Mathematics Professional Development Modules, Learning, and Resources

Site Facilitated Professional Learning Modules

Each of these modules is designed for a 45 to 60-minute staff or PLC learning opportunity focused on mathematics. All materials, presentations, and facilitation notes are accessible. Please feel free to use these modules to conduct the professional learning at your site with a self-selected facilitator, or contact your district Elementary Math Instructional Coach for support.

• 13 Rules That Expire: Building Towards a Whole-School Agreement: This module guides participants to establish grade-level agreements based upon the understanding that some mathematical "rules" are overgeneralized and expire. These agreements will serve to prevent the facilitation of misconceptions and diminish student confusion. This work is a precursor to building a Whole-School Math Agreement. https://nevadamath.wixsite.com/13rules
• Child-Watching: To engage in child watching to determine students' mathematical understandings and misconceptions in order to respond with effective instructional tactics. The purpose of this module is to establish how the use of child watching in instructional settings is used to make decisions that drive student understanding. https://nevadamath.wixsite.com/childwatching
• Developing Mathematical Fluency: To establish a common understanding of procedural fluency, development, and assessment. To develop grade level action plans for meaningful practice and assessment based on each grade level’s procedural fluency standards. https://nevadamath.wixsite.com/mathfluency
• Using Manipulatives: In this module, you will learn about and discuss how manipulatives support conceptual understanding through the exploration of color tiles to represent a variety of mathematical concepts. https://nevadamath.wixsite.com/manipulatives

Blue Friday Professional Learning

Option 1: 

Talking About Solution Methods and Problem-Solving Strategies

Blue Friday #4 Talking about Mathematics Terminology, symbols, and Definitions

Pink Wednesday #3

• Agenda
• Powerpoint
• Wow Notetaker
• Reasoning Bookmarks

Pink Wednesday #2

• Agenda
• Case Study 1
• Case Study 2
• Connecting Productive Talk to Application
• Crab Task
• Module 1-2 Facilitation
• Talk Moves Concentration
• Talk Moves That Help Students Orient to the thinking of Others

Pink Wednesday #1

• Powerpoint
• 2013-2014 Professional Learning Overview
• Implementing the Mathematics Common Core Module 1, part 1
• Module 1-1 Notetaker
• Research Brief
• Talk Trip Troubleshooting

Professional Development to Support District Programs, Components, Initiatives: (Support Focused)

• Module 1-1: Helping Individual Students Clarify and Share their Own Thoughts (Pink Wednesday)
• Implementing the Mathematics Common Core Module 1
• Preparing for Math Professional Development
• Module 1-1 Facilitation
• Research Brief - Strategies of Discussion
• T^3: Troubleshooting Talk Tips

Professional Development to Support Coaches, Implementation Specialists, and Administrators: (Content Focused)

• Developing Effective Fractions Instruction for Kindergarten Through Grade 8

Professional Development to Support Coaches, Implementation Specialists, and Administrators: (Practice-Oriented)

• Improving Mathematical Problem Solving in Grades 4-8
• National Council of Supervisors of Mathematics - Illustrating the Standards for Mathematical Practice (Professional Learning Module Index)
• National Council of Supervisors of Mathematics - Tools: Teaching and Learning Leadership (Includes tasks, pre-conference strategies, Post-Conference Strategies, Observation Guides, Self-Assessment Inventory: Inquiry-Based Teaching)
• Prepare problems and use them in whole-class instruction
• Assist students in monitoring and reflecting on the problem-solving process
• Teach students how to use visual representations
• Expose students to multiple problem-solving strategies
• Help students recognize and articulate mathematical concepts and notation

The Washoe County School District website may contain links that lead to resources, video, etc., which is located on servers that are not maintained or controlled by the District. The District is not responsible for the contents of any such referenced websites or for the availability of access to such websites.