









Program











KCTM Conference 2014  Program and Other Documents
Growing Mathematicians Through the Practices
Session 1 8:009:30
KCTM President’s Remarks
JamieMarie Miller
Featured Speaker
Eli Luberoff,
Cofounder and CEO of Desmos, Inc.
Session 2 9:40 10:50 am
70 Minute Presentations
Room 
Session 
Grade Band(s) 

306 
Math Work Stations in the Primary Classroom Math work stations allow students to progress mathematically from any level. This session will show how any teacher can effectively run math work stations in their classroom. Filling your math time with studentcentered learning, and small group, differentiated instruction helps all students progress to their potential. Mandy Williams 
K3 

308 
Algebraic Thinking in the Early Grades How early can we introduce algebraic thinking to students? Having different activities that involve writing and solving realworld problems for 1st to 3rd grade students to develop problemsolving techniques helps to learn algebraic thinking without realizing it. Engaging students in learning activities that make a foundational connection with algebraic thinking in later grades helps them understand the building blocks for algebra.
Kari Everett 
K3 

310 
Mathematical Practices: Putting the Pieces of the Puzzle Together in the Elementary Classroom Participants will be engaged in rich tasks that will model student centered classroom environments that provide for differentiation, include effective questioning, and incorporate the strategic use of mathematical tools. Each task will be unpacked to identify the Mathematical Practices employed, the content investigated, the mathematical tools incorporated, and the scaffolded facilitation needed to ensure student success. Participants will receive materials that can be used immediately. The speakers will share strategies for problem solving that can be used to assist students in making sense of problems, decontextualizing and contextualizing, and constructing viable arguments as they formulate their own ideas about the meaning of the problem and making predictions about the outcomes. Tammy L. Jones & Leslie Texas 
K3 45 

312 
How to Get From “Do the Math�? to “Write the Math�? Your students may be able to “do the math�?, but not always be able to “write the math.�? Through the use of graphic organizers, students will be able to organize their thoughts in order to clearly write about their thinking process. Stepbystep plans will help students make sense of problems, reason abstractly, and construct viable arguments for their solutions. Leave this session with a number of ways to help your students write clearly and become better mathematicians along the way. Carol Muzny 
45 68 

314 
Newton’s Revenge and UK Basketball Players Kentucky Kids love roller coasters and for many, basketball as well. Although these excitements help, they are not requiredyour students will quickly become hooked on this lesson. In Newton’s Revenge, students are actively engaged in modeling linear data centered on a roller coaster ride and interpreting slope and intercepts. They will remain focused on the task as they try to figure out whether UK’s basketball twins, Aaron and Andrew Harrison, can safely ride. This lesson helps them deepen their understanding of linear equations and association. Students will connect their ideas of slope and yintercepts to Newton’s Revenge, helping them make sense of the problem and persevere in solving it. They will give attention to precision, as they determine an appropriate scale for their graph. Pamela Argabrite 
68 

316 
Uncovering Enduring Understandings of Expressions and Equations with Formative Assessment Lessons Come try out some of the newest formative assessment lessons while learning how to engage your students in rich mathematics around expressions and equations. By looking for student misconceptions, and facilitating student problem solving and reasoning, students learn to make their own arguments and critique others. We will enact and review middle school lessons that can reveal student understandings and growth. Debbie Waggoner 
68 

318 
Teaching Linear Functions in a Student Centered Classroom In this session, participants will learn how to create a more student centered classroom supported by the standards for mathematical practice. They will complete a pair of highcognitive tasks focusing on SMP 1) Makes sense of problems and persevere in solving them, SMP 3) Construct viable arguments and critique the reasoning of others and SMP 6) Attend to precision. The tasks will address 8th Grade/Algebra I content standards pertaining to linear functions and the use of multiple representations. The tasks will present different contexts from which linear equations will be written in slopeintercept form with emphasis on understanding the meaning of the slope and yintercept. Participants will be able to describe how the tasks engaged them in the applicable SMPs and identify instructional strategies that transform learning from teacher centered to student centered. Rita Messer 
68 

311 
Engaging Students through Flipping the Classroom A project through Northern KY University enabled us to use a new (to us) tool. In this session, we will explore the idea of "Flipping the Classroom" through video podcasts. Participants will see how we made our videos and what options are available to make it easy for teachers to implement in their own classes. We will discuss the value we place in using videos as "homework" and the flexibility we had in exploring other options for inclass time. Kelly Lindsey & Linda Pleli 
912 

313 
Prove it!... with Rigid Motion Transformations Based on the CCSS Math standard, HSG.CO.B.6, participants will gain an enhanced understanding of congruence in terms of rigid motion transformations. We will view pairs of geometric figures that appear to be congruent, then devise strategies for using one or more rigid motion transformations to verify congruency. Simultaneously, we'll analyze the merits of using paper folding, compassstraight edge, the Mira, and TINspire handheld technology. Johnny Ashurst 
912 

315 
Teacher Preparation that Replies “No They Won’t!�? to “Why do Americans Stink at Math?�? Math content and pedagogy courses can cooperate to engage preservice teachers at a deep level in the teaching of mathematics and in the mathematics they will teach. A methods professor, a content professor, and several of their students demonstrate practices that promote growth and success for the preservice teachers and their students. Discussion will include the following: 1) examples of the practice of math conversation, flexible thinking and understanding and how this results in higherlevel engagements with elementary students; 2) references for source materials that guide classroom activities for the content class and that provide substantial background and smooth transitions to the methods course; 3) activities for the methods class which require preservice teachers to face the shortcomings of their own preparation; 4) strategies for teaching students to think and talk mathematics; 5) continuing problems with successfully preparing elementary mathematics teachers. Christine Leverenz & Lissa Eddy 

Session 3 11:00 11:30 am
30 Minute Presentations
Room 
Session 
Grade Band(s) 
312 
Kentucky Numeracy Project (KNP) Intervention Guide Join us for a tour of the FREE, dynamic, KNP Intervention Guide, containing more than 300 proven numeracy development strategies for differentiated instruction and formative assessment. Attendees will also learn about a series of free, online professional development Webinars that can be used by professional learning communities as they work collaboratively on improving numeracy development of students. Learn about the exciting lessons and free printable resources found in this guide, which are great to use with both classroom students and RtI students. Every lesson is linked to the Common Core State Standards for Mathematics and the Fluency Benchmarks for RtI.
Mary Helen Hodges & Beth Meiman 
K3 
314 
Kids Can Code: Introduction to Logo, the Programming Language for Learning Conceptual Thinking Logo is a computer programming language appropriate for young children. It was developed to help them think logically and mathematically. The name Logo comes from the ancient Greek word logos, meaning the “overarching principle governing the cosmos.�? The original version was developed for children in the 1960s, at Massachusetts Institute of Technology. Since then there have been many versions based on improvements in technology, and experiences using it by teachers and students. Now there is a new a version that runs in your computer's web browser. This version is also compatible with mobile devices such as the iPhone and iPad.
Mark Schack 
K3 45 68 
316 
Blending Common Core with Technology This presentation will blend the Common Core Standards, the Standards for Mathematical Practice, and the new Mathematical Teaching Practices with practical and helpful technology connections to the Kentucky Common Core Standard of Operations and Algebraic Thinking. Specific focus will be applied to the important skill of understanding multiplication and division for third through fifth graders. Participants will experience mathematical problem solving that incorporates the NCTM Technology Principle to enhance and engage student learning. Technology resources will be shared in this session. Lynn Patterson & Dr. Dusty Reed 
45 
318 
Using Mythbusters to Teach Randomization Tests An experiment was performed on the popular television show Mythbusters to test the conjecture that yawning is contagious. The data collected in the show can be used to introduce students to the idea of a randomization test for two proportions. By simulating the experiment, students can construct a sampling distribution under the assumption that yawning is not contagious and determine a cutoff point for when the different in two proportions is statistically significant.
Brooke Buckley 
68 912 College 
Session 3 11:4012:10 pm
30 Minute Presentations
Room 
Session 
Grade Band(s) 
312 
Number “Sense�? Imagine a world without sights, sounds, smells, tastes, or hearing? Now imagine trying to learn numbers the same way. For some students, experiences with our five senses help them connect and make numbers come alive.
Selisa Adams & Beth Miracle Meiman 
K3 
314 
Mathematical Practices at Work in Math Workshop This presentation covers four of the mathematical practices and how they are embedded into a form of math workshop. Attendees will hear what math workshop is and how to embed the practices within your daily class. By the end of the session attendees with have a foundation to start math workshop in their classroom and will be able to have students use the mathematical practices within daily work.
Kara Kecskemety 
45 68 
316 
A Probability Experiment Chewing Gum While Walking There is an old expression, in some parts of Kentucky, describing an individual as one who "can't chew gum and walk at the same time." Just how rare is the person who can't do this? What's the probability of finding such a person in a given population? This is an interactive session wherein we shall develop and implement a probability model that involves walking, chewing gum, and walking while chewing gum. It's fun! It's easy! Say, you can walk and chew gum at the same time, can't you? It's as easy as that!
Johnny Ashurst 
68 
318 
Picture It: Using TINspire Technology and RealWorld Images to Bring Algebra Topics to Life Learn how to increase student engagement by sending images to students' TINspire handhelds. Participants will see how images ranging from Angry Birds to construction sites can help students become excited about learning various Algebra topics.
Alicia Page 
912 
324 
Algebra 2 Formative Assessment Probes Several examples of quick formative assessment probes to gauge students' understanding. Attendees will learn several methods to gauge student understanding.
Charma Linville 
912 
Session 3 11:0012:10 pm
70 Minute Presentations
Room 
Session 
Grade Band(s) 
311 
Tools and Strategies to Promote Fact Fluency Participants will engage in ways to use math talk and student discourse to promote use of noncountbyone mental math strategies to combine and partition numbers to 20. Tools will be shared that promote imagery and use of structure to fluently add and subtract numbers to 20. Linda Jewell 
K3 
313 
Mental Strategies for Fraction Operations Mental math and number sense go handinhand. So how can we use mental math strategies to
Gwendolyn Morgan & Cindy Aossey 
45 
315 
Engaging Struggling Learners with the 8 Mathematical Practices Experience ways to truly engage struggling learners in your classroom utilizing the 8 Mathematical Practices. Participants will leave with ready to implement activities and strategies to use in the classroom immediately from practicing middle school teachers. L. Brooke Powers & Joe Payne 
68 
306 
Modeling in Algebra II Modeling in mathematics classes helps all students understand more deeply the ideas that are critical to the particular area of mathematics that is being studied. This session will concentrate on Algebra II and will explore several different ways to approach Algebra II. Ann Booth & Vonda Stamm 
68 912 
308 
Three Rich Problems Encompassing Many of the Standards for Mathematical Practices Our goal as mathematics educators is to pose a variety of engaging problems that foster relevance and are both conceptual and contextual in scope. This workshop will explore connections among the disciplines of algebra, geometry and number sense. Our first problem considers the number of squares and rectangles in a square grid. Our second problem focuses on the number of factors possessed by positive integers. Our third problem will be a quickie seeking to secure the prime numbers in an integer sequence which possesses an interesting pattern. Throughout the workshop, participants will make use of structure, view patterns, use color tiles and graphing calculators as manipulatives to aid in the solution to the first two problems and generalize while constructing viable arguments and critiquing the reasoning of others. Eventually we obtain a closed formula which summarizing the results. Small group work and finding pathways to solutions will be encouraged. Jay Schiffman 
68 912 
310 
Using Current Events to Develop an Algebra I ProjectBased Learning Unit Come try out some of the newest formative assessment lessons while learning how to engage your students in rich mathematics around expressions and equations. By looking for student misconceptions, and facilitating student problem solving and reasoning, students learn to make their own arguments and critique others. We will enact and review middle school lessons that can reveal student understandings and growth. Mike Paul 
68 912 
LUNCH Cafeteria 12:10 pm 1:10 pm
Session 4 1:10 2:20 pm
70 Minute Presentations
Room 
Session 
Grade Band(s) 
313 
Student Growth and Professional Learning Participants will discuss enacting the Professional Growth and Effectiveness System and share how the Student Growth Goal process can be implemented to impact professional practice and improve student learning. We will discuss identifying meaningful enduring learning, using student data, meaningful assessment and the process in general. Participants will hear from experienced teachers and will have an opportunity to ask questions. Kelly Stidham 
K3 45 68 912 College 
315 
MATH CAMP Guided Math & Workstations! MATH CAMP takes all of the best practices teachers are familiar with in literacy and applies them to the math block! We put the mathematical practices to work for us when we provide meaningful work for our students in the "Big 5" of numeracy. Through real classroom video clips and photos of guided math and workstations, teachers will learn the first steps toward creating meaningful math experiences in any classroom and the importance of the mathematical practices within a workshop setting!
Shelly Dickson 
K3

306 
What Do a Ruler, a Pony, and an Aardvark Have in Common? Explore the connections between linear measurement, area and perimeter through a series of hands on activities designed to enhance student understanding and exploration.
Vonda Stamm and Tammy Wall 
K3 45 
308 
Calculating Our Future: Math Lessons on the Environment and Society Show students how to apply math skills to understanding and solving challenges to our natural environment and human wellbeing. Engage in interdisciplinary handson activities that address science and social studies themes – population growth, resource use, health and education – while working on middle school math skills. The presented activities build students' understanding and skills in algebraic patterns and functions, decimals, fractions and ratios, linear measurement, as well as number operations and problem solving. The activities incorporate data on trends in the environment, global demographics and natural resource use. Manipulatives are used to illustrate concepts for visual learners. The activities clearly show connections between math and other disciplines, and work well in STEMbased curriculum.
April Haight 
68 
310 
SMP4 (Model with Mathematics) as a Lens for Engagement and Differentiation This handson session, designed for middle and high school teachers, will give participants strategies that will illuminate SMP 4 (Model with Mathematics) and engage students in learning at the same time. We will also explore how the strategies and activities could be differentiated for struggling learners.
Mark Helton 
68 912 
312 
Managing Groups and Fostering Student Discourse Be a participant!! Work in groups learning sorts, ice breakers, study team roles, and study team expectations that help students foster math practices and encourage student discourse. Efficient group work can help students make sense of problems and persevere in solving them; reason abstractly and quantitatively and; construct viable arguments and critique the reasoning of others. The key to successful groups is effective group management. Participants will walk away with a selection of ideas and tools to use in the classroom to make study teams work and encourage student math talk!
Teresa Reilly 
68 912 
314 
Reasoning Abstractly and Quantitatively with Conic Sections To “reason abstractly and quantitatively�? students must decontextualize and contextualize in a mathematical situation. Aided by the TINspire, we will explore how this standard for mathematical practice might play out as students explore definitions of and formulas for different conic sections in Euclidean, Taxicab and Chinese Checkers geometries. Participants will (1) explore circles in taxicab geometry, (2) explore the definition of and derive the formula for a parabola, (3) explore the definition of and derive the formula for an ellipse, (4) use definitions to draw a parabola and an ellipse in taxicab geometry and/or Chinese Checkers geometry. Taxicab and Chinese Checkers geometries are nonEuclidean geometries that are accessible to high school math students and can enhance students’ understanding of Euclidean concepts.
Bethany Noblitt 
912 
316 
Engineering Design for Engagement & Developing ProblemSolving Proficiency In order to engage students in developing a comprehensive understanding and mastery of the mathematical practices, teachers must strategically choose appropriate tasks and facilitate them in a manner that promotes this development. Contextual problemsolving has become popular for its ability to spark student interest, but teachers have varying success due to how the tasks are facilitated. Engineering and design tasks can provide experiences that will develop the creativity, critical thinking, and problemsolving skills our employers so desperately seek. Math teachers know these characteristics are nurtured through developing proficiency with the mathematical practices in the context of engaging and challenging tasks. This session will demonstrate how to use engineering tasks to build selfefficacy in students’ problemsolving abilities, and increase proficiency with both mathematics content and practice standards. The engineering design process will be a tool for engaging in the task and experiencing the interdisciplinary connections between mathematics, science, and literacy.
Mindy Curless & Leslie Texas 
912 
318 
Using a Task to Promote Student Learning
The purpose of this presentation is to remind participants that problem solving is not about learning to do a particular class of math tasks by working on a set of similar problems all of which are solved with similar steps that have been demonstrated for them through modeling. Educators will work through a rich task problem solving activity, The Condo Problem, which naturally utilizes each of The Eight Mathematical Practices. “Problem solving means engaging in a task for which the solution method is not known in advance. In order to find a solution, students must draw on their knowledge, and through this process, they will often develop new mathematical understandings (NCTM, 2000).�?
Elizabeth Johnson 
45 69 912 College 
Session 5 2:30 pm 3:40 pm
70 Minute Presentations
Room 
Session 
Grade Band(s) 
313 
The State of Mathematics in Kentucky During this session participants will take a look at the state of math in Kentucky from recent release of scores. What is the purpose of the KCAS Challenge? How can I participate? Participants will also take a look at quality resources for teaching the Kentucky Core Academic Standards. Robin Hill, Kentucky Department of Education 
K3 45 68 912 College 
315 
Developing Proportional Relationships through Manipulatives Do your students need handson activities to help develop their understanding of unit rates, proportional relationships, and slope? Discover the benefits of using virtual and handson manipulatives to help your students better understand these important topics and see some examples of how to use various manipulatives to teach these concepts.
Kevin Dykema 
68

306 
National Board Certification: Leading from the Classroom Interested in learning more about National Board Certification as a possible candidate or as an administrator? This session will focus on WHY this is the right decision and HOW to get involved during this exciting time. National Board is changing nationally and in KY to support teachers more, improve certification, and connect with the PGES.
Suzanne Farmer 
K3 45 68 912 College 
308 
Mathematical Practices: Putting the Pieces of the Puzzle Together in the Secondary Classroom Participants will be engaged in rich tasks that will model student centered classroom environments that provide for differentiation, include effective questioning, and incorporate the strategic use of mathematical tools. Each task will be unpacked to identify the Mathematical Practices employed, the content investigated, the mathematical tools incorporated, and the scaffolded facilitation needed to ensure student success. Participants will receive materials that can be used immediately. The speakers will share strategies for problem solving that can be used to assist students in making sense of problems, decontextualizing and contextualizing, and constructing viable arguments as they formulate their own ideas about the meaning of the problem and making predictions about the outcomes.
Leslie Texas and Tammy Jones 
68 912 
310 
Making Meaning and Deepening Learning Through Mathematical Discourse "Research tells us that complex knowledge and skills are learned through social interaction (Vygotsky, 1978)." This session will present ways to intentionally increase student dialogue and the quality of that dialogue in a mathematics classroom. Participants will look at student work for the presence of mathematical practices; as well as, experience a complex mathematical task and how to manage a discussion after. We will use the 5 Practices for Orchestrating Productive Mathematical Discussions framework and reflect on how to incorporate the framework and specific strategies into planning mathematical discussions that develop student capacity to construct viable arguments and critique the reasoning of others, attend to precision, and reason abstractly and quantitatively. Presenters will explore their unique perspectives in developing effective mathematical discourse and how they have worked together to strengthen that discourse.
Roland O’Daniel, Jessica Cole & Rita Messer 
68 912 
312 
Grading that Matters: Standards Based Grading In this session, participants learn how to utilize standards based grading in their own classroom in order to meet the needs of all students. Participants will be introduced to tools to make learning the focus of their classroom and to make implementing standards based grading more manageable.
Natalie McCutchen 
68 912 
314 
Fitting Linear Models, or Does This Line Make My Butt Look Fat? How do you know if a line is really the best model for a data set? Participants will learn how to calculate residuals, how to construct a residual plot, and how to decipher what the residuals tell us about the fit of the model. CCSS lesson is classroom ready!
Sue Fountain 
912 
TI “MiniCamp Training Sessions�?  Exploring CCSS and CCSSMP through Technology
(TI84/ TINspire/ iPad app)
Ruth Casey
Come to learn and leave with free Teacher Software and CCSSaligned activities!
Session #2: 9:40 – 10:50: TI84 Plus: “Old Reliable takes on a new mission with CCSS�?
Session #3 (two 30minute sessions)
11:00 – 11:30: “Touch the Math with the TINspire™ APP for iPad™�?
11:40 – 12:10: “Practicing & Modeling Mathematics Using TINspire™ Teacher Software�?
Sessions #4 – 5: 1:10 – 3:40 (double session two 70minute sessions)
TI Nspire: “Model the Math and Master Formative Assessment�?
Closing and Door Prizes 3:45 pm  4:00 pm