My teaching assignment is changing from chemistry and physics to algebra II, physics and working with new teachers. It has been many years since I last taught math and I am excited to dive deeply into the **Standards for Mathematical Practice (MP)** and the **Effective Mathematics Teaching Practices**. I will continue to apply **NGSS Science & Engineering Practices (SEP)** in my physics classes. And, as I work with new teachers, I will need to support them through the **TPEP** process and the Danielson Framework.

I just completed Closing the Achievement Gap: Developing Conceptual Understanding Through Productive Routines, the Washington State math training. I came away with a much clearer idea of how much I need to learn about teaching math and a number of ideas for teaching science. We worked through three routines and my mind was planning ways to use them in my math classes and making connections to science instruction and TPEP. I’m pretty sure smoke was coming out my ears.

__Number Talks__**foster a safe and inclusive learning environment** (**TPEP 5**) as students use academic language to describe how they solved a number sense problem. There’s a strong push for students to come up with a visual representation of their thinking. In the process, students **construct viable arguments and critique the reasoning of others (MP3)**. Here’s a link to a Teaching Channel Blog by Crystal Morey from Enumclaw and a link to a video of Crystal conducting a Number Talk. Watch how she **differentiates (TPEP 3)** her instruction. For science, I will use Number Talks to develop estimation skills/number sense and to interpret graphs. This involves **SEP5**—**using mathematics and computational thinking** and **SEP7—engaging in argument from evidence**.

** Rich Mathematical Tasks** dramatically increase the rigor of textbook problems by removing the baby steps so often provided by math (and science) texts books. Teachers thereby

**communicate high expectations for student learning (TPEP 1)**while also meeting

**TPEP 2-6**. Students have to

**make sense of problems and persevere in solving them, MP1**. Check out Dan Meyer’s TEDxNYEDTalk: Math class needs a makeover and this Google sheet of math tasks. In physics, I will use Meyer’s principles to revise problems so that students need to

**ask questions and define the problem (SEP1)**rather than follow a formulaic approach to problem solving.

** My Favorite No **celebrates the things that students do correctly before digging into the mistake(s) that a student made. To learn more about this routine check out Brooke Perry’s April 18, 2014 blog. Here’s a Teaching Channel video of a My Favorite No. This is an effective and efficient formative assessment strategy—

**TPEP 7**—that hits

**MP2-3**,

**SEP 6-7**.

In seven short hours, I got to eat pizza, get to know my math colleagues better and walked away with routines to use in my math and science classes and coaching work. Sweet Sauce!

### Patricia Gustin

Married to Larry, an old Coast Guard salt and amazing man.I get to share Larry with our yellow lab, Sherman.

#### Latest posts by Patricia Gustin (see all)

- Engaging Activities.Rich Tasks.Student Discourse. - November 1, 2016
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educatoral says

Awesome resources, Patricia! I love Dan Meyer’s work and his blog. I’m actually glad I don’t teach Math anymore because of how much pressure there is on Math teachers!

I appreciate how you matched TPEP to the different Math and Science practices, too!

Alisa Louie says

What great strategies for helping kids engage in academic conversations, explain their rationale, and correct misconceptions.

Chris Gustafson says

I just love the idea of a Number Talk and students learning to think mathematically instead of my own background of a laser-like focus on algorithms. I hope you will not find that some students come to your class with that same “Tell me the formula and I can do the problem” mindset but if they do, may you have wisdom and patience as you teach them to persist and problem solve.

Jill Escalera says

Dawn, it’s so great to hear that kids are being challenged to argue and critique each other. I feel like in this day and age, there’s this attitude that all critiquing is rude. People don’t know how to argue intelligently or to explain their thinking. I heard about number talks at the I Teach K conference in Vegas last summer and I love hearing you talk about it in the upper grades! It truly is a great way of integrating math with the all important social skill of debating/ defending your ideas based on real, actual facts. Great post!

Douglas Ferguson says

Taking on a second subject category at the secondary level sounds intriguing… that is certainly the route I would want to go if I was teaching in a middle school or high school setting. And coaching new teachers sounds like a very exciting opportunity. I am just starting to do some coaching with fellow (and especially new) teachers and I love it! Congrats on the exciting new opportunity Pat and I look forward to hearing about it!

Johanna says

Thanks for that Dan Meyer link! I am really focusing on the first six weeks of chemistry and solidifying student math skills. Great to know that this is out there and congrats on the assignment change!

Dawn Sparks says

Patricia, thanks for sharing these connections! Dawn

Patricia Gustin says

Thank you, Dawn, for conducting the workshop and modeling the effective teaching practices for us. I learned a lot!

Aaron Brecek says

I just finished the course as well (and my blog will go live about it in a matter of hours). I’m excited to start implementing those routines in my classroom to help build a better understanding of number sense.

Thanks for sharing your perspective and how you plan on incorporating it in a science classroom as well.

Patricia Gustin says

Aaron, Thanks for your kind words, I hope I didn’t steal any of your thunder. It was one thing to hear about these routines at NCTM, but to get to participate in them and to practice guiding a Number Talk was AWESOME.

Aaron Brecek says

Don’t worry about stealing my thunder. The more people hear about this course, the more likely they are to take it… Besides, I was off a week in when my blog goes live, so next Monday people will be reminded of how great the Productive Routines course is.