculus course. The presentation will highlight a subset of these, chosen from: quadratic equations; distance; factoring polynomials; complex numbers and polynomials; regression lines; matrix multiplication; dot product of vectors; calculus topics. • Bob Sachs, [email protected], George Mason University, Fairfax, VA Session 58 11:30–12:45 HHS 1301 PreK–5 Using A Book Club to Foster Productive Discussions Productive discourse in math challenges many teachers. The book 5 Practices for Orchestrating Productive Mathematics Discussions provides a framework that highlights student thinking and instructional practices that foster discussions of important mathematical ideas. Participants will walk away with resources to start a book club of their own. • Courtney Baker, [email protected], Virginia Run ES, Fairfax County PS, VA • Christine Mohrweiss, [email protected], Virginia Run ES, Fairfax County PS, VA Session 59 11:30–12:45 HHS 2202 6–12 Two Points, A Line and A Pizza Place An analysis and demonstration of a lesson on the connections between slope, the point-slope form of the equation for a line, sequences and how these help illuminate why y-mx = b. This is done in the context of linear sequences and a pizza promotion! • Nathan Phillips, [email protected], Virginia Polytechnic Institute and State University, Blacksburg, VA Session 60 11:30–12:45 HHS 2203 3–5 Embedded Formative Assessments in the Mathematics Classroom In this workshop, participants will learn about research-based best practices in mathematics and will walk away from this presentation with a multitude of instructional strategies that can immediately be used in the mathematics classroom. Questioning techniques, cooperative learning strategies, differentiating instruction, and much more. • Kristin Kuntz, [email protected], Lovettsville ES, Loudoun County PS, VA • Michelle Junkin, [email protected], Forest Grove ES, Loudoun County PS, VA
Session 61 11:30–12:45 HHS 2204 PreK–2 Taking Time to Understand Telling Time This session will focus on telling time to the hour, half hour and five minutes. We will break down, through a series of lessons, how important it is to teach children how to tell time in stages: seconds, minutes, and hours. We will also address how the hands on a clock correlate together. • Ann Wallace, [email protected], James Madison University, Harrisonburg, VA • Maggie Ferguson, [email protected], James Madison University, Harrisonburg, VA • Kelcey Farren, [email protected], James Madison University, Harrisonburg, VA Session 62 11:30–12:45 HHS 2208 PreK–8 Model Drawing Strategy to Solve Word Problems A model drawing approach is a concrete method in comprehending and solving word problems. By students drawing out what they are reading, the students can create a visual model of the problem and increase their chances of successfully solving the problem. Participants will be actively engaged in solving word problems using this strategy. • Ernestine Saville-Brock, [email protected], Montgomery County PS, VA Session 63 11:30–12:45 HHS 2209 6–12 Understanding Independent and Dependent Events This session will focus on independent and dependent events from both a pedagogical and probabilistic content knowledge point of view. We will discuss background knowledge that is necessary for students to fully understand the meaning of independent and dependent events and how teachers can build this background knowledge through examples and non-examples. In particular, we will work through probability activities that extend beyond the ‘with-’ and ‘without-replacement’ notions of independent and dependent events. • Jay Wilkins, [email protected], Virginia Polytechnic Institute and State University, Blacksburg, VA Session 64 11:30–12:45 HHS 2210 9–12 Technology: A Portal to Exploration and Discovery A graphing calculator offers students the opportunity to explore and develop an understanding of rational exponents and logarithms through investigation, conjecture, and verification. Specific Standards of Learning that will be addressed are: AII.1; AII.6; AII.7; AII.8; AII/T.1; AII/T.6; AII/T.7; AFDA.1 • Kenn Pendleton, [email protected], Montgomery College, Germantown, MD
Friday Sessions Starting at 1:45 p.m.
Session 65 1:45–3:00 ISAT 136 PreK–5 Building on Student Responses: Continuing the Dialogue This session will discuss ways to promote understanding in mathematics and how to support kids ways of reasoning, specifically on how the time AFTER the correct answer is a productive time to engage kids in this reasoning. • John “Zig” Siegfried, [email protected], James Madison University, Harrisonburg, VA
Session 66 1:45–3:00 ISAT 148 6–12 Stack and Whack Geometry This presentation teaches geometry concepts by reinventing a quilting pattern called Stack-n-Whack. Scrapbook paper is the modern twist and it is a make and take presentation. A myriad of geometry concepts can be taught through this one but easily varied pattern. • Lisa LoConte-Allen, [email protected], Great Bridge MS, Chesapeake PS, VA Session 67 1:45–3:00 ISAT 236 3–5 Fraction (or Fractured?) Understanding Do you wonder why students struggle when learning fractions? This interactive workshop will focus on the underlying, and often missing, concepts necessary for students to be successful with fractions. We will explore different representations and interpretations of fractions and why they are so critical. • Debi DePaul, [email protected], ORIGO Education, Inc. Session 68 1:45–3:00 ISAT 243 6–8 Experiential Learning: An Algebra 1 Quadratic Model This session is designed to introduce a quadratic function as an area model through multiple representations, including on a graphing calculator. The use of patterns and geometry connections will be emphasized. • Pamela Haner, [email protected], St. Catherine’s School, Richmond, VA Session 69 1:45–3:00 ISAT 259 PreK–5 NumbersAlive!: Exploring Math Concepts Through Transmedia Storytelling Through this engaging session, participants will learn a framework for blended learning techniques that can help students learn and process simple to complex mathematical concepts. For example, teachers will combine plush toys, books, posters, and iPad apps for individual or groups of students to assist their preferred learning method. • Rebecca Klemm, [email protected], Numbers Alive! • Jose Lara, [email protected], Numbers Alive! Session 70 1:45–3:00 ISAT 350 6–8 Dare to Differentiate: How to Use RAFTs in Math Classes A RAFT is an instructional strategy that allows your students to analyze and synthesize information previously introduced. Many higher levels of Bloom's taxonomy are addressed using this strategy, but too often math teachers do not think a RAFT is applicable to math content. This session will convince you! • Gail Collins, [email protected], Harrisonburg City PS, VA • Anne Loso, [email protected], Harrisonburg City PS, VA Session 71 1:45–3:00 ISAT LAB1 3–5 Data Driven Math Centers Participants will have an overview of how The Quantile® Framework for Mathematics informs instruction on a developmental scale. Tiered math centers for grades 3-5 that promote practices aligned with the Virginia Mathematics SOLs will be shared, demonstrated, and distributed in this session. • Sandra Totten, [email protected], MetaMetrics, Inc. • Lela Durakovic, [email protected], MetaMetrics, Inc.
Session 72 1:45–3:00 ISAT LAB2 6–12 Infographics and Visualizations for the Middle and Secondary Classroom. Infographics and visualizations are invading virtual and print media. Why not incorporate these dynamic, intuitive and engaging representations for your mathematics lessons? Join me in exploring these data representations, resources for creating your own and ways in which these graphic displays can be used in your mathematics classes. • Christine Trinter, [email protected], Virginia Commonwealth University, Richmond, VA Session 73 1:45–3:00 HHS 1202 6–12 Introduction to the Ti-Nspire Check out the new Ti-Nspire and how to introduce these to your middle and high school students. Work through an opening activity to introduce the calculator to your students. We will do a discovering slope activity. • Kerryn Campbell, [email protected], Shirley Heim MS, Stafford County PS, VA • Carolee Romano, [email protected], Shirley Heim MS, Stafford County PS, VA
Session 74 1:45–3:00 HHS 1203 9–12 Just how do they calculate NFL quarterback passer ratings, anyway? Many people, especially those in sports media, seem to think that the NFL passer rating formula is complicated. Not so! In this presentation I will explain how to reverse engineer the formula, using readily available data. The mathematics involved is quite rich, and ranges from arithmetic, to systems of linear equations, to matrices. • Owen Byer, [email protected], Eastern Mennonite University, Harrisonburg, VA Session 75 1:45–3:00 HHS 1204 6–8 Autism Squared Autism rates are growing exponentially, with one in 55 births in the US alone. This means that children on the spectrum are going to need specialized teaching to help them succeed in the classroom. Autism Squared will talk about the autistic child, their tendencies, and how to help them thrive in today's math classroom. • Charlie Fultz, [email protected], North Fork MS, Shenandoah County PS, VA • Bonnie Zampino, [email protected], Grafton Integrated Health Network Session 76 1:45–3:00 HHS 1208 9–12 Integrating Constructions Throughout the Geometry Curriculum Feel like you're cramming your students with information the various constructions required for the Geometry SOL the week before the test?? In this session, we will look for opportunities to integrate constructions throughout the year to allow students greater exposure to the techniques and deeper understanding of geometric concepts along the way. • Chris Noll, [email protected], Turner Ashby HS, Rockingham County PS, VA Session 77 1:45–3:00 HHS 1209 3–8 Melodies, Methods and Models that Make Math Marvelous and Meaningful Come and have fun learning ways to help students truly understand math and enjoy solving problems. See how you can help students see that math is for the real world and not just for school. Receive a free math songs CD to help students remember the “math language.” • Brenda Barrow, [email protected], Norfolk City PS (retired), Old Dominion University
Session 78 1:45–3:00 HHS 1210 PreK–8 Ideas from NCTM Publication: Elementary Mathematics Specialist's Handbook Are you a Mathematics Specialist or teacher leader? Are you considering transitioning into or preparing to serve as a Mathematics Specialist? The session will offer practical guidance for Mathematics Specialists or teacher leaders. It will draw upon suggestions of Virginia mathematics leaders who collaborated on the new NCTM publication. • Bill Haver, [email protected], Virginia Commonwealth University, Richmond, VA • Vickie Inge, [email protected], University of Virginia (Retired), Charlottesville, VA Session 79 1:45–3:00 HHS 1301 6–8 Using Common Core Resources to Teach Va SOLs During this session participants will explore resources designed to support common core state standards for grades 6-8 and identify ways to use them to teach Va SOLs at the middle school level. Participants will engage in activities to confirm the alignment of resources and leave with a bank of ideas to use when planning upcoming lessons. • Alfreda Jernigan, [email protected], Norfolk City PS, VA • Dr. Melva Grant, [email protected], Old Dominion University, Norfolk, VA Session 80 1:45–3:00 HHS 2301 PreK–16 Unlock Young Minds in Mathematics by Engaging Their Brains Pathways to student success in mathematics start early and are strongly associated with engaging experiences in the mathematics classroom. In this session, participants will explore the latest research on student engagement in mathematics and how to design mathematics classrooms that promote behavioral, emotional, and cognitive engagement. Take part in an “out of your seat and on your feet” experience that models the brain rules for engagement, deep thinking, and understanding in mathematics: simple to complex, concrete to abstract, and students only remember what they think about. Participants will leave with ideas, strategies, and a new perspective on how to unlock young minds in mathematics by engaging their brains. • John Almarode, [email protected], James Madison University, Harrisonburg, VA Session 81 1:45–3:00 HHS 2202 6–12 Engaging Activities Regardless of Content This presentation will be similar to ones I've given in the past, but have been well received over the years. I will show and demonstrate as many activities and ideas as I can fit into the time constriction; everything from giving notes, content practice, assessments and games that can be applied to any level regardless of content. • Jen King, NCBT, [email protected], Henrico HS, Henrico County PS, VA Session 82 1:45–3:00 HHS 2203 6–8 Using Smart Response to Create Assessments and Analyze the Data Teachers will create an assessment using Smart Response software and analyze the data from the assessment. • Jessica Pyle, [email protected], Skyline MS, Harrisonburg City PS, VA • Eric Miller, [email protected], Skyline MS, Harrisonburg City PS, VA
Session 83 1:45–3:00 HHS 2204 3–5 Process Skills and Representing Data K-5 One aspect for increasing cognitive demand is developing the skill for communicating and analyzing data. Participants in this session will gather, represent, and discuss data that they generate in order to illustrate the three main purposes for visually representing information - to show change over time, how data clusters, and to show comparisons. • Kim L. Pettig, EdD, [email protected], Alexandria City PS, VA • Khethiwe Mdluli, [email protected], Alexandria City PS, VA Session 84 1:45–3:00 HHS 2208 3–5 Using All of the Tools to Raise Mathematics Achievement In this session we will explore the use of three tools that are proven to increase the success of students in the mathematics classroom. The tools in our box will be, Math Talks, Formative Assessments and tiering our lessons. Participants will leave with a clearer understanding of using these tools successfully in their schools and classrooms. • Sandra Barkley, [email protected], Portsmouth PS, VA Session 85 1:45–3:00 HHS 2209 3–8 KenKens & Other Puzzles in the Classroom Come join us to learn about KenKen puzzles and how we use them in the classroom to influence students to problem solve, increase communication skills, develop strategy and perseverance. Participants will have time to learn how to play KenKen and other puzzles that increase student engagement. We will also share some other puzzles. • Suzi Jolevski, [email protected], Annandale Terrace ES, Fairfax County PS, VA • Molly Rawding, [email protected], Annandale Terrace ES, Fairfax County PS, VA Session 86 1:45–3:00 HHS 2210 12–16 MonarchTeach: Preparing Math teachers for tomorrow's classrooms MonarchTeach, a UTeach replication program, focuses on preparing math, science, and technology teachers for today's classrooms. This session will present key components of the UTeach program, how Old Dominion University is replicating it, and the successes and challenges this “new” teacher education program is experiencing in its implementation. • Mary C. Enderson, [email protected], Old Dominion University, Norfolk, VA
Friday Sessions Starting at 3:15 p.m. Session 87 3:15–4:30 ISAT 148 3–5 Frog Hoppin Good Time Down the Double Number Line Engage students in frog jumping activities that develop algebraic skills. Students participate in Frog Jumping Olympics to explore equivalence on a double number line. This model is an excellent way to investigate commutative, associative, and distributive properties. Also explore the concept of variable and solving one-step linear equations. • Miriah Eisenman, [email protected], Snow Creek ES, Franklin County PS, VA • Cathy Hincker, [email protected], O. T. Bonner MS, Danville City PS, VA
Session 88 3:15–4:30 ISAT 150 3–5 , 12–16 Using Fun Problems to Introduce New Definitions in the Elementary Classroom The treatment of definitions in the classroom can promote vastly different mathematical views. In this presentation, I discuss two fun problems that can be used in the elementary classroom to introduce new definitions and to help students understand that definitions (often seen as predetermined and canonical) can emerge from problem solving. • Leah Shilling-Traina, [email protected], Longwood University, Farmville, VA Session 89 3:15–4:30 ISAT 236 3–12 Using Math Games to Improve Math: Pyramath Attendees will learn how to play and use Pyramath, Fractazmic, and Prime Bomb games in the classroom. All attendees will receive a free game set for each game. Presentation given by developer of game. • Ron Eaglin, [email protected], Daytona State University, Daytona, FL Session 90 3:15–4:30 ISAT 243 6–12 TestiMOANials Are you tired of giving the same type of chapter reviews before a test? Through a wide spectrum of review activities (coloring pages, puzzles and more) this presentation will deliver a variety of algebra reviews with a strong emphasis on a differentiated approach to learning. Student engagement and forming connections are the primary goals • Renea Mielec, [email protected], Hayfield SS, Fairfax County PS, VA Session 91 3:15–4:30 ISAT 259 PreK–5 Using Literacy Strategies to Gain Deep Mathematical Understanding In both literacy and mathematics, students need to make inferences, synthesize, and reflect on their thinking to build knowledge. In this presentation, you will examine strategies for developing conceptual understanding and procedural fluency in mathematics through talking, listening, writing, and reading. • Kateri Thunder, [email protected], James Madison University, Harrisonburg, VA • Alisha Demchak, [email protected] , Charlottesville City PS, VA Session 92 3:15–4:30 ISAT 348 PreK–5 Out of the box strategies for understanding the Multiplication Table With a growing population of 3rd & 4th grade students who continue to struggle with the multiplication table's inner logic and patters, strategies such as visualization, Isolation of Place Value and Written Support were found to be keys for their success. Come willing to try and see for yourself. • Galeet BenZion, [email protected], Beech Tree ES, Fairfax County PS, VA Session 93 3:15–4:30 ISAT 350 9–12 Increasing Cognitive Demand in Algebra 2 We will look at "rich" tasks that incorporate increased cognitive demand while allowing for increased access by all levels of students, and we will look at how to take textbook problems and change them into better, richer problems. The participants will leave the session with several problems ready for use in the classroom. • Diane Leighty, [email protected], 6–12 Mathematics Consultant, Retired K–12 Educator • Nancy Taylor, [email protected], Powhatan HS, Powhatan County PS, VA • Pat Gabriel, [email protected], Thomas Jefferson HS for Science and Technology, Fairfax County PS, VA
Session 94 3:15–4:30 ISAT LAB1 6–8 Data Driven Math Stations Participants will have an overview of how The Quantile® Framework for Mathematics informs instruction on a developmental scale. Tiered math stations for grades 6-8 that promote practices aligned with the Virginia Mathematics SOLs will be shared, demonstrated, and distributed in this session. • Lela Durakovic, [email protected], MetaMetrics, Inc. • Sandra Totten, [email protected], MetaMetrics, Inc. Session 95 3:15–4:30 ISAT LAB2 PreK–5 Conceptual Math and Formative Assessment What is conceptual math and how does formative assessment fit into the math? Teachers will walk away understanding the foundation for conceptual math and how it looks in a math workshop model as well as understand techniques for formative assessment. • Sharon Shrum, [email protected], Frederick County PS, VA • Amy Williams, [email protected], Middletown ES, Frederick County PS, VA Session 96 3:15–4:30 HHS 1202 PreK–5 Using Monster Math and Numeral Tracks to Develop K-2 Algebraic Thinking Early exposure to math connections and reasoning helps students develop algebraic thinking. Join us for fun tasks beyond math worksheets. Explore patterns, function and algebra through Monster Math, Numeral Tracks, Number Talks and other interactive math tasks. • Andrienne R. Setorie, [email protected], Fred M. Lynn MS, Prince William County PS, VA • Priscilla Temple, [email protected], Dumfries ES, Prince William County PS, VA Session 97 3:15–4:30 HHS 1203 PreK–5 Flying high with STEM activities for elementary classrooms This session presents two different flight activities, one by plane and one by insect (butterfly), that are grounded in STEM education at the elementary level. Ways to create and integrate them into science and mathematics lessons will be addressed including connections to the engineering design process and authentic scientific inquiry. • Diana Cantu, [email protected], Old Dominion University, Norfolk, VA • Mary Enderson, [email protected], Old Dominion University, Norfolk, VA Session 98 3:15–4:30 HHS 1204 3–5 Strategies for Success: Engage and Support All Learners Learn how to reach all students. Structures & strategies will be shared that: 1) assist with differentiating for ELLs; 2) hold students accountable for learning; 3) foster productive communication during problem solving; and 4) incorporate collaboration, creativity & critical thinking. Participants will leave with activities and resources. • Christine Mohrweiss, [email protected], Virginia Run ES, Fairfax County PS, VA • Courtney Baker, [email protected], Virginia Run ES, Fairfax County PS, VA
Session 99 3:15–4:30 HHS 1208 9–12 The Unit Circle: Friend or Foe (Making Sense of the Unit Circle) For many high school trigonometry and precalculus students, the Unit Circle represents a mathematical set of facts to memorize. Rather than building on prior knowledge of special right triangles, symmetry, and the coordinate plane, making connections among familiar topics, we often present the Unit Circle in isolation. This presentation will show a better way through the use of dynamic image manipulation. • Dr. Jerry Steckroth, [email protected], Christopher Newport University, Newport News, VA Session 100 3:15–4:30 HHS 1209 6–12 Flipping the Mathematics Classroom Have you heard about flipping classroom? Are you curious about what it takes to flip? Are you wondering what this really means for what occurs in and out of your class? Join us for this session that will explore how the flipped classroom can transform learning and teaching mathematics for your students. • Dr. Anthony Dove, [email protected], Radford University, Radford, VA Session 101 3:15–4:30 HHS 1210 9–12 True Collaboration Real Results Do you want your students truly working together? Do you want SOL and AP results that amaze you? Do you want to see greater success for struggling learners? In this session you will actually experience what such a setting feels like so that you can start making it happen in your classroom. This is the session you want to attend. • Steve Shadik, [email protected], Atlee HS, Hanover County PS, VA • Kyle Tower, [email protected], Atlee HS, Hanover County PS, VA Session 102 3:15–4:30 HHS 1301 PreK–5 Leading the Way With Small Group Instruction Using Guided Math How do you fit all the best practices we know should be part of our student's rigorous mathematical education into the limited amount of time we have? Our answer: Guided Math. Our presentation will present a framework to build mathematical knowledge with all our students and allow for independent skills practice. • Chelyse Miller, [email protected], Lynnhaven ES, Virginia Beach City PS, VA • Janette Jones, Lynnhaven ES, Virginia Beach City PS, VA • Kimberly Morse, Lynnhaven ES, Virginia Beach City PS, VA Session 103 3:15–4:30 HHS 2301 PreK–16 VDOE Mathematics Update This session will provide information and updates on mathematics instruction and assessment from the Virginia Department of Education. • Michael Bolling, [email protected], Virginia Department of Education Session 104 3:15–4:30 HHS 2203 3–8 Problem Solving with Cards Participants in this session will learn many activities that can be used to teach problem solving strategies with students using a deck of playing cards. The problems will be presented using the SmartBoard; participants will use playing cards in doing the activities. • Joe Hill, [email protected], Bridgewater College, Bridgewater, VA
Session 105 3:15–4:30 HHS 2204 PreK–8 Increasing Equity Awareness and Transforming Practice Teachers of all students, particularly underrepresented students, need to be well versed in a variety of instructional strategies that teach concepts and skills at appropriate grade levels, are suitable to overcome any language barriers, and focus on the Standards for Mathematical Practice. Ideas, strategies, and activities will be shared. • Don S. Balka, [email protected], St. Mary’s College, Notre Dame, IN Session 106 3:15–4:30 HHS 2209 PreK–5 Bye Bye Boredom! Discover Digital Teaching Tools For Daily Math Instruction Prepare your students for the rigors of the SOLs and TEIs by using online manipulatives to explore difficult concepts, animations to highlight important strategies, or activities to differentiate instruction. You will walk away with ready-to-use ideas for interactive whiteboard instruction or individual problem solving on computers or tablets. • Emily Starr, [email protected], StarrMatica Learning Systems, Inc. Session 107 3:15–4:30 HHS 2210 PreK–16 Play Your GAMES: Generating Academic Meaning from Entertainment Systems. Have you ever wondered why kids play video games? With each gaming session, they are LEARNING- how to succeed, fail, and solve problems! In this session, teachers will develop a framework for creating a high-engagement gaming program that emphasizes problem solving, scientific methods, and STEM connections, while encouraging accountability. • Tim Kubinak, [email protected], John Yeates MS, Suffolk County PS, VA
Friday Session Starting at 4:45 p.m. Session 108 4:45–5:45 HHS 2301 PreK–16 VCTM Business Meeting and Keynote Address All VCTM members are encouraged to participate in this brief meeting focused on VCTM’s governance and policies. Let your voice be heard! Following the meeting, Eric Imbrescia, VCTM’s 2013 Teacher of the Year, will speak. • Eric Imbrescia, Peak View ES, Rockingham County PS, VA
Saturday Sessions Starting at 8:15 a.m. Session 109 8:15–9:30 ISAT 148 3–5 The Power of Number Lines The number line models the natural ways that we think about all number relationships and number operations. In this session we will explore different ways to teach children how to successfully use a number line to strengthen their understanding of whole numbers, decimals, and fractions. We will provide ideas for workstations using number lines. • Kasey Warren, [email protected], Mechanicsville ES, Hanover County PS, VA • Kristin Tait, [email protected], Hanover County PS, VA
Session 110 8:15–9:30 ISAT 236 3–8 Fun with Foldables, Silly Stories, and Songs Join us as we share ready-made foldables, silly stories, and songs that can be used to engage your students and reinforce vocabulary development and mathematical concepts. All foldables are geared towards 5th and 6th grade but could also be adapted for other grade levels. • Lesley King, [email protected], George Mason University, Fairfax, VA • Tracy Volz, [email protected], Manassas City PS, VA Session 111 8:15–9:30 ISAT 348 3–12 What Is So Important About Nets? Manipulatives are the way to teach faces, vertices, edges and nets. If you are teaching this objective for the first time or if you find your students need a quick concrete review then this workshop will provide a variety of ideas. We will also discuss the gaps within the SOLs for teaching faces, vertices, edges and nets. • Lisa LoConte-Allen, [email protected], Great Bridge MS, Chesapeake PS, VA Session 112 8:15–9:30 ISAT 350 3–5 What's In Your Toolbox? Let's dig deep into our teacher toolboxes and dust off our numberlines! The presenter will energize the attendees with new and engaging hands-on activities to use with this timeless tool. These activities are sure to enhance your students' understanding of number sense and number and operations as well stimulate their interest in mathematics. • Carolyn Doyle, [email protected], Ginter Park ES, Richmond City PS, VA Session 113 8:15–9:30 ISAT LAB1 6–12 Understanding, Using, and Creating QR Codes QR codes are everywhere. But, what are they? How are they used? An overview of these mysterious two-dimensional codes will be given as well as information on how to read them and create your own. In addition, various creative classroom activities that engage the students will be discussed. Come with your smart phone to have fun while learning • Elaine Patry, [email protected], Highland School, Warrenton, VA Session 114 8:15–9:30 ISAT LAB2 3–5 Fast Fact Fluency with Technology, Not Flashcards! Many students have limited fact fluency. Traditional methods, like flashcards for developing fluency can be ineffective for many students. Finally a successful, engaging and easy to implement classroom technique that uses technology is changing test scores, and attitudes, even has them begging for more! • Dana Gumm, [email protected], Oak Grove Bellemeade ES, Richmond City PS, VA Session 115 8:15–9:30 HHS 1202 PreK–5 Mental Math: Routines that Build a Strong Sense of Number Do you find that many students do not have good number sense? Come learn about some daily number routines using dot cards, rekenreks, ten frames, number grids, open number lines, and more that will help build a strong mathematical foundation for all students. Teachers will leave with materials, activities and games to use in their classrooms. • Catherine Schaefer, [email protected], Windsor Woods ES, Virginia Beach City PS, VA • Sharon Welch Person, [email protected], John Tyler ES, Portsmouth City PS, VA
Session 116 8:15–9:30 HHS 1203 Affiliate Reps. VCTM Affiliate Breakfast and Meeting
Session 117 8:15–9:30 HHS 1208 6–8 Probability Activities for Engaging 7th Grade Students Teachers will be engaged in activities that explore theoretical and experimental probability and compound events. Participants will walk away with activities that allow students to experience probability and develop their conceptual understanding. • Amy Hickey, [email protected], Prince William County PS, VA Session 118 8:15–9:30 HHS 1209 6–16 New Simple Approach to Factor Polynomials and Solve Algebraic Equations. A new method I have been using successfully to help students factor algebraic expressions and solve Algebraic equations. It has been tested at several levels from middle school to college. It makes factoring trinomials and quadrinomials, besides solving their algebraic equations, much easier. It is much simpler than methods described in textbooks. • Mohamed H. Yaktieen, [email protected], Annandale ESOL Transitional HS, Fairfax County PS, VA Session 119 8:15–9:30 HHS 2202 PreK–16 Station Explorations! It is not just for elementary students. Come and see how a secondary teacher uses stations and centers! Join the fun that can be had introducing, teaching, and/or reviewing curriculum while keeping the class moving! This presentation will include how stations can be used in any math classroom, with specific examples from Algebra 1, Geometry, AFDA, • Mandy Collier, [email protected], York River Academy, York County PS, VA Session 120 8:15–9:30 HHS 2203 PreK–2 Building Number Sense with Dice Games, Ten Frames, and Hundred Charts Participants will explore numbers and their relationships to one another through the use of games, ten frames and hundred charts. These strong visual tools are critical for developing early number sense essential for mathematical success in later years. • Suzanne Bazak, [email protected], Elementary Math Coach, Roanoke City PS, VA • Kim Tresky, [email protected], Roanoke City PS, VA Session 121 8:15–9:30 HHS 2204 3–5 It All Measures Up-Perimeter, Area, and Volume I will model learning environments to support development of a math content knowledge aligned to the SOL, activities ranging from concrete to abstract, integrating multiple approaches to build understanding. The materials presented will support rich math discussions, seamless integration and learner differentiation encompassing Measurement • Bertha Washington, [email protected], Neufeld Learning Systems, Petersburg City PS (Retired), VA
Session 122 8:15–9:30 HHS 2208 6–12 The Most Effective Algebra Program as proven By Rare RAND Study The US Department of Education funded a recent $6MM Study on the most effective Algebra Curriculum. This session will review highlights of the study as well as the Blended Curriculum by Carnegie Learning which was determined to be the most effective program. 18,000+ Student from 147 schools in seven states were studied. • Regis D’Angelo, [email protected], Carnegie Learning, Inc. Session 123 8:15–9:30 HHS 2209 6–8 Let's Cruise Though Math Again...Theme Based Collaborative Reviews This workshop focuses on the creation of theme based comprehensive reviews for end-of-year state assessments. Themes include "Cruisin' thru Math" and "The Mathematics Road Trip" with additional technology for QR codes, BYOD, apps and more! Instructional strategies, "hands on" activities, planning tools provided. • Clara Hauth, PhD, [email protected], Franklin MS, Fairfax County PS, VA • Patti Freeman, [email protected], Longfellow MS, Fairfax County PS, VA
Saturday Sessions Starting at 9:45 a.m. Session 124 9:45–11:00 ISAT 148 PreK–8 Teachers, Principals, and Central Office Partnering to Improve Mathematics Learning Participants will learn how one school system adapted the Partnering with Principals' Institute agenda for teachers of mathematics, K-12. The goal of the system wide professional development was to focus on the math process goals while writing and implementing rich mathematical tasks. Participants will engage in a rich math task and receive samples to bring back to their classrooms. • Suyi Chang, [email protected], Loudoun County PS, VA • Jill Broaddus, [email protected], Mountainview ES, Loudoun County PS, VA Session 125 9:45–11:00 ISAT 236 3–12 Mean: Is It an Average or a Balance Point? Come out and explore the wonderful world of Mean as a Balance Point. We will look at the bridge between elementary “fair share” and Algebra I “standard deviation.” Interactive resources as well as hard copies will be available for you to use immediately in your classroom. • Rebecca Stover, [email protected], Stonewall Jackson MS, Hanover County PS, VA • Joy DeNoon, [email protected], Stonewall Jackson MS, Hanover County PS, VA Session 126 9:45–11:00 ISAT 259 9–12 Fun and Games in Trigonometry, Analytic Geometry and Precalculus Classrooms Participants will experience a variety of hands-on activities that can be used for review and reinforcement of key concepts in the Trigonometry, Analytic Geometry and Precalculus classrooms. Activities include card matches, Versatile matches, bingos, recipes, and more. • Pat Gabriel, [email protected], Thomas Jefferson HS for Science and Technology, Fairfax County PS, VA
Session 127 9:45–11:00 ISAT 350 PreK–3 Fraction Sense and Proportional Reasoning for the Early Grades (K-3) The focus of this session is to help students develop the part-whole relationship that fractions are used to describe. Discussion of the importance of proportional reasoning will also be part of the presentation. Various foundational hands-on activities and instructional strategies will be shared. • Rod Gillespie, [email protected], Abbs Valley-Boissevain ES & Springwood ES, Tazewell County PS, VA Session 128 9:45–11:00 ISAT LAB1 PreK–5 Concept-based Instruction Doing What is best for kids! Teachers will be given access to an electronic guide (and a hard copy) created by FCPS that will help them understand conceptual teaching and build a math community in their classroom. A framework for minutes will be shared along with research -based best practice. Everything from manipulative to formative assessment is shared in the guide. • Sharon Shrum, [email protected], Frederick County PS, VA • Amy Williams, [email protected], Middletown ES, Frederick County PS, VA Session 129 9:45–11:00 HHS 1202 6–12 Keep Calm and Stay Hands On Are you looking for ways to get your students up and moving? There are real world applications for everything in Geometry and we're here to prove it! We are teaching a generation and curriculum where worksheets won't cut it! You will leave this session excited to go back to class with materials and activities in hand and all but ready to go! • Krista Seager, [email protected], Booker T. Washington HS, Norfolk City PS, VA • Cryshel Whitehead, [email protected], Granby HS, Norfolk City PS, VA Session 130 9:45–11:00 HHS 1203 3–5 STEM in the Elementary Math Classroom How can measuring hops and play dough help children understand the relationship between place value and the solar system? How can children experience a multimedia shape scavenger hunt by scanning QR codes? What significant, meaningful math content lays just outside your classroom when you take learning outside? In this presentation, you will experience engaging lessons that easily integrate science, technology, engineering, and math in the elementary classroom. • Kateri Thunder, [email protected], James Madison University, Harrisonburg, VA • Rachael Moore, [email protected], James Madison University, Harrisonburg, VA • Katy Brittingham, [email protected], James Madison University, Harrisonburg, VA • Lisa Hill-Wood, [email protected], Sandy Hook ES, Shenandoah County PS, VA Session 131 9:45–11:00 HHS 1204 9–12 Curricular Intensification: Bane or Blessing Curricular intensification programs often face opposition from teachers who do not understand the research base on which the programs were designed. The presentation will include a powerpoint covering the research and benefits related to detracking and curricular intensification. A discussion will follow. • Christine Hebert, [email protected], Old Dominion University, Norfolk, VA
Session 132 9:45–11:00 HHS 1208 3–8 Using Formative Assessment to Support Student Learning In this session participants will explore a variety of formative assessment strategies that provide ways to gather evidence of student progress within content areas (number, algebra, geometry and measurement), explore how to use this evidence to inform teaching and support student learning, and reflect upon ways to structure classrooms in order to allow for high quality formative assessment to occur. • Robert Berry, [email protected], University of Virginia, Charlottesville, VA Session 133 9:45–11:00 HHS 1209 13–16 Women and Careers in STEM Fields Have you ever looked around in a science, technology, engineering, or mathematics classroom? Do you notice a difference between the number of males and the number of females in the classroom? Based on recent survey data, we will explore students' perceptions of this difference and discuss teaching strategies to help avoid this difference. • Alexis Stevens, [email protected], James Madison University, Harrisonburg, VA • Cassandra Poole, [email protected], James Madison University, Harrisonburg, VA Session 134 9:45–11:00 HHS 1301 6–12 Inquiry-Based Teaching and Learning in the Mathematics Classroom The session will define inquiry-based teaching and learning, relate this practice to the mathematical process standards, and provide examples of tasks showing ways students can use mathematics (and in some cases technology) to make sense of situations.
• Stephen Bismarck, [email protected], University of South Carolina Upstate, Spartanburg, SC Session 135 9:45–11:00 HHS 2202 6–12 Rigor and Differentiation: Instructional Tasks to Meet All Student Needs Experience a differentiated, rigorous task suitable for the middle/high school classroom. Examine the components, method of implementation, mode of differentiation, and habits of mind addressed in the task. In small groups create a differentiated task using ideas discussed and experienced. • Pam Bailey, [email protected], George Mason University, Fairfax, VA Session 136 9:45–11:00 HHS 2203 9–12 Algebra, Functions, and Data Analysis: Design for Successful Implementation What is the AFDA experience? Check out the instructional resources that Frederick County teachers have built over five years of collaboration. Learn how we use community connections, a performance task bank, and real-world projects to make higher mathematics viable for struggling learners who need AFDA to earn a Standard Diploma. Take back access! • Debbie Crawford, [email protected], Frederick County PS, VA • Brian Sullivan, [email protected], James Wood HS, Frederick County, VA Session 137 9:45–11:00 HHS 2204 PreK–2 Building Links Between Addition and Subtraction: Concepts and Number Facts Addition and subtraction are closely linked. This session will demonstrate strategies that can be used to reinforce the connection between these operations and to develop flexible thinking. In particular the session will show practical ways to develop number facts for both operations through the use of visual materials and games. • Debi DePaul, [email protected], ORIGO Education, Inc.
Session 138 9:45–11:00 HHS 2208 6–8 Linear Regression: Embrace Its Uses, But Avoid Its Abuses Linear regression “a powerful tool for investigation” is an important theme in statistics and an integral part of the Common Core Standards. However, its application and interpretations from its use should be conducted wisely. All material is appropriate for AP Statistics, and the following specific standards: AII.9; AII/T.9; AFDA.3; PS.4 • Kenn Pendleton, [email protected], Montgomery College, Germantown, MD Session 139 9:45–11:00 HHS 2209 6–12 Preparing Today's Students for the Workforce of Tomorrow Learn how to better prepare students for the jobs available to them in the future - / help them to answer the question, “Why do I need to learn this math?” Experience the hands-on student activities / developed by a team of teachers and technicians from a variety of career fields engaged in providing "real world" / applications of math. • Sandy Wilborn, [email protected], Virginia Advanced Study Strategies • Jennifer Stevens, [email protected], Virginia Advanced Study Strategies
Saturday Sessions Starting at 11:15 a.m. Session 140 11:15–12:30 ISAT 148 PreK–5 Scooping and Grouping: Understanding the Importance of Learning Activities that Promote Multiplicative Thinking Counting in groups begins in kindergarten and lays a foundation for many important mathematical concepts including money, time, graphing, temperature, multiplication, and division. Participants will take part in learning activities that promote a deeper understanding of the importance of thinking in groups. They will see how multiplicative thinking impacts a student's ability to be successful in the mathematics classroom from kindergarten through grade 5. • Candy Standley, [email protected], A. G. Richardson ES, Culpeper County PS, VA • Alli Beck, Culpeper County PS, VA • Molly McGrath, Culpeper County PS, VA Session 141 11:15–12:30 ISAT 150 3–8 Bar Models - An Introduction to a Powerful Strategy for Solving Problems See how using the Singapore bar model method helps students understand mathematical relationships in problems and helps prevent errors in selection of operations. This visual approach to solving problems clarifies the choice of operation for one-step problems, but its real power lies in the simplicity it lends to more complex, multistep problems. • Carol Knight, [email protected], Prince William County PS, VA • Donna Stofko, [email protected], Prince William County PS, VA Session 142 11:15–12:30 ISAT 243 3–5 Representing Elapsed Time on an Open Number Line In this session, participants will learn how to use an open number line to determine elapsed time in hours and minutes within a 12- and 24-hour period. • Ann Wallace, [email protected], James Madison University, Harrisonburg, VA • Stacy Murphy, [email protected], James Madison University, Harrisonburg, VA
Session 143 11:15–12:30 ISAT 259 6–8 Reasoning About Ratio Relationships For the grades 6-8 teachers who are wondering what makes proportional reasoning so difficult. Is there a progression of content teaching that should happen? Are you too quick to rush into the procedural algorithm? Come and experience some reasoning activities that are sure to stimulate the discussion in your classroom. • Rose Averett, [email protected], Gayle MS, Stafford County PS, VA • Kimberly McGehee, [email protected], Dixon Smith MS, Stafford County PS, VA • Charlene Sebastian, [email protected], H. H. Poole MS, Stafford County PS, VA Session 144 11:15–12:30 ISAT 348 6–12 Barbie Goes Bungee Jumping Bungee Barbie is a performance task that can be used for Functions, Scatter Plots, Line of Best Fit, Linear Regression, and/or making predictions. Students collect data as Barbie Bungee jumps from various heights in the classroom and a final jump outside the classroom. • Lisa LoConte-Allen, [email protected], Great Bridge MS, Chesapeake PS, VA Session 145 11:15–12:30 ISAT 350 PreK–8 Mathematics Their Way This session will focus on student centered active engagement strategies that are designed to help students who struggle with the increased level of rigor required for the new math standards. Participants will be provided with activities that involve gross motor engagement of the learners as well as hands on activities that help students grasp pertinent mathematics concepts needed for success on the Virginia Standards of Learning tests. These strategies have been proven as evidenced by the teacher's pass rate being 19% and 24 % higher than the state rate for Spring 2012 and 2013 test administration respectively. Participants will receive practical strategies that they are able to implement at little to no cost in their classrooms. • Melissa S. Harvey, [email protected], Luther Porter Jackson MS, Surry County PS, VA Session 146 11:15–12:30 HHS 1202 PreK–2 A Great Catch: Engaging Activities for Problem Solving and Computation Are you fishing for fun activities to support your students' understanding of basic addition and subtraction and problem solving? Walk away with hands-on activities, games, literature connections, and technology ideas. • Margaret Henderson, [email protected], Hampton City PS, VA • Kara McCord, [email protected], Hampton City PS, VA • Jennifer Richardson, [email protected], Hampton City PS, VA Session 147 11:15–12:30 HHS 1203 6–12 How High Can You Go? Increasing the Cognitive Demand of Mathematics Want to expand your knowledge of cognitive demand in mathematics? Learn how increasing the demand of tasks yields a stronger understanding of mathematics for students. Participants will evaluate high and low level tasks at varied levels and remodel existing tasks to increase students’ depth of knowledge. Walk away with classroom ready tasks! • Kate Wolling, [email protected], Fairfax County PS, VA
Session 148 11:15–12:30 HHS 1208 6–8 Teaching through Problem Solving: An Approach for Differentiation This session will examine teaching through problem solving and the types of problems that enables one to differentiate instruction for all learners, and perhaps tiered learning. Participants will apply their understanding by selecting an appropriate problem and explaining a vision for differentiating and/or tiering. • Dr. Melva Grant, [email protected], Old Dominion University, Norfolk, VA • Alfreda Jernigan, [email protected], Norfolk City PS, VA Session 149 11:15–12:30 HHS 1209 9–16 The Integration of Mathematics and Science This talk explores the integration of mathematics and science as a means to improve learning for high school students. Scholars have acknowledged the benefits of integration for over 50 years, but we have failed in large measure to adopt integrative curriculums in public high schools across the country. • Courtney Fox, [email protected], Atlee HS, Hanover County PS, VA Session 150 11:15–12:30 HHS 1210 9–12 Exploring AP Calculus Concepts with Graphing Calculators Participants will complete lessons where hands-on activities and graphing calculators are used as discovery tools for teaching concepts involving limits, derivatives, and anti-derivatives as related to problems commonly encountered within AP Calculus. • Deedee Henderson, [email protected], Oxford HS, Oxford City PS, AL • Brian Sullivan, [email protected], James Wood HS, Frederick County PS, VA Session 151 11:15–12:30 HHS 2202 9–12 Parabolic Investigation Lab Hands-on classroom ready activity to assist students with the connections between 2D and 3D representations of the parabola created as a conic section. This includes the equation, vertex, focus, latus rectum, and directrix. Activity requires the use of a calculator for computations only. No additional technology necessary. • Laura Roark, [email protected], Roanoke Valley Governor’s School for Science and Technology, Roanoke
City PS, VA • Dr. Tonja Locklear, [email protected], Roanoke Valley Governor’s School for Science and Technology,
Roanoke City PS, VA Session 152 11:15–12:30 HHS 2203 3–8 Using the Rectangle Model on a SmartBoard to Show Operations with Fractions The rectangle model is quite appropriate for representing fractions including equivalence, comparison, addition, subtraction, multiplication, and division. The SmartBoard provides a great tool for interactive modeling in the classroom. Put the two together and you can have lessons that will make fractions make sense to students. • Joe Hill, [email protected], Bridgewater College, Bridgewater, VA
Session 153 11:15–12:30 HHS 2204 6–8 Investigations and Activities in Algebra: Get Students Involved! Participants will be involved with games and activities for order of operations, integer arithmetic, operations on monomials and binomials, solving linear and quadratic equations. They will use cards, dice, two-color counters, and number tiles. • Don S. Balka, [email protected], St. Mary’s College, Notre Dame, IN Session 154 11:15–12:30 ISAT 148 PreK–5 The Textbook is not the Curriculum! Are you trying to move your mathematics classes away from being textbook dependent? If so, join me in exploring a curriculum model, based on Understanding by Design framework, for developing a stand-alone curriculum that can be used with any mathematics resource. Leave this session ready to develop a curriculum for your district! • Christine Trinter, [email protected], Virginia Commonwealth University, Richmond, VA
Friday March 12, 2010 8:30–9:45 10:00–11:15 11:30–12:45 1:45–3:00 3:15–4:30
ISAT 136
22. Investigating Surface Area & Volume in the Middle School Classroom (McGraw)
44. Writing to Learn and Learning to Write in Mathematics (Robinson)
65. Building on Student Responses: Continuing the Dialogue (Siegfried)
ISAT 148
1. Mathematical Expeditions in Polar Science (Foshee Reed)
23. Building Links Between Multiplication and Division: Concepts and Skills (DePaul)
45. Developing Probabilistic Thinking: Big Ideas From Unlikely Places (Schultz)
66. Stack and Whack Geometry (LoConte-Allen)
87. Frog Hoppin Good Time Down the Double Number Line (Eisenman & Hincker)
ISAT 150
2. Game-ification (Jaynes)
24. Back-To-Back Learning - Circling back by design to check for understanding. (Johnson)
88. Using Fun Problems to Introduce New Definitions in the Elementary Classroom (Shilling-Traina)
ISAT 236
3. Exploring Mathematical Concepts in a Blended Learning Environment (Klemm & Lara)
46. "Why Do We Have to Learn This?" Using Dan Meyer's Three Act Lessons (Hall)
67. Fraction (or Fractured?) Understanding (DePaul)
89. Using Math Games to Improve Math: Pyramath (Eaglin)
ISAT 243
4. Increase Student Engagement and Understanding: Implement I-STEM Design Challenges In Your Math Class (Gulino & Rogers)
25. Number Talks and Order of Operations (Rawding)
47. Engaging Student Interest with Pinterest (Barker & Carpenter)
68. Experiential Learning: An Algebra 1 Quadratic Model (Haner)
90. TestiMOANials (Mielec)
ISAT 259
26. How can you subtract a negative number? (Ulrich)
48. Mathemagical Arithmetricks (Hall)
69. NumbersAlive!: Exploring Math Concepts Through Transmedia Storytelling (Klemm & Lara)
91. Using Literacy Strategies to Gain Deep Mathematical Understanding (Thunder & Demchak)
ISAT 348
5. Increasing Engagement with Cooperative Learning (Cabacoy & Cousins)
27. Making Sense of Word Problems (Stofko)
92. Out of the box strategies for understanding the Multiplication Table (BenZion)
ISAT 350
6. Using Multiple Division Representations: When do I Keep a Remainder? (Timmerman)
28. Can we use our phones? Using mobile technology in the math classroom. (Sherman)
49. Fun and Games in the Geometry Classroom (Gabriel)
70. Dare to Differentiate: How to use RAFTs in math classes (Collins & Loso)
93. Increasing Cognitive Demand in Algebra 2 (Leighty, Taylor, & Gabriel)
Friday March 12, 2010 8:30–9:45 10:00–11:15 11:30–12:45 1:45–3:00 3:15–4:30
LAB TBA
7. Untapped Opportunities: a Glimpse into the Future of Online Education (Qarghah)
29. Using Modeling and Simulation in Your Algebra Classes (Wampler)
50. Using Virginia SOL Assessment Results to Target Instruction (Price)
71. Data Driven Math Centers (Totten & Durakovic)
94. Data Driven Math Stations (Durakovic & Totten)
LAB TBA
30. Numbers Bee: Improving Fluency with Numbers and Operations for all ages. (Vel & Ellison)
51. Charging up the Math: Cool Tech Tools for the Mathematics Classroom (Askea)
72. Infographics and Visualizations for the Middle and Secondary Classroom. (Trinter)
95. Conceptual Math and Formative Assessment (Shrum & Williams)
HHS 1202
8. Math is Everywhere (Trafny)
31. Using Daily Routines to Build Number Sense of Middle School Students (Schaefer, Moir, & Harris)
52. Have Four Times the Fun with Quadrilaterals (Steelman & Stoebe)
73. Introduction to the Ti-Nspire (Campbell & Romano)
96. Using Monster Math and Numeral Tracks to Develop K-2 Algebraic Thinking (Setorie & Temple)
HHS 1203
9. Engaging 6-12 Mathematics Students with Inquiry-Based Teaching (Pond & Clark)
32. What's a Radian, Anyway? (Briggs & Oesterheld)
53. Learning to Coordinate Multiple Levels of Units? There's an App for That! (Norton)
74. Just how do they calculate NFL quarterback passer ratings, anyway? (Byer)
97. Flying high with STEM Activities for Elementary Classrooms (Cantu & Enderson)
HHS 1204
10. Promoting students’ understanding of the role of mathematical proof (Liu)
33. Contemplating Coaching Decisions: Cases from a Math Specialist’s Practice (Cooper)
54. One Is Not Enough: Designing Professional Development for Sustainability (Durante & Routten)
75. Autism Squared (Fultz & Zampino)
98. Strategies for Success: Engage and Support All Learners (Mohrweiss & Baker)
HHS 1207
11. Computer Math: Relevant mathematics for vocation-minded students (Noll)
34. Square Roots Using a Carpenter's Square (Joyner)
HHS 1208
12. Algebra Tiles: Representing the Big Ideas (Balka)
55. Rubberband Bracelets S-T-R-E-T-C-H Math Engagement For Elementary Students (Maass & Baldwin)
76. Integrating constructions throughout the Geometry curriculum (Noll)
99. The Unit Circle: Friend or Foe (Making Sense of the Unit Circle) (Steckroth)
HHS 1209
35. Making Mathematics Real: Knot theory, experimental mathematics, and 3D printing (Taalman)
56. Motivation Supports Emerging Teacher Leaders (Mistele & Kreye)
77. Melodies, Methods and Models that Make Math Marvelous and Meaningful (Barrow)
100. Flipping the Mathematics Classroom (Dove)
HHS 1210
13. The Importance of the Elementary Principal in Mathematics Instruction (Gillespie)
36. Family Math Night (Judge)
57. Opportunities for Meaningful Mathematics Before and During Calculus (Sachs)
78. Ideas from NCTM Publication: Elementary Mathematics Specialist's Handbook (Haver & Inge)
101. True Collaboration Real Results (Shadik & Tower)
Friday March 12, 2010 8:30–9:45 10:00–11:15 11:30–12:45 1:45–3:00 3:15–4:30
HHS 1301
14. Introducing Algebra-From Properties of Real Numbers to Linear Equations in Slope-Intercept Form (Stoner)
37. Bisquick® can kill you and other fun, but WRONG, facts! (Watson)
58. Using A Book Club to Foster Productive Discussions (Baker & Mohrweiss)
79. Using Common Core Resources to Teach Va SOLs (Jernigan & Grant)
102. Leading the Way With Small Group Instruction Using Guided Math (Miller, Jones, & Morse)
HHS 2301
15. Reasoning and Making Sense in Teaching and Learning Mathematics, the Most Important Standard! (Gojak)
38. The Importance of Connections and Reasoning in the Mathematics Classroom (Bolling)
80. Unlock Young Minds in Mathematics by Engaging Their Brains (Almarode)
103. VDOE Mathematics Update (Bolling)
HHS 2202
16. Division Beyond "Gosinta" (Okes & Godfrey)
39. Hands On Triangle Congruence Exploration and Proof (Brady & Shaw)
59. Two Points, A Line and A Pizza Place (Phillips)
81. Engaging Activities Regardless of Content (King)
HHS 2203
17. Attacking Word Problems with Comprehension and Computation Strategies (Person & Best)
40. 1 to 1 Devices in Math; Year One (Fiddner & Jones)
60. Embedded Formative Assessments in the Mathematics Classroom (Kuntz & Junkin)
82. Using Smart Response to Create Assessments and Analyze the Data (Pyle & Miller)
104. Problem Solving with Cards (Hill)
HHS 2204
18. Using Beads to Illustrate the Central Limit Theorem (Corcoran)
41. Developing Number and Operation Concepts with Ten Frames (Harbin Miles & Balka)
61. Taking Time to Understand Telling Time (Wallace, Ferguson, & Farren)
83. Process Skills and Representing Data K-5 (Pettig & Mdluli)
105. Increasing Equity Awareness and Transforming Practice (Balka)
HHS 2208
19. Math Lab in High School (Pine, Booth, Tait, & Charles)
42. Surface Area of a Care Package: A Mathematical STEM Lesson (Gordon)
62. Model Drawing Strategy to Solve Word Problems (Saville-Brock)
84. Using All of the Tools to Raise Mathematics Achievement (Barkley)
HHS 2209
20. The NASA LEARN Program: Longterm Engagement in Authentic Research with NASA (Kubinak)
63. Understanding Independent and Dependent Events (Wilkins)
85. KenKens & Other Puzzles in the Classroom (Jolevski & Rawding)
106. Bye Bye Boredom! Discover Digital Teaching Tools For Daily Math Instruction (Starr)
HHS 2210
21. Action Research in the Elementary School Classroom (Sheckels, Butler, Chadman, & Gianelle)
43. Multiplication and Division Strategies for Increasing Student Understanding (Coleman)
64. Technology: A Portal to Exploration and Discovery (Pendleton)
86. MonarchTeach: Preparing Math Teachers for Tomorrow's Classrooms (Enderson)
107. Play Your GAMES: Generating Academic Meaning from Entertainment Systems (Kubniak)
Saturday March 13, 2010 8:15–9:30 9:45–11:00 11:15–12:30
ISAT 136
ISAT 148
109. The Power of Number Lines (Warren & Tait)
124. Teachers, Principals, and Central Office Partnering to Improve Mathematics Learning (Chang & Broaddus)
140. Scooping and Grouping: Understanding the Importance of Learning Activities that Promote Multiplicative Thinking (Standley, Beck, & McGrath)
ISAT 150
141. Bar Models: An Introduction to a Powerful Strategy for Solving Problems (Knight & Stofko)
ISAT 236
110. Fun with Foldables, Silly Stories, and Songs (King & Volz)
125. Mean: Is It an Average or a Balance Point? (Stover & DeNoon)
148. Teaching through Problem Solving: An Approach for Differentiation (Grant & Jernigan)
ISAT 243
142. Representing Elapsed Time on an Open Number Line (Wallace & Murphy)
ISAT 259
126. Fun and Games in Trigonometry, Analytic Geometry and Precalculus Classrooms (Gabriel)
143. Reasoning About Ratio Relationships (Averett, McGehee, & Sebastian)
ISAT 348
111. What Is So Important About Nets? (LaConte-Allen)
144. Barbie Goes Bungee Jumping (LoConte-Allen)
ISAT 350
112. What's In Your Toolbox? (Doyle) 127. Fraction Sense and Proportional Reasoning for the Early Grades (K-3) (Gillespie)
145. Mathematics Their Way (Harvey)
LAB TBA
113. Understanding, Using, and Creating QR Codes (Patry)
128. Concept-based Instruction Doing What is best for kids! (Shrum & Williams)
LAB TBA
114. Fast Fact Fluency with Technology, Not Flashcards! (Gumm)
HHS 1202
115. Mental Math: Routines that Build a Strong Sense of Number (Schaefer & Person)
129. Keep Calm and Stay Hands On (Seager & Whitehead)
146. A Great Catch: Engaging Activities for Problem Solving and Computation (Henderson, McCord, & Richardson)
HHS 1203
116. VCTM Affiliate Breakfast and Meeting
130. STEM in the Elementary Math Classroom (Thunder, Moore, Brittingham, & Hill-Wood)
147. How High Can You Go? Increasing the Cognitive Demand of Mathematics (Wolling)
Saturday March 13, 2010 8:15–9:30 9:45–11:00 11:15–12:30
HHS 1204
131. Curricular Intensification: Bane or Blessing (Hebert)
HHS 1207
HHS 1208
117. Probability Activities for Engaging 7th Grade Students (Hickey)
132. Using Formative Assessment to Support Student Learning (Berry)
148. Teaching through Problem Solving: An Approach for Differentiation (Grant & Jernigan)
HHS 1209
118. New Simple Approach to Factor Polynomials and Solve Algebraic Equations. (Yaktieen)
133. Women and Careers in STEM Fields (Stevens & Poole)
149. The Integration of Mathematics and Science (Fox)
HHS 1210
150. Exploring AP Calculus Concepts with Graphing Calculators (Henderson & Sullivan)
HHS 1301
134. Inquiry-Based Teaching and Learning in the Mathematics Classroom (Bismarck)
(Doubet)
HHS 2202
119. Station Explorations! (Collier) 135. Rigor and Differentiation: Instructional Tasks to Meet All Student Needs (Bailey)
151. Parabolic Investigation Lab (Roark & Locklear)
HHS 2203
120. Building Number Sense with Dice Games, 120. Ten Frames, and Hundred Charts (Bazak & Tresky)
136. Algebra, Functions, and Data Analysis: Design for Successful Implementation (Crawford & Sullivan)
152. Using the Rectangle Model on a SmartBoard to Show Operations with Fractions (Hill)
HHS 2204
121. It All Measures Up-Perimeter, Area, and Volume (Washington)
137. Building Links Between Addition and Subtraction: Concepts and Number Facts (DePaul)
153. Investigations and Activities in Algebra: Get Students Involved! (Balka)
HHS 2208
122. The Most Effective Algebra Program as proven By Rare RAND Study (D’Angelo)
138. Linear Regression: Embrace Its Uses, But Avoid Its Abuses (Pendleton)
HHS 2209
123. Let's Cruise Though Math Again...Theme Based Collaborative Reviews (Hauth & Freeman)
139. Preparing Today's Students for the Workforce of Tomorrow (Wilborn & Stevens)
HHS 2210
154. The Textbook is not the Curriculum! (Trinter)
Speaker Index by Session NumberAlmarode, John 80 Askea, Heather 51 Averett, Rose 143 Bailey, Pam 135 Baker, Courtney 58, 98 Baldwin, Kellie 55 Balka, Don S. 12, 41, 105, 153 Barker, Jaime 47 Barkey, Sandra 84 Barrow, Brenda 77 Bazak, Suzanne 120 Beck, Alli 140 BenZion, Galeet 92 Berry, Robert 132 Best, Gwen 17 Bismarck, Stephen 134 Bolling, Michael 38, 103 Booth, Mindy 19 Brady, Stephanie 39 Briggs, Diane 32 Brittingham, Katy 130 Broaddus, Jill 124 Butler, Elizabeth 21 Byer, Owen 74 Cabacoy, Tracy 5 Campbell, Kerryn 73 Cantu, Diane 97 Carpenter, Robin 47 Chadman, Taylor 21 Chang, Suyi 124 Charles, Melissa 19 Clark, Kelly S. 9 Coleman, Suzanne 43 Collier, Mandy 119 Collins, Gail 70 Cooper, Cindy 33 Corcoran, Mimi 18 Cousins, Rebecca 5 Crawford, Debbie 136 D’Angelo, Regis 122 Demchak, Alisha 91 DeNoon, Joy 125 DePaul, Debi 23, 67, 137 Dove, Anthony 100 Doyle, Carolyn 112 Durakovic, Lela 71, 94 Durante, Tiffany 54 Eaglin, Ron 89 Eisenman, Miriah 87
Ellison, Shirley 30 Enderson, Mary C. 86, 97 Farren, Kelcey 61 Ferguson, Maggie 61 Fiddner, Peter 40 Foshee Reed, Lynn 1 Fox, Courtney 149 Freeman, Patti 123 Fultz, Charlie 75 Gabriel, Pat 49, 93, 126 Gianelle, Claire 21 Gillespie, Rod 13, 127 Godfrey, Debi 16 Gojak, Linda 15 Gordon, Amy 42 Grant, Melva 79, 148 Gulino, Jackie 4 Gumm, Dana 114 Hall, Lisa 48 Hall, Pamela M. 46 Haner, Pamela 68 Harbin Miles, Ruth 41 Harris, Regenia 31 Harvey, Melissa S. 145 Hauth, Clara 123 Haver, Bill 78 Hebert, Christine 131 Henderson, Deedee 150 Henderson, Margaret 146 Hickey, Amy 117 Hill, Joe 104, 152 Hill-Wood, Lisa 130 Hincker, Cathy 87 Imbrescia, Eric 108 Inge, Vickie 78 Jaynes, Levi 2 Jernigan, Alfreda 79, 148 Johnson, Linda 24 Jolevski, Suzi 85 Jones, Janette 102 Jones-Lewis, Sherica 40 Joyner, Joe 34 Judge, Kathy 36 Junkin, Michelle 60 King, Jen 81 King, Lesley 110 Klemm, Rebecca 3, 69 Knight, Carol 141 Kreye, Betti 56
Kubinak, Tim 20, 107 Kuntz, Kristin 60 Lara, Jose 3, 69 Leighty, Diane 93 Liu, Yating 10 Locklear, Tonja 151 LoConte-Allen, Lisa 66, 111, 144 Loso, Ann 70 Maass, Terri 55 McCord, Kara 146 McGehee, Kimberly 143 McGrath, Molly 140 McGraw, Patty 22 Mdluli, Khethiwe 83 Mielec, Renea 90 Miller, Chelyse 102 Miller, Eric 82 Mistele, Jean 56 Mohrweiss, Christine 58, 98 Moir, Alison 31 Moore, Rachael 130 Morse, Kimberly 102 Murphy, Stacy 142 Noll, Chris 11, 76 Norton, Anderson 53 Oesterheld, Sherri 32 Okes, Terri 16 Patry, Elaine 113 Pendleton, Kenn 64, 138 Person, Sharon Welch 17, 115 Pettig, Kim 83 Phillips, Nathan 59 Pine, Shelly 19 Pond, Linda 9 Poole, Cassandra 133 Price, Ruth R. 50 Pyle, Jessica 82 Qarghah, Mohammad Edris 7 Rawding, Molly 25, 85 Richardson, Jennifer 146 Roark, Laura 151 Robinson, Marlene 44 Rogers, Paige 4 Romano, Carolee 73 Routten, Erin 54 Sachs, Bob 57 Saville-Brock, Ernestine 62 Schaefer, Catherine 31, 115 Schultz, Kyle T. 45
Seager, Krista 129 Sebastian, Charlene 143 Setorie, Andrienne R. 96 Shadik, Steve 101 Shaw, Gretchen 39 Sheckels, Maria P. 21 Sherman, Matthew 28 Shilling-Traina, Leah 88 Shrum, Sharon 95, 128 Siegfried, John (Zig) 65 Standley, Candy 140 Starr, Emily 106 Steckroth, Jerry 99 Steelman, Danielle 52 Stevens, Alexis 133 Stevens, Jennifer 139 Stoebe, Kathleen 52 Stofko, Donna 27, 141 Stoner, Art 14 Stover, Rebecca 125 Sullivan, Brian 136, 150 Taalman, Laura 35 Tait, Allison 19 Tait, Kristin 109 Taylor, Nancy 93 Temple, Priscilla 96 Thunder, Kateri 91, 130 Timmerman, Maria 6 Totten, Sandra 71, 94 Tower, Kyle 101 Trafny, Elaina 8 Tresky, Kim 120 Trinter, Christine 72, 154 Ulrich, Catherine 26 Vel, Sakthi 30 Volz, Tracy 110 Wallace, Ann 61, 142 Wampler, Yvonne 29 Warren, Kasey 109 Washington, Bertha 121 Watson, Colleen 37 Whitehead, Cryshel 129 Wilborn, Sandy 139 Wilkins, Jay 63 Williams, Amy 95, 128 Wolling, Kate 147 Yaktieen, Mohamed H. 118 Zampino, Bonnie 75
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