Week 1 Zoom Recording Script PDF

WEBVTT 1 00:00:00.000 --> 00:00:21.449 Kayla Cervantes: Okay, so biggest is fantastic school. I started there. And at that time we actually had an abundance of teachers. I know that sounds crazy because we're in such a shortage and a deficit right now. But you guys, Ccsc has this thing that's calle...

WEBVTT 1 00:00:00.000 --> 00:00:21.449 Kayla Cervantes: Okay, so biggest is fantastic school. I started there. And at that time we actually had an abundance of teachers. I know that sounds crazy because we're in such a shortage and a deficit right now. But you guys, Ccsc has this thing that's called ripping. And you actually lose your job you get like a little slip. And basically it says you, there's not enough room for you. You have to go to another school. 2 00:00:21.510 --> 00:00:41.729 Kayla Cervantes: So I had that multiple times. In my 1st year of teaching my assistant principal, who had never seen me teach before. He comes to my doorsteps, he says, Hey, we're going to open up a charter school, I said. I've never even heard of Charter School before. Who are my charter school people? Yeah, we have some of them here right? And so, charter schools really were a thing back in, you know, before 2,010. 3 00:00:42.050 --> 00:01:04.949 Kayla Cervantes: So we've started a couple of charter schools with Academica back then, and I work for this. I've worked for the Somerset system, the Durrell system. I've taught primary. I've taught middle school. I've been a K. 8 coach. I've been a Grant writer, an Ap. A math curriculum coordinator, and I've been at Unlv since 2017. I taught at Nctm. For those of you that are my math nerds. Right? 4 00:01:05.257 --> 00:01:15.390 Kayla Cervantes: And currently, I work for a data consulting company. So basically we look at data, we go into schools and we have conversations with principals about strengths and weaknesses, and provide professional development. 5 00:01:15.390 --> 00:01:42.130 Kayla Cervantes: I don't say that I do that super fast, because I don't like to boast, but I do want you to know know whether, no matter where you are in your journey right, whether you're an Ia, a paraprofessional. If you're working right and coming back. If you have been teaching right, or have been in the classroom for a little bit and have some background. I know some of you have been subbing for a very long time. Wherever you are in your educational journey. I hope that I can provide the support that you guys need to be super successful. 6 00:01:42.280 --> 00:01:52.410 Kayla Cervantes: You will notice there are hard deadlines when we go through our syllabus in just a minute. That is basically to keep you on track right, and to keep me on track. 7 00:01:52.410 --> 00:02:11.980 Kayla Cervantes: If things are late or things come up, please don't stress right. But what that does is that you know how it works. It's a snowball effect. And then it's really really hard to get caught up. And so I like to look at our due dates as check in points. The grades for me are not due until, like 2 or 3 days until after this course closes. And so, if you need a little wiggle room. 8 00:02:11.980 --> 00:02:35.190 Kayla Cervantes: We're all working right, I know. I woke up at 4 30, took a plane ride to Reno, and now have been driving for 4 h. You guys have been doing your day jobs as well. Some of you work 2 jobs right from what you were telling me in the introduction. So I get it. I'm living and breathing it. We all need flexibility in certain circumstances. Just don't get yourself in a pickle. Okay, so get yourself so far down the rabbit hole that you can't get caught up and be successful. 9 00:02:35.490 --> 00:02:43.980 Kayla Cervantes: I'm more about the learning and understanding of mathematics not checking the box. So if you just go through the modules and you're kind of 10 00:02:44.400 --> 00:02:57.959 Kayla Cervantes: grasping it, but not really going through the resources, you're only doing yourself a disservice right. It's gonna come to get you in a couple of years when you're actually in your classroom, and you need some tools and resources. I highly recommend all of the things that are in this module. 11 00:02:58.210 --> 00:03:01.450 Kayla Cervantes: that you download them and put them somewhere in a Google drive. 12 00:03:01.790 --> 00:03:24.039 Kayla Cervantes: These are all your teacher toolbox things that it may not be. Make sense to you right now, because you do have so much information coming at you. But I want you to be able to resource them right and pull them out when when you feel like you need to. So, for example, I'm going through the resources with you guys again, for like the 8th year in a row. And I'm like, Oh, yeah, the 13 rules that expire right? Like we 13 00:03:24.130 --> 00:03:42.604 Kayla Cervantes: we understand. And we read them. But it's really really nice to come back and circle around. So that's a little bit about my expectations. Who I am as a leader. I really want to focus on your guys understanding and your engagement. No question is a stupid question. Everything is problem solving. 14 00:03:42.940 --> 00:03:56.409 Kayla Cervantes: I I love. When you guys challenge me? Or you guys have questions, because that means you're thinking about the content. You're not just sitting there passively soaking it in right? You guys are going to be living this and breathing this. I know some of you are art teachers, some of you are P. Teachers. 15 00:03:56.410 --> 00:04:14.139 Kayla Cervantes: You're all going to be a part of a school that has a Nevada State report card, and at some point there are school wide initiatives that you're you might be able to help out with. And so I really want you to say, Okay, how can I play a part in my role? Moving forward? And what can I get the most out of this class? Okay. 16 00:04:14.600 --> 00:04:20.459 Kayla Cervantes: I want to go through just a couple logistics of the syllabus and then open it up to you guys. 17 00:04:20.779 --> 00:04:23.210 Kayla Cervantes: So syllabus wise 18 00:04:23.270 --> 00:04:28.599 Kayla Cervantes: on the very last page we have the breakdown right? There's 4 modules. So this is our 1st week. 19 00:04:28.640 --> 00:04:40.340 Kayla Cervantes: You guys hang in there, there is so much content that my brain kind of hurts for you. So you know, find your happy place, whether that's a cup of coffee, whether that's on the treadmill, whether that's outside like 20 00:04:40.340 --> 00:05:01.549 Kayla Cervantes: to go through these resources because I know it is a lot we'll go through some of those today. So our weekly meetings will actually be previewing and going over some of those resources and talking through them. So you can better understand it. But module one is really about teaching mathematics through problem solving. So our goal this week is really to help you develop that understanding of research based 21 00:05:01.740 --> 00:05:21.710 Kayla Cervantes: practices and math education. There's a ton of practices, a ton of tpt, a ton of mentor teacher stuff. But we want to make sure that as the Unlv. We are telling you what we have seen be successful and rooted in the research. So that is our goal for this week. Next week is only one week long. So module 2 is one week. 22 00:05:22.110 --> 00:05:35.339 Kayla Cervantes: January 27, th through February second, and the goal of that is, applications of ideas and concepts learned right. Module 3. I wanted to hone in on that, because if you notice, module 3 is actually 2 weeks long. 23 00:05:35.440 --> 00:05:44.880 Kayla Cervantes: Okay? So if you look at this at a glance, it can look like 4 weeks, but it's actually a 5 week course. So module 3, we ex. We decided to extend it by a week. 24 00:05:45.090 --> 00:05:56.460 Kayla Cervantes: This module takes quite a bit of time. Not that it is content. Heavy. It's an application right? So building out a lesson plan, really thinking through it. Planning 25 00:05:56.670 --> 00:06:07.230 Kayla Cervantes: for high medium and low kids. Right? All these different strategies. And then you actually have to teach the lesson and then provide student work and then reflect on it. So it's a very deep 26 00:06:07.824 --> 00:06:23.759 Kayla Cervantes: module. It's not gonna be as literature heavy, but it is experience heavy. And so just thinking through all those pieces with you. We wanted to make sure it used to be only one week, and it was fast and furious. Having 2 weeks, I think we could be really well thought out and planned for it. 27 00:06:24.020 --> 00:06:50.690 Kayla Cervantes: So we'll be implementing all the practices for those 2 weeks, and then our module for February 17, th through the 23.rd That's really when we're gonna wrap everything up. We're gonna reflect who you are like, where you came up with your math misconceptions during week. One and what kind of math educator you think you're gonna be at the end of week? 5 is always really fun to see. Oh, maybe I shifted some of my thinking right, or maybe some of my practices. And so really, to me, 28 00:06:50.980 --> 00:06:57.939 Kayla Cervantes: even though it's being recorded like off the record. I just, I love the reflection right? How did you learn and grow 29 00:06:57.940 --> 00:07:08.519 Kayla Cervantes: through this process? That's how I know that our impact was made, and that you guys are good to make impact with our kiddos throughout the valley. So I'm super super excited. 30 00:07:08.520 --> 00:07:29.599 Kayla Cervantes: Any questions. If you guys can unmute yourself, type it in the chat any ways. I know. Anita, if you're on, you had sent a message about one of the hyperlinks not working it's a DOE website instead of an article page one through 9. So I'll make sure to go ahead and fix that link. But if you guys notice anything else that wasn't populating, not there. Maybe some 31 00:07:29.810 --> 00:07:36.449 Kayla Cervantes: some questions, burning questions that I can help you walk through during the syllabus. I really just want to open up during this time. 32 00:07:42.910 --> 00:07:46.549 Donna Shelton: I'm only seeing I think it is 33 00:07:46.720 --> 00:07:52.110 Donna Shelton: not sure which one it is. Actually, it looks like maybe it just the syllabus overview 34 00:07:52.320 --> 00:07:57.020 Donna Shelton: on your slideshow. Is it possible that you could go ahead and scroll. 35 00:07:57.610 --> 00:08:03.109 Kayla Cervantes: Yeah. Would you like me to pop into the actual syllabus together. 36 00:08:03.110 --> 00:08:03.550 Donna Shelton: Yeah, let's. 37 00:08:03.550 --> 00:08:04.330 Kayla Cervantes: Let's do that. 38 00:08:08.760 --> 00:08:15.317 Kayla Cervantes: I would share my entire desktop. But I don't want to freak you guys out. It gets a little overwhelming 39 00:08:15.930 --> 00:08:17.040 Kayla Cervantes: right? 40 00:08:17.660 --> 00:08:19.779 Kayla Cervantes: Go ahead and share this. 41 00:08:22.600 --> 00:08:23.450 Kayla Cervantes: Okay. 42 00:08:26.470 --> 00:08:29.860 Kayla Cervantes: now, we should see the syllabus right with the breakdown. 43 00:08:32.600 --> 00:08:34.889 Kayla Cervantes: Did this link not work this evening. 44 00:08:36.429 --> 00:08:38.589 Kayla Cervantes: or were you guys able to use it. 45 00:08:40.600 --> 00:08:42.839 Donna Shelton: The zoom link we got. 46 00:08:42.840 --> 00:08:43.940 Donna Shelton: There's the link. 47 00:08:43.940 --> 00:08:47.710 Erika Zundel: Worked. The one on the home page did not. 48 00:08:47.710 --> 00:08:48.140 Donna Shelton: Right. 49 00:08:48.140 --> 00:08:49.070 Kayla Cervantes: Thank you. 50 00:08:54.480 --> 00:08:55.190 Kayla Cervantes: Okay. 51 00:08:55.860 --> 00:09:00.720 Shayne Villanueva: The one on the page did not work, but I had to go through the syllabus to log in. 52 00:09:01.330 --> 00:09:04.390 Kayla Cervantes: Okay, thank you. I will change that zoom link on the homepage. 53 00:09:05.180 --> 00:09:09.609 Kayla Cervantes: Okay, so this is just all the normal unlb things 54 00:09:09.770 --> 00:09:26.059 Kayla Cervantes: as far as the standards we're gonna hit. Everyone can access their account because you're here. Let's jump down to assignments. Okay, so syllabus quiz is on here. Right. So some of you have taken it. Some of you have not. 55 00:09:26.610 --> 00:09:28.770 Kayla Cervantes: so that will be worth 10 points. 56 00:09:29.640 --> 00:09:52.899 Kayla Cervantes: We will have weekly Zoom Meetings for each of our 5 modules, and those are 10 points each week. So when you're here, you automatically get your 10 points. Some of our colleagues were unable to make it right. Life happens, we get it. So I do record every single session. I will post it in the announcements after our weekly discussions, and there will be a quiz. So if you ever have 57 00:09:52.960 --> 00:10:12.849 Kayla Cervantes: something, come up, please don't panic again. My goal is to get you the content and support you through what you need to. Not. I'm not a gotcha instructor instructor, so I will post the recording and then post a quiz a 10 point quiz so you can watch the recording and take the quiz to earn your 10 points, if that's something that needs to happen because 58 00:10:13.200 --> 00:10:14.620 Kayla Cervantes: of like things. 59 00:10:15.981 --> 00:10:18.749 Kayla Cervantes: Of course. Oh, go ahead, Michael. 60 00:10:21.260 --> 00:10:36.260 Michael Norsworthy: Hello, you I just wanted to comment. I did take the quiz and the last question. I didn't enter the second part of the question in a separate line. So do you also just go in and review those. 61 00:10:37.210 --> 00:11:01.899 Kayla Cervantes: I do. But I would love. If if you guys have a discrepancy like that, Michael, I would really appreciate. If you guys just send me a message, either in web campus or via rebel mail, so that I know to go in and look at that and go ahead. I can override some of the scores. So if there are something that you missed or you hit the submit button early and wanted to add to it, just send it in an email or the inbox, and I'll go back and override. 62 00:11:04.590 --> 00:11:05.330 Michael Norsworthy: Thank you. 63 00:11:05.540 --> 00:11:09.800 Kayla Cervantes: Yeah, of course. Okay, so course, learning activities. 64 00:11:10.090 --> 00:11:16.360 Kayla Cervantes: There are 2 of them. There's 1 in module, 1 1 in module, 2 worth 20 points each. 65 00:11:17.770 --> 00:11:38.340 Kayla Cervantes: We have these digital dialogues. These are an opportunity for you to engage within all of the articles and the videos that are presented. So you'll post something super thoughtful. You guys should have a rubric with that and then you'll respond to 2 of your colleagues right very thoughtfully, as if 66 00:11:38.340 --> 00:11:54.119 Kayla Cervantes: you know this is a college class. So a lot of the time when we do these really late at night, right? Or last minute because it gets away from us. What I will do is if you don't earn all of your points. With digital dialogue. 67 00:11:54.470 --> 00:12:07.929 Kayla Cervantes: I go through and tell you where you missed your points of opportunity on the rubric, and then you can just go in and either revise or let me know that you revised it. If you want to earn those points back. Okay? So there's always opportunity. 68 00:12:08.295 --> 00:12:31.149 Kayla Cervantes: The application project or assignment like I was talking about. That's the one where Module 3. It's really gonna take us 2 full weeks. There's gonna be some check in points, and I will guide you along the process. When we get there. The course is set up in a way where you have to click the next button right and scroll down the page. Click next before you can get to the next modules. If you happen to 69 00:12:31.350 --> 00:12:53.889 Kayla Cervantes: want to do your coursework before we get to that actual week. Maybe you want 3 weeks instead of 2, or you have some free time. Whatever your life looks like. If you do want to start it early, and you have questions about anything. Please reach out to me. We can set up a quick phone call or or zoom whatever works. Then we can talk through that to make sure that you're set up for success. 70 00:12:55.090 --> 00:13:24.979 Kayla Cervantes: And then the reflection project right? They're going to be really in depth questions for you to think about as you went through. This course. So our entire courses out of 200 questions, which isn't a whole lot. So make sure that you're getting as many points as you as possible, and like I said, I am all about having you gain as many as you want to. I try to give feedback in a timely manner. So that you guys can go and analyze them. 71 00:13:25.480 --> 00:13:26.670 Kayla Cervantes: Okay. 72 00:13:30.300 --> 00:13:33.040 Kayla Cervantes: so this is what we're talking about. 73 00:13:35.620 --> 00:13:36.520 Kayla Cervantes: Alright. 74 00:13:36.690 --> 00:13:38.900 Kayla Cervantes: So here's our breakdown. 75 00:13:39.040 --> 00:13:47.160 Kayla Cervantes: Well, points right? It's really quick to drop from A an A to A B with only 200 points. So just be aware that's only a 20 point difference. 76 00:13:52.020 --> 00:14:05.029 Kayla Cervantes: And then, after that, here's our breakdown of our modules. So this tells us what we'll be doing every week. It's super super generic, though. It's really going through and printing off all the lessons and each of the modules to understand 77 00:14:05.330 --> 00:14:09.900 Kayla Cervantes: how comprehensive all these ratings are right. 78 00:14:13.420 --> 00:14:14.280 Kayla Cervantes: Right. 79 00:14:15.000 --> 00:14:22.110 Kayla Cervantes: Any more burning questions, comments, concerns they could. 80 00:14:22.110 --> 00:14:34.610 Davis Gill: I have a question. Just because I like getting all of the conversations done with as soon as possible. With my mentor, teacher, type of thing. So the module 3 81 00:14:34.922 --> 00:14:53.679 Davis Gill: lesson that I have to do. Is there any rules of like? Does it have to be a whole group lesson. Does it have to be this or that? Because I talked to her this morning? Because the other class that I'm in I I have to do a lesson as well. And the school that I'm at is curriculum like focused 82 00:14:54.240 --> 00:15:01.219 Davis Gill: to where very little math is done outside of the books that they're using. So it's like, 83 00:15:01.790 --> 00:15:23.580 Davis Gill: finding a time when I can work work with students. So that doesn't cut into their pre-made curriculum. Math. Time is hard. So it's like, if I could do a small group setting, it could be like when they have their smaller group math, time, or like that type of thing would definitely be way more feasible in terms of scheduling and planning. 84 00:15:23.580 --> 00:15:46.480 Kayla Cervantes: Yeah, IAI love how you're proactive. B. Whatever school you're at like has the key to my heart because we love when schools use their curriculum and don't go broke. And the fact that they want you to as well is a beautiful. You are going to be set up for success. So module 3 implementing best practices. It's going to be a small group lesson of 4 to 6 kiddos. 85 00:15:46.530 --> 00:16:06.440 Kayla Cervantes: Okay? So if anyone on the call doesn't have access to kids. I know some of you are paraprofessionals. Maybe you can't get in the classroom. Those kind of things. Please shoot me an email sooner than later, so that we can design what that looks like for you. But it will be a small group lesson 4 to 6 kids. And really, we want you to take something in your curriculum 86 00:16:06.560 --> 00:16:15.029 Kayla Cervantes: and just teach it to that group of kids. We don't want you pulling those outside resources. We don't want you to have to find anything. It's whatever your teacher 87 00:16:15.210 --> 00:16:39.349 Kayla Cervantes: provides for you hopefully, it's curriculum like, reveal right investigations, whatever it may be. It should come from a basel. You're gonna chunk out that small group time. You're gonna teach it. You're going to get some student artifacts. From that we're gonna disaggregate it together. What were the misconceptions? What were the findings? What would you do next? Type of thing? So it's just a small group setting of about 15 min. 88 00:16:39.920 --> 00:16:40.700 Davis Gill: Okay. 89 00:16:41.176 --> 00:16:41.729 Kayla Cervantes: Thank you. 90 00:16:41.950 --> 00:16:43.110 Kayla Cervantes: Yeah, of course. 91 00:16:45.230 --> 00:16:47.314 Donna Shelton: So with that 92 00:16:48.530 --> 00:17:00.480 Donna Shelton: I'm actually a long-term sub in art. But I'm also doing family consumer science and life skills. So I can implement some math in that, with measurement 93 00:17:00.850 --> 00:17:04.270 Donna Shelton: for cooking and stuff, it would. Is that okay? 94 00:17:04.650 --> 00:17:15.200 Kayla Cervantes: Yeah, yeah, we would love that. So, Donna, what I would love is you kind of just tell me the topic that you're working on, and I can help you pull a resource or 2 for you to decide how you want to implement it. 95 00:17:15.200 --> 00:17:25.900 Donna Shelton: Perfect perfect. Thank you so much. We're not quite to the point of that unit where we're getting really close. So hopefully by that time we will be but thank you so much. I appreciate that. 96 00:17:25.900 --> 00:17:37.490 Kayla Cervantes: Yeah, of course. And I know I have some art teachers on here. So even if we do like a fractions lesson, or any of that just reach out, and I can pull a couple of resources for you to do within that classroom, to still tie in your subject. 97 00:17:37.490 --> 00:17:41.739 Donna Shelton: Either. Either one is fine. I love both subjects so. 98 00:17:42.110 --> 00:17:42.900 Kayla Cervantes: That's okay. 99 00:17:42.900 --> 00:17:44.410 Kayla Cervantes: Yeah, of course. 100 00:17:49.360 --> 00:17:52.980 Kayla Cervantes: Alright. Everyone else feels set up for success. Oh, go ahead, Christina. 101 00:17:53.260 --> 00:18:12.969 Christina Plourde: Sorry. I put my question in chat, actually, but I was just wondering if if we were to turn in an assignment on time, and you gave us feedback on to how to earn back some points that we lost, and then we revised it after the due date. Is it going to count against us as late? Because that has happened to me in the past? 102 00:18:13.360 --> 00:18:20.339 Kayla Cervantes: Nope, I we all of us instructors. We kind of have a little bit of autonomy with that. I don't believe in late work. 103 00:18:20.695 --> 00:18:38.799 Kayla Cervantes: I believe in the understanding of it. So no, it's not going to be counted against you again. It's going to be detrimental if we wait until the end right, and have to play all that catch up, and you might not get your feedback in time if I get a buildup of assignments. So just realize what you're doing. But no, you will not be docked points for being late. I want you guys to be 104 00:18:38.920 --> 00:18:45.290 Kayla Cervantes: successful in the content and be able to balance this course and your jobs that you're trying to sustain 105 00:18:51.990 --> 00:18:55.110 Kayla Cervantes: alright any other last thoughts. 106 00:18:58.420 --> 00:19:01.070 Kayla Cervantes: No, okay. 107 00:19:01.280 --> 00:19:06.970 Kayla Cervantes: So let's jump into some math and have fun, right? We had all the logistical stuff. Can you guys still hear me? 108 00:19:08.330 --> 00:19:09.170 Kayla Cervantes: Awesome? 109 00:19:09.620 --> 00:19:13.009 Kayla Cervantes: All right, let's get rid of this. 110 00:19:16.290 --> 00:19:38.729 Kayla Cervantes: Okay, so there's a couple of things that I wanted to highlight from this week's passage. So just like you guys set your norms with your students. I would love to set some norms with you guys so that you'll understand a little bit about my philosophy and how and how I like to run my sessions with you guys. So a couple of ground rules? 111 00:19:40.188 --> 00:19:42.900 Kayla Cervantes: So 1st things first, st 112 00:19:42.950 --> 00:20:11.050 Kayla Cervantes: that please keep when you are here. Please keep your mind and your hands and your heart where your feet are right. We have a lot going on. It gets super busy. We like to multitask or think that we can multitask. But allow yourself to really just be present, and demand of yourself to be open to all the conversations that's happening. Okay, we're gonna practice mindful listening. So we're gonna make space and take space. We're gonna be aware of the air time that you take up. 113 00:20:11.050 --> 00:20:18.539 Kayla Cervantes: Also challenge yourself to speak more. If your tendency is not to speak up very much. I really want to challenge you to use your voice 114 00:20:18.830 --> 00:20:46.990 Kayla Cervantes: and if you're usually the talker, I'm going to challenge you to maybe be a better listener. Right? So know your personality and practice mindful listening at the same time. When we have conversations, you have a right to pass if something's kind of striking you as like a gut punch, or maybe your philosophy is being challenged, or you're in a spot where you don't want to share it. That's okay. Only share what you're comfortable sharing. And you always have a class card right? As long as you're sitting there listening. That's fine 115 00:20:47.290 --> 00:21:07.940 Kayla Cervantes: as you share. Please speak to your experiences. It doesn't necessarily have to be in a classroom. So if you have a family member, if you have some education. If you have a workplace experience don't assume that the universal narratives or experiences speak for somebody else. Right? We love to hear your experience. So we can connect to it. 116 00:21:07.940 --> 00:21:19.839 Kayla Cervantes: Understand the difference between intent and impact. So we're going to try to understand and acknowledge the impact that the math is going to have on these students right 117 00:21:19.890 --> 00:21:45.650 Kayla Cervantes: refrain from blaming or shaming of others. And then do not screenshot or share images or notes from the session outside of it. They are confidential to this group. And we like to keep it that way, to have the really, the conversations and then depth. I can give these slides to anybody. And it's not not gonna make the impact as you showing up and engaging in the content. So what? What we show here, please just stay here. Okay. 118 00:21:45.660 --> 00:21:55.540 Kayla Cervantes: Alright. So one of the great things about math is these high yield routines. So no matter where you are. We're always gonna have kiddos who 119 00:21:55.690 --> 00:22:19.250 Kayla Cervantes: have a hard time connecting to the content. Or maybe it's been like a long winter break, you're like, oh, my goodness, how am I gonna like really reel them in? What we like to do is we like to structure activities where students just engage in doing the math and develop their their numeracy. So every time we meet I'm gonna give you a couple of tools in your tool belt. Some of the curriculums have these built in others do not. 120 00:22:19.250 --> 00:22:33.900 Kayla Cervantes: But when you're trying to up engagement or get students to connect with the math with either low risk or high risk. I want to give you some tools in your tool belt. So today we're going to go over 2 of them. It's called which one doesn't belong and notice and wonder. 121 00:22:34.360 --> 00:22:37.370 Kayla Cervantes: Has anyone just give me a 122 00:22:37.820 --> 00:22:41.999 Kayla Cervantes: raise of hands. Has anyone heard of either of these before or tried them out. 123 00:22:43.410 --> 00:22:47.340 Kayla Cervantes: okay, we have a couple. I love it. Okay? So 124 00:22:47.560 --> 00:23:07.210 Kayla Cervantes: the purpose of which does not belong. So the purpose is, students are going to compare different representations and use what we got a typo there and use precision and language to justify their ideas. So how it works is, the teacher will show an image with 4 figures on it. It will be a diagram, a graph or expression. And it will just ask which one doesn't belong. So 125 00:23:07.210 --> 00:23:28.290 Kayla Cervantes: typically each option doesn't belong for some type of reason that is mathematically significant. And then, really, the highlight is that students are justifying their thinking. So let's try one together and just unmute, or put it in the chat if you want to share. So this would be the 1st image. So my question to you would be, which one doesn't belong. 126 00:23:28.920 --> 00:23:30.409 Kayla Cervantes: and why. 127 00:23:31.300 --> 00:23:32.650 Michael Norsworthy: The number 5. 128 00:23:33.929 --> 00:23:36.649 Kayla Cervantes: The number 5, the numeral? 5. Why not. 129 00:23:38.080 --> 00:23:39.710 Michael Norsworthy: Because the other ones are dots. 130 00:23:39.710 --> 00:23:42.099 Kayla Cervantes: Yeah, we have thoughts. I love it. Thank you. 131 00:23:46.950 --> 00:23:52.130 Samantha Scroggins: The one, because the rest are all 5. 132 00:23:52.652 --> 00:23:55.540 Kayla Cervantes: The rest are fives right? What else does have the one. 133 00:23:56.700 --> 00:23:59.110 Erika Zundel: The blue one, because the rest are white. 134 00:23:59.760 --> 00:24:00.570 Kayla Cervantes: Love it. 135 00:24:02.370 --> 00:24:11.270 Zivon Sewell: The small one down in the the bottom left corner, because the other 3 are the same size, and that's the smallest one on the table. 136 00:24:11.600 --> 00:24:14.100 Kayla Cervantes: Have it on any others. 137 00:24:16.450 --> 00:24:27.330 Kayla Cervantes: Think you guys got them all? So think about this task right? Think about the kid where? And it might have been you. You're like, Oh, **** I got to take a math class. This is gonna be horrible, right? Like I'm not good at math. We hear that all the time 138 00:24:27.330 --> 00:24:51.139 Kayla Cervantes: when you pop up something like this. What begins to happen is, students are just engaged. They're like, Oh, I can tell different colors. Oh, I can look and see. It's a 5 and not dots. I can tell the different size of things. Now you have them hooked and you have them engaged. We haven't started the mathematics, but now they're starting to identify and justify before we get to the math, right? So you're really setting up that expectation. So let's try another one. 139 00:24:52.260 --> 00:24:53.650 Kayla Cervantes: There are some clocks 140 00:24:54.030 --> 00:25:04.510 Kayla Cervantes: we're just for the sake of identifying. We're gonna go clockwise. So we're gonna start on this left. I'm gonna go 1, 2, 3, 4, so which one does not belong, or you can tell me. 141 00:25:05.310 --> 00:25:06.789 Kayla Cervantes: Describe it to me. 142 00:25:07.210 --> 00:25:08.410 Erika Zundel: The one without the number. 143 00:25:08.410 --> 00:25:09.120 Zivon Sewell: 4. 144 00:25:10.150 --> 00:25:12.160 Kayla Cervantes: Yeah, the one without the numbers on the bottom. 145 00:25:13.940 --> 00:25:15.850 Christina Plourde: The one that says 1, 15, 146 00:25:16.850 --> 00:25:19.030 Christina Plourde: because the others are at 45. 147 00:25:20.360 --> 00:25:23.359 Kayla Cervantes: Oh, my goodness! I didn't even notice that one! Thank you. 148 00:25:23.750 --> 00:25:24.590 Kayla Cervantes: I love that. 149 00:25:24.590 --> 00:25:27.580 Bianca Santana: The second one, because it doesn't have any dashes. 150 00:25:28.610 --> 00:25:31.819 Kayla Cervantes: Yeah, we don't have our minutes on there. I love that. 151 00:25:40.530 --> 00:25:45.509 Kayla Cervantes: Maybe the one on the bottom right hand side, right? Because it's not within the one o'clock hour. 152 00:25:48.620 --> 00:25:49.300 Kayla Cervantes: right? 153 00:25:49.550 --> 00:26:01.969 Kayla Cervantes: We could do something like this when we're talking to 1st graders. Right? We're not asking them to tell time. We're just asking them to identify features on the clock. Right? We're looking for terms like a minute. Hands right? Our hands. 154 00:26:02.270 --> 00:26:23.650 Kayla Cervantes: Maybe they're bolded on the outside or not bolded. They have numbers, they have hours written on them. Maybe they don't right. So it's just getting them to start realizing. What are we looking for on the clock, but I'm not asking them to tell time yet, so the risk right here is very, very low, and you're asking students to bring their experiences to the table 155 00:26:24.060 --> 00:26:25.950 Kayla Cervantes: and justify their thinking. 156 00:26:28.860 --> 00:26:34.960 Kayla Cervantes: When we start getting a little bit more complex with things, we can pop up something like this. 157 00:26:35.650 --> 00:26:42.210 Kayla Cervantes: So think for just a moment about which one does not belong, and why. 158 00:26:44.730 --> 00:26:46.929 Christina Plourde: 43. The other 3 are squared. 159 00:26:47.730 --> 00:26:51.950 Kayla Cervantes: Okay, so 43. Because every other one is a perfect square. 160 00:26:53.940 --> 00:26:58.100 Kayla Cervantes: Why else would 43 not belong. 161 00:27:04.400 --> 00:27:06.320 Samantha Scroggins: It's a prime number. 162 00:27:06.590 --> 00:27:11.240 Kayla Cervantes: Yeah, it's a prime number perfect. He wants to give me another number that doesn't belong. 163 00:27:11.830 --> 00:27:12.320 Davis Gill: 60. 164 00:27:12.320 --> 00:27:15.049 Erika Zundel: 16 doesn't belong, because it's even. 165 00:27:15.900 --> 00:27:19.079 Kayla Cervantes: Only even number? Why else does 16 not belong. 166 00:27:24.900 --> 00:27:27.970 Davis Gill: It's the only one divisible by 8 on there. 167 00:27:28.530 --> 00:27:34.160 Kayla Cervantes: Oh, I like that. I was thinking of multiple of 4, but I like the visibility by 8, too. That's a good one. 168 00:27:34.260 --> 00:27:36.630 Christina Plourde: Also the only one to visit by 2. 169 00:27:37.380 --> 00:27:42.579 Kayla Cervantes: Only if it's 4, 5, 2, right, hey? What about 25? Why wouldn't 25 belong. 170 00:27:50.480 --> 00:27:52.680 Shayne Villanueva: Because 5 goes into 25. 171 00:27:53.980 --> 00:27:55.410 Kayla Cervantes: Yeah, only multiple of 5. 172 00:27:56.520 --> 00:27:57.000 Kayla Cervantes: I've 173 00:27:57.000 --> 00:28:07.800 Kayla Cervantes: heard kids also say, I know this is a stretch, and it's not mathematical, but it's still correct. So it's the only one without a window. Right? So we close. We call that like closed 174 00:28:08.310 --> 00:28:37.819 Kayla Cervantes: numbers. So the 9 is closed, the 6 is closed, the 4 is closed, so it doesn't have a window on it. So you'll get students like that, too. There's no reason to say no, it has nothing to do with math? Let it go. They're engaging in the conversation. Right? They're able to access it. Anything goes so something like this, right? You could see, maybe in a 4th grade classroom, or at the end of a 3rd grade classroom, even in the 6th grade classroom, when you're starting to talk about prime and composite numbers. What has come out of this is, I can tell 175 00:28:37.820 --> 00:29:03.620 Kayla Cervantes: whether they know it's a single digit or a multi- digit we're talking about multiples. We're talking about odd and even. We're talking about prime numbers. We're talking about perfect squares, right? So all of these great priming conversations without me having to review vocabulary right? All of these vocabulary terms are coming out in the students responses by just asking a simple question of which one doesn't belong 176 00:29:04.700 --> 00:29:11.139 Kayla Cervantes: another one with 9 that I thought was fun is, it's the only one that the digits shown up to 7. 177 00:29:12.220 --> 00:29:15.760 Kayla Cervantes: So one and 6 is 7, 2, and 5 is 7, 4, and 3 is 7. 178 00:29:19.110 --> 00:29:30.810 Kayla Cervantes: Alright. So that is which one does not belong. I'm going to actually put this in the chat where I found these. So please, wherever you like to keep your resources. 179 00:29:30.960 --> 00:29:35.400 Kayla Cervantes: please go ahead and save this. 180 00:29:35.620 --> 00:29:36.739 Kayla Cervantes: See? Here we go. 181 00:29:37.110 --> 00:29:43.080 Kayla Cervantes: Sorry, guys, I'm really bad at the chat, so if you can unmute, mine's only single digit. Good. 182 00:29:45.870 --> 00:30:04.990 Kayla Cervantes: Yeah. So one of the questions says, could this be used in number? Talks at the beginning of a lesson. So Number talks, we're actually going to do one. It is a high yield of math routine. But this is actually a separate routine than number talks. So we'll talk about what the purpose of number talks is in a couple of weeks. 183 00:30:07.310 --> 00:30:07.990 Kayla Cervantes: Great. 184 00:30:10.190 --> 00:30:18.689 Kayla Cervantes: So now you guys got to engage a little bit with which one doesn't go on. Let's talk about. What do we notice? What do we wonder? 185 00:30:19.130 --> 00:30:44.549 Kayla Cervantes: So this is another great way to get students accessing or priming their brain for conversation. So the purpose of it is to foster students curiosity and their ability to notice math in various situations, and formulate related math questions and self confidence. This focuses on student thinking and provides the teacher with an opportunity to learn from students. So how it works is, I'm going to show you a 186 00:30:44.610 --> 00:31:02.740 Kayla Cervantes: picture right or an image that is worthy of conversation identify and share things that we notice, and we wonder. And then we're going to use them to transition into the focus of a lesson. So, for example, I might post this on my board, and it is a second grade task. 187 00:31:02.840 --> 00:31:08.670 Kayla Cervantes: That is what do you notice? What do you wonder? And it is just this cute little duck and her babies. 188 00:31:11.260 --> 00:31:16.660 Kayla Cervantes: So take a few moments to just look at the photo. 189 00:31:22.100 --> 00:31:25.890 Kayla Cervantes: What do you notice about this funnel? 190 00:31:36.150 --> 00:31:40.410 Donna Shelton: It doesn't have to be math related. What do we notice in the picture? 191 00:31:40.410 --> 00:31:43.240 Craig Stuber: You have one. You have one dark duck. 192 00:31:43.590 --> 00:31:44.510 Kayla Cervantes: Like that. 193 00:31:45.111 --> 00:31:48.718 Kayla Cervantes: Yeah, I have one adult. Okay. 194 00:31:49.480 --> 00:31:51.989 Donna Shelton: And one baby duck that is facing the other way. 195 00:31:52.970 --> 00:31:56.279 Kayla Cervantes: I have a dark duck. I have a baby face the other way. 196 00:31:56.760 --> 00:31:58.490 Samantha Scroggins: Most 197 00:32:02.010 --> 00:32:03.920 Samantha Scroggins: most of them are yellow. 198 00:32:04.620 --> 00:32:05.320 Kayla Cervantes: Okay. 199 00:32:06.660 --> 00:32:12.209 Tonya Cizon Sauceda: I'm looking ahead and the feet are hidden. I can't count the feet. 200 00:32:12.210 --> 00:32:14.207 Tonya Cizon Sauceda: Yeah, you can't count the feet. 201 00:32:14.540 --> 00:32:17.567 Kayla Cervantes: You're getting too mathematical on me, Tanya. 202 00:32:18.640 --> 00:32:23.270 Christina Plourde: I'm having a hard time counting the heads because they're kind of blended together. 203 00:32:23.930 --> 00:32:25.549 Kayla Cervantes: Yeah, so let's let's jump. 204 00:32:25.550 --> 00:32:32.310 Kayla Cervantes: But what do you not? What do you wonder, then? Right, I wonder how many baby ducks there are, because I can't count them. What else do we wonder. 205 00:32:38.390 --> 00:32:38.780 Kayla Cervantes: Yeah. 206 00:32:38.780 --> 00:32:39.380 Michael Norsworthy: How many. 207 00:32:39.970 --> 00:32:41.300 Donna Shelton: Male and female. 208 00:32:41.300 --> 00:32:41.595 Donna Shelton: Oh. 209 00:32:42.230 --> 00:32:51.549 Kayla Cervantes: Male or female. How many are there? Are they at the park? Right? Are they headed to the pond? What time of year is it right? Any of those kind of things are going to come out with the kids. 210 00:32:51.570 --> 00:32:59.639 Kayla Cervantes: So we're just asking them to look at what is happening in the picture and just really engage with it. Okay. 211 00:32:59.923 --> 00:33:23.420 Kayla Cervantes: now, after that we could get a little mathematical. So this is second grade for any of my second grade teachers, you guys do a lot of repeated addition. So now, if I gave you the answer right, if I counted the 1, 2, 3, 4, 5, 6, 7, 8, 9, 1011, 1213, 1415, 1617, 1819, somewhere in there. So if I were to tell the kids, okay, now, there's 19 bucks, and they all have 2 feet 212 00:33:23.420 --> 00:33:36.280 Kayla Cervantes: work together with the team. What would I do? Right? But at 1st I just engaged them with a non mathematical conversation to get them excited to get them hooked into what we were doing. Okay, so what do you notice? What do you wonder? 213 00:33:36.470 --> 00:33:39.319 Kayla Cervantes: Here's another second great example. 214 00:33:40.000 --> 00:34:02.710 Kayla Cervantes: this one has to do with shapes right? So before we jump into looking at, you know, obviously, the lesson is going to have to do with symmetry and parallel lines, right? It could have to do with fractions. But before we even get to any of that, we just want students to engage in pieces of artwork right, and start analyzing. So again, what do you notice in this picture? 215 00:34:03.170 --> 00:34:06.919 Kayla Cervantes: And then what do you wonder? We'll start with? What do you notice first.st 216 00:34:07.570 --> 00:34:11.730 Erika Zundel: It's spelled something it looks like there's an M. And an A. 217 00:34:13.069 --> 00:34:14.929 Kayla Cervantes: Okay, I noticed, there's letters. 218 00:34:16.370 --> 00:34:20.650 Zivon Sewell: I noticed that each letter that I can see so far 219 00:34:20.840 --> 00:34:24.310 Zivon Sewell: have different patterns and different colors in them. 220 00:34:25.679 --> 00:34:28.120 Kayla Cervantes: Notice multiple colors, wonderful. 221 00:34:29.500 --> 00:34:32.929 Craig Stuber: I see that it's painted in the middle of the street. 222 00:34:34.360 --> 00:34:39.210 Kayla Cervantes: Oh, my goodness! That is a great observation. People and road signs. 223 00:34:41.929 --> 00:34:44.240 Kayla Cervantes: I noticed that all the colors 224 00:34:44.699 --> 00:34:47.119 Kayla Cervantes: right have different shapes in them. 225 00:34:51.610 --> 00:35:03.699 Kayla Cervantes: So then some of the things that maybe. What do you wonder? Right, I wonder why it's in the middle of the road. I wonder what it spells. I wonder how big it is. I wonder if the colors are significant? Go ahead. 226 00:35:05.720 --> 00:35:17.850 Zivon Sewell: That was my question. I was like, I wonder what it say, because we are going to see like 3 or 4 of the letters. So I'm like, what does it actually say and what it signifies? Because there's a signature at the bottom under the M. 227 00:35:19.000 --> 00:35:27.849 Kayla Cervantes: Wonder what the signature stands for, because I'm a math nerd. I'm going to say that it spells math, and they're just encouraging people to do math all day, but I don't know. 228 00:35:28.640 --> 00:35:30.349 Shayne Villanueva: Whatever city it's in. 229 00:35:31.030 --> 00:35:32.955 Kayla Cervantes: What city? Right? Where is that? At. 230 00:35:33.490 --> 00:35:38.960 Davis Gill: I wonder if it's like permanent with paint, or if it's something like chalk. 231 00:35:40.640 --> 00:35:44.169 Kayla Cervantes: Or maybe that vinyl stuff that you like lay down right? 232 00:35:46.100 --> 00:36:13.881 Kayla Cervantes: Great question. So what you notice? Right, you and some of you might be feeling this right now, you're like, Wow, I can engage with this right? I can connect with this. It's very low risk. And now students start to become curious about the topic. Now we can start writing things down about. Oh, you know, when you hear keywords of like, maybe it's symmetry. Maybe it's lines. Maybe it's parts of a hole any of that kind of stuff you can write down, if not, just let the conversation keep going. 233 00:36:14.430 --> 00:36:30.200 Kayla Cervantes: So then we get down to more specifics of Where do we see shapes split in half? Right? Describe what we see, and then we can turn it into more of like a math talk or a partner talk, but really engaging kiddos in the image. First.st 234 00:36:30.360 --> 00:36:35.209 Kayla Cervantes: it's if you have the older the 3 through 5 or even the 6 through 8. 235 00:36:35.450 --> 00:36:52.179 Kayla Cervantes: We've created an Instagram account before some of the schools, and they'll have students when they see things. They'll take pictures just driving. There's always weird stuff, right? What do you notice? What do you wonder? And they can post it to the Instagram page, and the teacher will choose a couple 236 00:36:52.210 --> 00:37:06.369 Kayla Cervantes: right to talk about, to get the kiddos, and then they're always looking for things in the real world, too, and then wondering if their image is going to be shown. So that's a really fun way to increase student engagement to really be on the outlook all the time. 237 00:37:06.820 --> 00:37:16.280 Kayla Cervantes: Any other takeaways from both of these Mac yield routines, either I notice, or I wonder, or which one doesn't belong. 238 00:37:24.530 --> 00:37:53.780 Kayla Cervantes: Well, hopefully, you can find the value in it right of low risk and kind of easing everybody into the conversation and building on vocabulary. I think they're very powerful. They're also great when you're going like bathroom breaks those kind of things to have a visual to be able to talk about it. There's so much wasted time in our instructional day, whether it's moving from classroom to classroom, going to specials, going to the bathroom right? Waiting for all of these transitions to happen. Really, think about, how can I maximize this if you don't have time 239 00:37:53.820 --> 00:37:54.893 Kayla Cervantes: within your 240 00:37:55.560 --> 00:38:25.510 Kayla Cervantes: your math block right. I know, Davis, you were talking about that a little bit. Is your school really follows their curriculum right? There's no time outside of that block for you to integrate something like this. So find other pockets of times, and it could just be on assembly days, right? It could be on a field trip. That's my favorite like on the bus. I know that sounds weird, but it's like, okay, what do you know this? What do you wonder? Let's let's flip some pages back and forth. Always find pockets of times for students to engage in some fun, low risk math. 241 00:38:26.820 --> 00:38:33.520 Kayla Cervantes: This one would be for more for one of our Upper school, right or 4th and 5th or higher elementary. 242 00:38:35.440 --> 00:38:42.030 Kayla Cervantes: So some of you might be wanting to hide under a blanket at this point. We're getting too intermediate for you. 243 00:38:42.220 --> 00:38:48.850 Kayla Cervantes: But again, remember, it's not about the math we're just thinking about. What do we notice first? st So tell me about 244 00:38:49.280 --> 00:38:51.779 Kayla Cervantes: what you notice between these 2 lines. 245 00:38:53.040 --> 00:39:00.850 Zivon Sewell: All of the numbers at the bottom are. They just have added zeros to create hundreds of numbers? Well. 246 00:39:01.000 --> 00:39:02.389 Zivon Sewell: by tens and stuff. 247 00:39:04.390 --> 00:39:05.490 Kayla Cervantes: Thank you for sharing. 248 00:39:13.298 --> 00:39:15.290 Anita Valdez: They're by fives, too. 249 00:39:16.600 --> 00:39:18.189 Kayla Cervantes: The top row is by 5. 250 00:39:22.780 --> 00:39:28.429 Christina Plourde: The top row doesn't specify the unit where the bottom row line is specifically percentage. 251 00:39:29.330 --> 00:39:35.869 Kayla Cervantes: Okay, so we have our unit there, love it. So whole numbers and percentages great. What do we wonder. 252 00:39:37.320 --> 00:39:40.049 Davis Gill: I'm really wondering. It's like. 253 00:39:40.750 --> 00:39:49.629 Davis Gill: I get the correlation. It's like, yeah, 5 to 50%, 10 to a hundred percent. But I'm also like, why, why is 5 254 00:39:49.850 --> 00:39:56.329 Davis Gill: being put like it's equal to 50%. Those are 2 wildly different numbers in my head. 255 00:39:57.210 --> 00:39:58.380 Kayla Cervantes: I wonder? 256 00:39:59.530 --> 00:40:01.489 Kayla Cervantes: Could it be a multiple? I don't know. 257 00:40:05.170 --> 00:40:08.989 Kayla Cervantes: I wonder what it represents. The top one temperature 258 00:40:09.440 --> 00:40:15.700 Kayla Cervantes: bottom one, the percentage off I get on my next flight right like, what do these represent? Are they for? 259 00:40:21.400 --> 00:40:22.070 Kayla Cervantes: Okay? 260 00:40:23.420 --> 00:40:38.758 Kayla Cervantes: Alright. So this is, I was gonna play this. But you won't be able to hear it, since I have my earbuds, and I'm not in my home environment. But if you get a chance and I'll give us a couple of extra minutes at the end of class. I really out of all of the resources that talk about 261 00:40:39.480 --> 00:41:05.969 Kayla Cervantes: the shifts of why we have to have mathematical discourse. This is my favorite 5 min clip from this week's resources. So if you can watch, ever wonder what they've noticed, it really goes through what kids say when you do the note, what do you notice? What do you wonder? Activity? And it's really great to see it from like a modeling perspective of the impact it can have on your students so highly highly recommend watching this video. 262 00:41:06.400 --> 00:41:07.310 Kayla Cervantes: All right. 263 00:41:07.910 --> 00:41:18.839 Kayla Cervantes: So the last I'm always gonna leave about 15 min at the end for QA. So we have approximately 20 min or so. 25 264 00:41:18.840 --> 00:41:41.020 Kayla Cervantes: to review some of the content that is going to be covered this in this week's module and then I'll let you guys go if you have nothing good of the whole, and I'll stay on for some. QA. So one of the really big things that we're talking about this week as we develop our understanding, is the difference between standards and practices. 265 00:41:41.080 --> 00:41:48.570 Kayla Cervantes: Right? So if you haven't already by now, did you guys have a course where you were exposed to your standards yet? 266 00:41:49.740 --> 00:41:51.090 Kayla Cervantes: Yes, no. 267 00:41:51.310 --> 00:41:52.090 Michael Norsworthy: Low. 268 00:41:52.920 --> 00:41:54.930 Kayla Cervantes: No. Okay, so. 269 00:41:54.930 --> 00:41:56.310 Davis Gill: Only taking one. 270 00:41:56.520 --> 00:42:04.789 Kayla Cervantes: You're currently taking one. I love this. Okay, so let me do this instead. So I'm gonna type this in the chat 271 00:42:04.940 --> 00:42:14.410 Kayla Cervantes: common or.org. Okay, commoncore.org is your one-stop shop for all of your standards type. 272 00:42:14.650 --> 00:42:16.480 Kayla Cervantes: When you come on 273 00:42:17.080 --> 00:42:24.810 Kayla Cervantes: this website. Oh, just kidding common core standards. It would help if I gave you guys the right resource. 274 00:42:24.950 --> 00:42:26.292 Kayla Cervantes: Let's do this. 275 00:42:30.060 --> 00:42:31.120 Kayla Cervantes: Let's try again. 276 00:42:31.910 --> 00:42:32.839 Kayla Cervantes: Here we go. 277 00:42:35.180 --> 00:42:37.310 Kayla Cervantes: Is that not standards? 278 00:42:38.570 --> 00:42:49.560 Kayla Cervantes: Sorry about this. My Internet is being a little laggy. Okay, I'm gonna put it in the chat. But I'm also gonna stop sharing and reshare my screen so that I can browse. You guys through this website. 279 00:42:51.100 --> 00:43:02.140 Kayla Cervantes: So commoncore.org is going to have like, I said, all of your standards on them. They can be very overwhelming. So I want to explain a little bit of the breakdown. 280 00:43:04.240 --> 00:43:07.720 Kayla Cervantes: So on this website, I'm gonna go to the mass standards. 281 00:43:09.600 --> 00:43:13.310 Kayla Cervantes: Okay? And as you can see, it's a 93 page document. 282 00:43:13.980 --> 00:43:25.439 Kayla Cervantes: So although eventually you want to explore outside of your current grade level, I would really just focus on your specific grade level. So I'm gonna pick just middle of the road grade. 3. 283 00:43:25.480 --> 00:43:53.849 Kayla Cervantes: Okay? So I'm going to scroll down to slide 21. What I will find on the very 1st page of Slide 21 is a breakdown of a narrative of basically, what is my job? We know that education is a relay race. If kinder doesn't do their job to make proficient students, it gets passed to first, st and then 1st has a higher hill to climb, then second grade has a higher hill to climb. So if I'm a 3rd grade teacher, I need to know by the time they leave me, what is my finish line. 284 00:43:53.930 --> 00:43:57.150 Kayla Cervantes: This one page narrative is your finish line. 285 00:43:57.230 --> 00:44:19.860 Kayla Cervantes: Okay? So in grade 3, your instructional time should focus on these 4 critical areas developing understanding of multiplication division strategies within 100. That's very important. We don't want to go outside of that, because then you're going to 4th grade standards. So it's got to be within 100, you're developing an understanding of fractions really only unit fractions. What's a numerator and denominator 286 00:44:19.890 --> 00:44:43.870 Kayla Cervantes: developing an understanding of arrays and then describing how to analyze 2 dimensional shapes, it breaks it down for us in this narrative piece. So if you're more Ela minded right, even math minded, I would go through and highlight. It's a really great activity to highlight the verbs in your grade level. So my students need to develop right. My students. Excuse me. 287 00:44:44.220 --> 00:44:51.970 Kayla Cervantes: my students need to find right? My students need to 288 00:44:52.533 --> 00:45:02.300 Kayla Cervantes: use properties. My students are solving multiplication problems. What are they? What's the verb that they are doing with the content. Okay. 289 00:45:03.560 --> 00:45:11.120 Kayla Cervantes: this next page is all of this narrative that we just read, basically put into bullet points. 290 00:45:11.460 --> 00:45:36.330 Kayla Cervantes: So if you'll read here, Number one talks about developing an understanding of the meanings of multiplication and division. When I come down here, my orders and my operations, algebraic thinking are talking exactly what that 1st paragraph is talking about representing solving problems involving multiplication and division. So it's taking the narrative, breaking it down more simplistically into your bullet points. 291 00:45:36.400 --> 00:45:42.560 Kayla Cervantes: Okay, so it's communicating the exact same information. They're not 2 conflicting things with me so far. 292 00:45:44.290 --> 00:45:48.179 Kayla Cervantes: Okay, if we want to get even deeper. 293 00:45:48.340 --> 00:46:17.010 Kayla Cervantes: which you should, you're going to keep scrolling. So what happens now is, see this representing and solving problems involving multiplication and division. That was our 1st bullet point up here. So you're like Kayla. That's fantastic. But what does this actually mean? What do they have to do when it says, represent and solve problems? It breaks it out for you. Here are the 4 different things that students need to do in order to master this 294 00:46:17.320 --> 00:46:31.430 Kayla Cervantes: set of skills. So they need to interpret products. They need to interpret whole number of questions. They need to use multiplication and division, and they need to determine the unknown number in a multiplication and division problem until they can do all of these things. 295 00:46:31.920 --> 00:46:34.330 Kayla Cervantes: they are not proficient in doing 296 00:46:34.500 --> 00:46:48.670 Kayla Cervantes: the representation and solving problems involving multiplication and division. So this is truly your breakdown of how to get to your end result. Here's it's basically, if you're like a recipe, here's all your little pieces of the recipe in order to make 297 00:46:48.780 --> 00:47:18.320 Kayla Cervantes: your end product. Okay? So if you're looking for an overview, if a principal were to come to you today and said, What grade level do you want to teach. You're like, Oh, the 1st graders are cute right? Or you're like 5th graders are self sufficient. I really highly encourage you to at least go and look at these grade overviews to see what you're going to be responsible for. What is your finish line? And then, once you're at the grade level, you can really dive down to see what are all the pieces that I need? 298 00:47:18.610 --> 00:47:19.360 Kayla Cervantes: Hi. 299 00:47:20.690 --> 00:47:30.649 Kayla Cervantes: so it can be a little overwhelming, but once you know how to read them and what they're for. I think it's really manageable. So go to your grade level 300 00:47:30.810 --> 00:47:32.420 Kayla Cervantes: reading the narrative. 301 00:47:33.040 --> 00:47:37.589 Kayla Cervantes: This page is just broken down narrative into bullet points. 302 00:47:37.940 --> 00:47:45.510 Kayla Cervantes: The next page is basically all of the skills they need in order to master that one bullet point 303 00:47:45.650 --> 00:47:46.450 Kayla Cervantes: right? 304 00:47:47.380 --> 00:47:59.090 Kayla Cervantes: So you should have about 9 pages per grade level that you can solely focus on. So if you were to print out your grade level and bring it to your next meeting with your mentor teacher. 305 00:47:59.230 --> 00:48:03.620 Kayla Cervantes: You can see where they fit in your curriculum. That would be really fun. 306 00:48:04.000 --> 00:48:06.450 Kayla Cervantes: Okay, so these are your standards. 307 00:48:07.750 --> 00:48:10.890 Kayla Cervantes: We talk back for the presentation. 308 00:48:11.420 --> 00:48:19.639 Kayla Cervantes: So when you go through your lesson, one, you will be exposed to the standards, how to read them and how to engage with them. 309 00:48:20.700 --> 00:48:23.489 Kayla Cervantes: Let me go back here. There we go. Okay. 310 00:48:30.390 --> 00:48:36.640 Kayla Cervantes: Alright. Let's try again. Okay, working some. Okay. 311 00:48:37.230 --> 00:48:44.909 Kayla Cervantes: So from here another piece of the same type of information is given in Lesson One. 312 00:48:45.480 --> 00:49:00.169 Kayla Cervantes: So you'll notice that that 3rd grade standard we were just looking at is now listed here, represent and solve problems involving multiplication and division. It has a green square next to it. What does that mean? 313 00:49:00.360 --> 00:49:22.050 Kayla Cervantes: There are 3 different types of standards. There are major standards. Major does not mean more important. Please please get that out of your head. Even a lot of very, very veteran teachers I work with. Say, I'm just going to focus on their major clusters. I'm going to rearrange all of my units to make sure I teach my major clusters first.st 314 00:49:22.330 --> 00:49:49.749 Kayla Cervantes: No, no, no, no, not more important major means. It takes more time for the students to engage in that content. It takes them until the end of the year to master it, because it's so heavy. You need these additional and supporting clusters to help master those major clusters. So, major meaning, it takes a majority of your curriculum. It's going to take a majority of your school year for students to master these green boxes 315 00:49:49.880 --> 00:50:05.948 Kayla Cervantes: supporting clusters are just that I need to be able to represent and interpret data, because guess what? I'm going to have to use multiplication and division. Sometimes within my interpreting data, right? I'm going to have to use everything. 316 00:50:06.900 --> 00:50:27.759 Kayla Cervantes: to support that supporting cluster. So representing and interpreting data is important to be able to do. Because then we're going to be adding on to those major clusters right with that supporting cluster. Same thing with additional use. Place, value. This very 1st yellow one use place, value, understanding, properties of operations to perform multi-digit arithmetic 317 00:50:28.060 --> 00:50:39.440 Kayla Cervantes: place value. I'm sorry to tell you you can't do math without place value, but you'll notice that place. Value is not a green box. Why? Because in 3rd grade 318 00:50:39.970 --> 00:50:48.389 Kayla Cervantes: place value is not as significant doesn't take a majority of your time because they're focused more on multiplication and division. 319 00:50:48.700 --> 00:51:09.469 Kayla Cervantes: Again, place value is so important. But it's not going to take a whole lot of your time in your 3rd grade curriculum. If I were to go to 1st and second grade. That's a majority that's going to be your major cluster is working with this place. Value. Right? So again, not more important, just a majority of your lessons are going to be focused on that standard itself. 320 00:51:10.000 --> 00:51:10.719 Kayla Cervantes: are you? 321 00:51:12.120 --> 00:51:23.400 Kayla Cervantes: So it tells us over here on the right hand side, some highlights in each grade level. Really, what? You're focused on. K, 2, addition and subtraction, 3, 5, multiplication division, 6th grade ratios. So on and so forth. 322 00:51:23.540 --> 00:51:24.930 Kayla Cervantes: Fluencies. 323 00:51:25.180 --> 00:51:53.539 Kayla Cervantes: Okay, fluency means that you have a strategy to answer as quick as your name. It doesn't mean that you know it. Like we have all these time multiplication tests and time division tests. That's not what fluency is. If you look up the definition of fluency, it's actually having a very effective strategy to come up with the answer quickly. But it doesn't mean it's under a time clock. Okay? So in 3rd grade, students need to be able to be fluent. 324 00:51:53.910 --> 00:51:59.610 Kayla Cervantes: adding and subtracting within a thousand. So if I say 998, minus 50, 325 00:51:59.890 --> 00:52:23.949 Kayla Cervantes: they're not going to know it as fast as they know their name, but they have a strategy to subtract tens, and they can give it to you in a reasonable amount of time. Right? So they should be able to have strategies to pull from, to be able to add and subtract within a thousand very quickly and single digit products and quotients very quickly by memory. Right? So this is a very lasered focus 326 00:52:24.180 --> 00:52:28.000 Kayla Cervantes: visual of these standards right here. 327 00:52:28.640 --> 00:52:46.470 Kayla Cervantes: So when you look at this resource, it's from achievethecore.org. Okay, this is also in lesson one again. This is just another way to represent your standards. But this time what's important here is that you can see where a majority of your time is being spent. So 328 00:52:46.550 --> 00:52:50.130 Kayla Cervantes: it helps with understanding when you're in the math classroom, and you're like. 329 00:52:50.170 --> 00:53:16.030 Kayla Cervantes: honestly, Kayla, in 3rd grade is all we do is multiply and divide. If I have to teach one more multiplication and division lesson, and the students don't get it. I'm going to go crazy, you guys, that is your focus. That is your end line. That is what you're working towards all year long. It's going to repeat over and over and over those major clusters you might see on Unit one unit 3, unit 5, unit 7, unit 9. They're going to keep coming back 330 00:53:16.030 --> 00:53:21.340 Kayla Cervantes: because it takes time for students to gain that understanding in that major cluster. 331 00:53:21.340 --> 00:53:25.909 Kayla Cervantes: Okay, so don't feel like, why is this coming back again? 332 00:53:26.000 --> 00:53:44.739 Kayla Cervantes: Right? It's supposed to. Students are supposed to be building on their understanding. That's why, when people rearrange their units depending on what they think is important and not important, it could be very detrimental. So my suggestion to you and this is actually one that I just had with 2 principals this week. 333 00:53:44.740 --> 00:54:00.420 Kayla Cervantes: as teachers were moving around the pieces in the curriculum. And they don't like the data. It's not going well. Teachers are teaching, and their students are understanding what the teacher is teaching because they're missing the supporting and additional content in order to master their major clusters. 334 00:54:00.860 --> 00:54:04.199 Kayla Cervantes: So keep everything in order as far as your curriculum. 335 00:54:04.860 --> 00:54:14.179 Kayla Cervantes: All right. So if you get killed, which we all know we do. So I'm still gonna fit folks on 3rd grade on the back of this paper 336 00:54:14.420 --> 00:54:22.999 Kayla Cervantes: is actually this important subset of the major work so that you can see the progression across all the grade levels. 337 00:54:23.010 --> 00:54:52.460 Kayla Cervantes: So in 3rd grade, if I don't understand that 1st bullet point of representing and solving problems. I can look at this visual and say, what did they need to do in second grade? What did second grade do to help build my foundation for 3rd grade. They were supposed to represent and solve problems involving addition and subtraction. Well, no wonder they're having a hard time with multiplication and division. They've never seen it before, but what I do know is they've been doing, repeated addition in second grade. How can I help build that multiplication 338 00:54:52.500 --> 00:54:53.280 Kayla Cervantes: right 339 00:54:53.430 --> 00:55:04.839 Kayla Cervantes: on the opposite end. What is my role, and what are they gonna have to do next year? Guess what if 3rd grade teachers, if you can't get your kiddos to multiply and divide. They have to then use that 340 00:55:05.050 --> 00:55:08.180 Kayla Cervantes: in operations to solve even bigger problems. 341 00:55:08.320 --> 00:55:17.459 Kayla Cervantes: Right? So it's really really important. You don't try to teach lower or higher. You have so much work to do just within your grade level content. 342 00:55:17.590 --> 00:55:45.059 Kayla Cervantes: But we know that we get students who are not proficient. What a great way to do those routines right. If I know I have to teach multiplication, and my kids don't understand place value. I'm going to throw in a notice and wonder. I'm going to throw in a what what doesn't belong to help remind them about place value without taking up my entire block to teach a place value lesson. Right? I'm just going to prime their brain and get the vocabulary and the understanding 343 00:55:45.300 --> 00:56:02.529 Kayla Cervantes: primed in their brain so that I can teach multiplication, but not take a whole day to review place value. So that's why those high yield routines are so beautiful, because they can also be used as kind of this remediation piece to show students the connection of what they've already learned and where we're headed. 344 00:56:05.450 --> 00:56:07.599 Kayla Cervantes: Lots of content here. 345 00:56:07.770 --> 00:56:12.629 Kayla Cervantes: Okay, so these are the standards. Standards are 346 00:56:14.035 --> 00:56:16.709 Kayla Cervantes: the content that you are teaching. 347 00:56:16.880 --> 00:56:20.809 Kayla Cervantes: That is a lot in itself just to go over standards. 348 00:56:21.280 --> 00:56:30.240 Kayla Cervantes: But in math we have something aside from that. So if you notice, we're back up at our overview, we also have these things called the math practices. 349 00:56:30.600 --> 00:56:53.930 Kayla Cervantes: Okay, math practices are the same for every single grade level, from kindergarten all up to 12th grade. These are the things that the writers of common core, Jason, Zimba, and all of his mathematical genius. People, they've said, Okay, in order to do these and be successful, you also need to make sense of them. 350 00:56:54.270 --> 00:56:55.860 Kayla Cervantes: Reason about them. 351 00:56:56.090 --> 00:57:05.869 Kayla Cervantes: Construct viable arguments and critique one another. You need to be able to model it. You need to be able to use tools. You need to be able to tend to precision. 352 00:57:06.050 --> 00:57:19.199 Kayla Cervantes: make use of structure, and look for and express regularity and repeated reasoning. So these practices happen every single year throughout a student's mathematical journey. 353 00:57:19.540 --> 00:57:49.169 Kayla Cervantes: We kind of chunk them together into these overreaching so number one of making sense problem, solving, persevering, and attending to precision. Those are things students should be doing all day every day. Right? If I'm going to go around and praise students, I'm going to say I love the way that you problem solved that keep trying. You never gave up right? I'm going to be praising and looking for precision, making sense of problem, solving and persevering through them. They need to do that all the time. That's why we call them the overarching habits of the mind. 354 00:57:49.990 --> 00:58:02.389 Kayla Cervantes: And then some of these practices lend themselves to some lessons, but not others. So, for example, reasoning abstractly and quantitatively, and constructing viable arguments. Sometimes 355 00:58:03.060 --> 00:58:29.239 Kayla Cervantes: when we're looking at like graphs or visuals or timelines, or we have this great word problem. We can construct arguments and critique each other. Some, if I'm just saying 3 times 4, right is 12, and I'm only having them solve it. And it's for fluency. There's nothing to really have conversations about. Right? So not every lesson lends itself to all of the practices. It's typically going to be 2 at a time. 356 00:58:29.760 --> 00:58:30.520 Kayla Cervantes: Right? 357 00:58:30.790 --> 00:58:31.620 Kayla Cervantes: So 358 00:58:32.610 --> 00:58:44.339 Kayla Cervantes: modeling with mathematics using tools appropriately, I don't know if you guys see this in the buildings that you're in right now. But the number one thing for me that makes me cringe is graph paper. 359 00:58:44.490 --> 00:59:11.139 Kayla Cervantes: I see kids with graph paper all the time, and the teachers are so excited they're like, look at all these tools. They have blank pieces of paper. They have graph pieces of paper. And honestly, you guys, they're using the graph paper as if it's normal paper. They're not using the boxes. They're not lining up place value. They don't know how to use it. Right? So the important part is using it appropriately. We also don't want them drawing out. If I have, like 360 00:59:11.280 --> 00:59:27.299 Kayla Cervantes: 1,000 times 5,000 or 1,000, plus 5,000 in in our higher grade levels. I don't want them direct modeling with dots everywhere. Right? It's like, okay, we need to find a more efficient strategy. So this word appropriately. 361 00:59:28.370 --> 00:59:36.889 Kayla Cervantes: is something that I would challenge you guys to look for right just because we provide them doesn't mean that they're used in a strategic way. 362 00:59:38.110 --> 00:59:48.510 Kayla Cervantes: looking for and making sense of structure would be like if we're looking at repeated edition, or we're looking at tables, or we're looking at temperature gauges right for looking at input output graphs 363 00:59:48.680 --> 00:59:49.980 Kayla Cervantes: without even 364 00:59:50.110 --> 01:00:04.970 Kayla Cervantes: knowing the math of it. We can say, Oh, that's going up by 2, or that's decreasing by 3, just by looking and making patterns and generalizing. Okay, we did a lot of this today when we were again doing those high math yield routines 365 01:00:05.650 --> 01:00:08.275 Kayla Cervantes: right right here. You guys had to. 366 01:00:09.280 --> 01:00:13.270 Kayla Cervantes: you had to justify your thinking. That goes into reasoning and explaining. 367 01:00:13.500 --> 01:00:18.079 Kayla Cervantes: So 2 of my big takeaways that I want to leave you with the day before we close. 368 01:00:18.620 --> 01:00:43.640 Kayla Cervantes: The standards are the what. Okay? What am I teaching? They do not tell teachers how to teach. They tell you what the minimum expectation is in that grade level. Again, standards are the floor. They are not the ceiling. Okay? So the content standards from common. Our core standards.org. That is the what what am I teaching? 369 01:00:43.980 --> 01:00:45.810 Kayla Cervantes: The practices? 370 01:00:47.190 --> 01:01:00.160 Kayla Cervantes: These, the math practices are the how. How am I going to do this? I'm going to reason about them. I'm going to model using them. I'm going to look at structure right? So practices are the how or the. 371 01:01:00.160 --> 01:01:01.880 Daisy Ruiz: Gonna make macaroni and. 372 01:01:02.670 --> 01:01:03.140 Kayla Cervantes: I want my. 373 01:01:03.140 --> 01:01:04.099 Daisy Ruiz: Sorry. I'm so sorry. 374 01:01:04.730 --> 01:01:22.120 Kayla Cervantes: Hey? You're good. So I want you to walk away with. What are the 2 differences? Right? Your content, your standards, the the what the practices, those 8 things that we're doing kindergarten through 12th grade. Those are the how. Okay, how are they engaging in the content 375 01:01:22.390 --> 01:01:39.620 Kayla Cervantes: through reasoning, through dialogue through making sense of problems, through generalizing. Right? So as you're going through lesson one really try to differentiate those 2, I feel like, if you know how to read your standards, and you know how to engage your students through the practices. 376 01:01:39.650 --> 01:01:55.969 Kayla Cervantes: Those are the best foundational skills that you will get as an up and coming. Math teacher, we really need to make sure that we understand those moving forward because they are rooted in everything you do. When you look at your curriculum. When we look at really solid instruction 377 01:01:56.340 --> 01:02:05.640 Kayla Cervantes: conversations always go back to standards and practices, and we're always reflecting on those 2. So really make sure you know the difference and importance of that. Okay. 378 01:02:05.820 --> 01:02:18.819 Kayla Cervantes: I'm going to. When I share the zoom link today, I'm going to share one more resource. That is super fun and easy. You could put them in notebooks. You can hang them around the classrooms. 379 01:02:19.170 --> 01:02:25.730 Kayla Cervantes: but they are principal math practice standards for the kiddos. 380 01:02:26.340 --> 01:02:48.090 Kayla Cervantes: So we've actually turned them. And this is Rpdp for those of you that have worked with them. They're phenomenal. So making sense of problems and persevering and solving with them so mathematically proficient. Students start by explaining to themselves the meaning of a problem and looking for entry points. So these are the things that a student can do. If they're making sense of problems. 381 01:02:48.090 --> 01:03:09.750 Kayla Cervantes: they can analyze relationships, they plan on solutions. They can monitor their progress right. All of these things. If I'm reasoning abstractly, what can I do? I can represent, I identify. I can understand the meaning of an answer. I can use different properties of operations. And it helps you as a teacher, too, to say, Okay, guys, we're really going to work on. 382 01:03:09.910 --> 01:03:25.870 Kayla Cervantes: This one is one of my favorites. We're going to work today on constructing viable arguments and critiquing one another. So what does it mean to construct a viable argument? You need to use concrete objects, drawings, or diagrams. I'm going to be walking around today to see who constructs those 383 01:03:25.940 --> 01:03:49.109 Kayla Cervantes: really great arguments. And you need to be using one of those things right then, maybe the second time you're like, okay, I'm really looking for questions. Who's asking questions to their partner to try to clarify or improve those arguments? Right? Let me look for those. So not only are these, I can statements for students to understand what's expected of them during math time, but it also helps you as a teacher to say, what do I want to focus on 384 01:03:49.140 --> 01:04:04.180 Kayla Cervantes: while the students are engaging? What is my teacher move? Am I listening to their arguments today? Am I listening for questions? Am I watching for constructing viable arguments? What practice are they engaging with? And how can I give feedback to my kiddos. Okay, so 385 01:04:04.310 --> 01:04:15.650 Kayla Cervantes: these are really fun again. Print them off around the room to help yourself. Help your students really engage in the practices. I apologized. At the beginning of today. 386 01:04:15.750 --> 01:04:44.260 Kayla Cervantes: If you can get through week, one and week, 2 of all the content, I promise it will be all worthwhile. It was so heavy today. But give yourself a little brain break. Give yourself a pat on the back. You guys are doing amazing things and taking this accelerated program. Hopefully, you had a little bit of fun with the high yield math activities and walked away with the difference of your standards and your practices today to help you, as you're working through that week. One the articles and all of the resources. 387 01:04:44.841 --> 01:05:03.230 Kayla Cervantes: Other than that we are at 7, 14, 7 15, so I will stay on for Q. And A. If there's nothing else good for the whole. If you need to get off, feel free to enjoy your evening, and we will see you next week. Same time. Same place. Have a good week. You guys reach out for anything. 388 01:05:06.010 --> 01:05:10.499 Kayla Cervantes: I'm super excited of our journey. We got this. Thanks, guys. 389 01:05:10.860 --> 01:05:11.830 Kayla Cervantes: See ya. 390 01:05:22.350 --> 01:05:24.980 Kayla Cervantes: you're welcome, Leslie. Have a good night. 391 01:05:26.500 --> 01:05:28.459 Brittny Roth Vargas: Hi! I'm sorry I have a quick question. 392 01:05:28.680 --> 01:05:30.500 Kayla Cervantes: Never apologize. Go for it. 393 01:05:30.810 --> 01:05:32.720 Brittny Roth Vargas: For the digital dialogue. 394 01:05:32.890 --> 01:05:42.370 Brittny Roth Vargas: I see that it's due on the 26.th But are we splitting it like? Is it the 1st part due like Saturday and the second part due Sunday, or is just everything due on that Sunday. 395 01:05:42.990 --> 01:05:45.790 Kayla Cervantes: The post, and the 2 reflections are due by Sunday. 396 01:05:46.250 --> 01:05:51.329 Brittny Roth Vargas: Okay, so it's not like, Oh, this is due Friday, Saturday, and then the rest is due Sunday. Everything on Sunday. 397 01:05:51.850 --> 01:06:00.689 Kayla Cervantes: Yeah, but you can do them as far in advance as you want to. So if that helps, you split it up. Awesome. But the due date for posting and 2 replies are all on Sunday. 398 01:06:01.220 --> 01:06:02.789 Brittny Roth Vargas: Perfect. Thank you so much. 399 01:06:02.790 --> 01:06:04.610 Kayla Cervantes: You're welcome, bye. Have a good week. 400 01:06:04.860 --> 01:06:06.229 Brittny Roth Vargas: You, too. Thank you. 401 01:06:08.320 --> 01:06:12.305 Kayla Cervantes: I love all the kids in the background. It makes my mommy heart happy. 402 01:06:12.690 --> 01:06:14.918 Brittny Roth Vargas: Sorry. She was yelling, Hi! Teacher! 403 01:06:15.740 --> 01:06:17.956 Kayla Cervantes: Hi! Thanks for joining us. 404 01:06:20.379 --> 01:06:35.729 Davis Gill: I have a connection and a question. My connection is, I have observed so much math in 4th grade with in my mentor teachers classroom doing my push in times, and 405 01:06:36.080 --> 01:06:52.859 Davis Gill: several things clicked into place. I was like, Wow, these seem like really good ideas and really good ways to teach these math. I'm like, Wow, these kids are really getting like abstract math thinking down and then I was like, Oh, those are the principles. This is how she does the principles. 406 01:06:53.760 --> 01:06:56.120 Kayla Cervantes: The practices. Yeah, absolutely. 407 01:06:56.540 --> 01:07:00.509 Davis Gill: She does solving shares have a word problem. You have to 408 01:07:01.140 --> 01:07:26.240 Davis Gill: write what you know, draw some sort of depiction of it, even in word problems where it's like, how would you draw a picture of this addition problem? They have to figure it out and like that sort of thing, and then write exactly what they were doing, and why they were doing it, and what led them to their conclusions, and like that sort of thing. And then my question is, thinking a little bit more about the logistics of week? 3. 409 01:07:27.370 --> 01:07:34.520 Davis Gill: There is if it's done in a small group setting. Currently, I am 4th and second grade resource. 410 01:07:34.750 --> 01:07:42.379 Davis Gill: a long term sub doing this with my 4th grade resource group type of thing to where like. 411 01:07:42.490 --> 01:07:44.380 Davis Gill: okay, dude, that's 412 01:07:45.250 --> 01:07:55.040 Davis Gill: cause I know some teachers are like, don't do it with resource. Kids do it with like a full Gen. Ed group. And I'm like the resource kids are in Gen. Ed classrooms, though. 413 01:07:55.410 --> 01:08:01.459 Kayla Cervantes: It's really about us. Understanding the student work that we get and analyzing it. So your resource group is perfect. 414 01:08:01.730 --> 01:08:02.410 Davis Gill: Okay. 415 01:08:31.830 --> 01:08:34.409 Kayla Cervantes: Anyone else have any questions. 416 01:08:34.630 --> 01:08:37.540 Kayla Cervantes: I'll just hang out until about 7 30. 417 01:08:38.069 --> 01:08:40.279 Kayla Cervantes: You guys have anything. Just let me know. 418 01:08:57.919 --> 01:09:00.789 Erika Zundel: Have a question about. So I'm 4th grade. 419 01:09:01.029 --> 01:09:05.489 Erika Zundel: and our math curriculum is everyday math. Have you heard of that? 420 01:09:05.490 --> 01:09:06.350 Kayla Cervantes: I have. 421 01:09:06.490 --> 01:09:08.320 Erika Zundel: What is your opinion on it? 422 01:09:11.689 --> 01:09:12.189 Kayla Cervantes: Whether. 423 01:09:12.189 --> 01:09:14.319 Erika Zundel: Honestly, I don't like it. 424 01:09:16.024 --> 01:09:20.510 Kayla Cervantes: It's not very engaging, right? It's very Ross, I think. 425 01:09:20.510 --> 01:09:20.890 Erika Zundel: No. 426 01:09:20.890 --> 01:09:25.879 Kayla Cervantes: Has some pros and cons for meeting the math practices. It's not very strong. 427 01:09:27.060 --> 01:09:39.259 Erika Zundel: Yeah, well, and I hate it, too. So we're this is new to our school. So we have some guys that come in and they talk to us about it right? Because it's all. It's all new. 428 01:09:39.930 --> 01:09:52.329 Erika Zundel: But I have been having a real hard time, because I'm like my kids don't get this. And you want me just to go on. And they're like, Yeah, there's reviews at least this way. They're exposed to it. 429 01:09:54.149 --> 01:09:59.170 Erika Zundel: And it I'm like if they don't, if it doesn't make sense to them, why are we moving on cause? 430 01:09:59.680 --> 01:10:03.170 Erika Zundel: If it doesn't make sense now, why is it going to make sense in the future. 431 01:10:03.920 --> 01:10:06.790 Erika Zundel: So I'm super frustrated by it. 432 01:10:06.790 --> 01:10:07.380 Kayla Cervantes: Yeah. 433 01:10:08.160 --> 01:10:16.650 Erika Zundel: And I feel like cause, like they even give us a schedule like for this unit. You have this many days to do it, and you need to move on. 434 01:10:17.870 --> 01:10:20.970 Erika Zundel: And I'm like, but if they don't understand it, what's the point of moving on. 435 01:10:21.880 --> 01:10:40.810 Kayla Cervantes: Yeah. So a lot of it is going to be pacing like every school should have a pacing guide. So a. I'm just glad that they have one right. The second thing that I would do is, I don't know. Does your pacing guide have standards listed at the bottom, like some will say, like unit one, and it will list the standards unit 2 and list the standards. Or does it just tell you, like what unit you need to be on, at what time. 436 01:10:41.220 --> 01:10:47.419 Erika Zundel: Oh, yeah. So it has like unit. And then it says, like, 2, dash 3 like, that's what you gotta have done by that time. 437 01:10:47.420 --> 01:10:49.430 Kayla Cervantes: Oh, okay, so it doesn't have the standards on it. 438 01:10:49.430 --> 01:10:50.040 Erika Zundel: No. 439 01:10:50.040 --> 01:10:51.360 Kayla Cervantes: Focus on the time. 440 01:10:51.500 --> 01:11:02.000 Erika Zundel: Yeah. And I feel like, I don't know. Maybe it's just me, but I feel like it like jumps around because we'll do like raise. And then the next day we're doing multiplication. 441 01:11:02.480 --> 01:11:07.050 Erika Zundel: And I'm like, how does this like go with each other right. 442 01:11:07.390 --> 01:11:09.210 Kayla Cervantes: Arrays, and then multiplication. 443 01:11:09.210 --> 01:11:17.430 Erika Zundel: Yeah. Well, it was a multiplication. It was something different. I'm trying to think of what it was right now, cause right now we've we did multiplication all last week 444 01:11:17.720 --> 01:11:27.210 Erika Zundel: because my kids are struggling. And I asked them. I said, Kate, did you did you not start multiplication in 3rd grade? And they told me no. 445 01:11:28.750 --> 01:11:32.352 Kayla Cervantes: 1st of all, your kids are always gonna be a little devious. 446 01:11:33.220 --> 01:11:39.730 Erika Zundel: But okay, so I I kind of believe it because the teacher is more of like English based. 447 01:11:39.920 --> 01:11:45.649 Erika Zundel: Math is not her deal, and so I don't know if you know where Hawaihe Nevada is. 448 01:11:46.430 --> 01:11:47.430 Kayla Cervantes: We don't. 449 01:11:47.430 --> 01:11:50.690 Erika Zundel: It's the Indian, the Duck Valley Indian Reservation. 450 01:11:51.970 --> 01:11:53.440 Kayla Cervantes: Duck, valley. 451 01:11:53.880 --> 01:11:58.580 Erika Zundel: So if you're in Elko, go another 60 miles north 452 01:11:59.130 --> 01:12:07.629 Erika Zundel: or no, no, no, not 60 miles. Sorry. It's 2 h. Go another 2 h north, right to the Idaho border, like you're headed to Boise almost. 453 01:12:07.910 --> 01:12:08.440 Kayla Cervantes: Yep. 454 01:12:08.690 --> 01:12:14.550 Erika Zundel: Yeah. So we're like out there. Our whole school is like, total amount is 300 students. 455 01:12:14.780 --> 01:12:16.100 Kayla Cervantes: Okay, you guys are teeny. 456 01:12:16.100 --> 01:12:18.259 Erika Zundel: And that's pre K, through 12. 457 01:12:18.600 --> 01:12:19.230 Kayla Cervantes: Okay. 458 01:12:19.440 --> 01:12:20.300 Kayla Cervantes: Left. 459 01:12:20.730 --> 01:12:34.179 Erika Zundel: You know, so we don't have like, I hear some of the people saying like, Oh, the kids go to math, and then they go to reading, you know, like we like. If you're great. If you have that grade, you're math, reading social studies. You're everything. 460 01:12:34.650 --> 01:12:35.740 Erika Zundel: Yes. 461 01:12:36.050 --> 01:12:43.630 Kayla Cervantes: Yeah, do you guys have separate classrooms for some grades? Because I know some of my schools like, there's 1 teacher for grades, 2, 3 and 4. 462 01:12:43.780 --> 01:12:46.909 Kayla Cervantes: Are you guys like that? Or like each teacher has a different grade. 463 01:12:47.330 --> 01:12:48.530 Erika Zundel: Yeah. So I'm for. 464 01:12:48.530 --> 01:12:48.850 Kayla Cervantes: Okay. 465 01:12:48.850 --> 01:12:55.450 Erika Zundel: There's yeah, we this year this year. I don't think there's any grades that are split. 466 01:12:56.830 --> 01:12:57.350 Kayla Cervantes: Great. 467 01:12:58.000 --> 01:12:59.240 Erika Zundel: Yeah, everything. 468 01:12:59.240 --> 01:13:00.839 Kayla Cervantes: Owns the entire grade level. 469 01:13:00.840 --> 01:13:02.049 Erika Zundel: Correct. Yes. 470 01:13:02.450 --> 01:13:03.070 Kayla Cervantes: Okay. 471 01:13:03.590 --> 01:13:15.949 Kayla Cervantes: Oh, that's funny. I'll actually be in Twin Falls and voice in that long from now. I have a couple of schools up there. Okay. So if the teacher really didn't teach right, it's gonna be really 472 01:13:16.530 --> 01:13:22.899 Kayla Cervantes: hard for you, like, you're running into some walls. You're like they they don't even understand what I'm about to teach them right? And then they're not 473 01:13:22.900 --> 01:13:25.210 Kayla Cervantes: yeah, like understanding it. And then you're having to move on. 474 01:13:26.260 --> 01:13:31.110 Erika Zundel: Yeah, like, I'll even give him a skip counting sheet, which you know I feel like is pretty basic right. 475 01:13:31.410 --> 01:13:32.679 Kayla Cervantes: Second grade. Yeah. 476 01:13:32.960 --> 01:13:42.090 Erika Zundel: Yeah. Oh, it will take them. So we have like an hour and a half hour, 45 min block. It will take some of them students won't even finish it. 477 01:13:42.970 --> 01:13:44.880 Kayla Cervantes: Oh, that's so sad! 478 01:13:45.240 --> 01:13:46.280 Kayla Cervantes: Let me. 479 01:13:46.280 --> 01:13:48.023 Erika Zundel: But but though to 480 01:13:48.630 --> 01:13:55.579 Erika Zundel: not to knock on the reservation, but a lot of the students are fetal alcohol students. 481 01:13:55.770 --> 01:13:59.310 Erika Zundel: You know what I am saying so. They already have learning disabilities. 482 01:14:00.530 --> 01:14:01.240 Kayla Cervantes: Yeah. 483 01:14:02.030 --> 01:14:05.509 Kayla Cervantes: So here, go ahead and click in the chat. 484 01:14:05.680 --> 01:14:06.380 Erika Zundel: Okay. 485 01:14:07.060 --> 01:14:20.220 Kayla Cervantes: So. Not that this is going to be helpful. I hate to throw more resources at you because you already have a ton, but hopefully, this will be helpful, so go to your 4th grade right. If you click on it, it will break down like your standard 486 01:14:20.410 --> 01:14:21.070 Kayla Cervantes: right. 487 01:14:21.070 --> 01:14:23.110 Erika Zundel: Okay. Good. 488 01:14:23.110 --> 01:14:23.440 Kayla Cervantes: See that! 489 01:14:23.440 --> 01:14:31.660 Erika Zundel: Yeah, I'm going 4th grade right there. Okay, operations and algebraic thinking number and base. 490 01:14:31.830 --> 01:14:34.180 Erika Zundel: Just click on any of them. Is that what you're saying? 491 01:14:34.500 --> 01:14:36.349 Kayla Cervantes: Yep. Just click on one of them. 492 01:14:36.670 --> 01:14:37.080 Erika Zundel: Okay. 493 01:14:37.080 --> 01:14:46.350 Kayla Cervantes: And click standard. What this is going to do is on the left hand side. It's going to show you the skill that they need in order to access that. 494 01:14:46.770 --> 01:14:51.480 Kayla Cervantes: So you see on the left others, these little white boxes. 495 01:14:52.100 --> 01:14:55.320 Kayla Cervantes: Arrows. So if you click on that one of those 496 01:14:55.430 --> 01:15:16.919 Kayla Cervantes: and then scroll to the bottom, it will give you this example task. So you could actually go over the task whole group to have them like, understand what they did last year. Or maybe you have to do like a little Mini lesson before you do your actual 4th grade content lesson. This is gonna actually it takes the standards and puts the progressions in order and already gives you the resource for it. 497 01:15:17.490 --> 01:15:19.070 Erika Zundel: Oh, okay. 498 01:15:19.070 --> 01:15:21.129 Kayla Cervantes: So play around with that. Let me know. 499 01:15:21.570 --> 01:15:24.659 Erika Zundel: Okay, I will for sure, and I will save this right now. 500 01:15:24.937 --> 01:15:26.109 Kayla Cervantes: And if not, can you bring 501 01:15:26.110 --> 01:15:28.694 Kayla Cervantes: good about it? Just let me know, and I'll resend it. 502 01:15:28.930 --> 01:15:32.190 Erika Zundel: Well, I'll save it. I'm trying to save all these tools 503 01:15:32.360 --> 01:15:34.949 Erika Zundel: to help me as much as I can. 504 01:15:34.950 --> 01:15:47.060 Kayla Cervantes: Oh, **** You seem very eager. I'm excited. So play with the stuff we learned tonight as you start running into some things. And even if it's just like your day to day teaching, let me know, and we can just talk through them. 505 01:15:48.590 --> 01:16:06.560 Erika Zundel: Okay, sounds good. Yeah. So I'm like, yeah, we, I talked to that guy. And I was just like, you know, what? What's the point of me going forward. If these kids don't even understand what we're going through. And he's like, well, this is your schedule that's pretty much, and he's like, and they'll be exposed to it, because, you know, you do like the lesson. And then there's like the math boxes.