## Math on the “Planes”®

**
****February 19, 20, & 21, 2015**

*Numeracy and Proportional Reasoning:*

*Assessment and Instruction*

**Pre-Conference February 19, 2015**

Dr. Mary Pittman, CDE Mathematics Specialist will be the presenter for the pre-conference workshop on February 19. Because of the critical need for teachers to understand the instructional implications of diagnostic assessment tools, Dr. Pittman agreed to repeat the training provided at the February, 2014 Conference. This one-day training is suggested for participants **February 19, 20, & 21, 2015**

*Numeracy and Proportional Reasoning:*

*Assessment and Instruction***Pre-Conference February 19, 2015**

*who did not attend*the February, 2014 per-conference workshop. Participants of this interactive-workshop will develop a deeper understanding of the foundations of numeracy (including the concepts of proportional reasoning and spatial-visualization) and learn ways to assess these concepts within the Colorado Academic Standards.

*Participants will understand of how to use the New Zealand Numeracy Project Assessment (NumPA) and how to plan instruction/intervention based on the assessed levels of students.*

**
**

*Understanding Structure to Aid in Mathematical Problem Solving*

Conference February 20-21, 2015

*Understanding Structure to Aid in Mathematical Problem Solving*

Conference February 20-21, 2015

**Presenters: Mark Semmler, Fred Peck, and Cynthia Ritter**

Consider this problem:

Maria has $7. She earns additional money doing a chore. At the end of the day she has $12. How much money did she earn doing her chore?

Or this slightly more complex problem:

Three students earn equal amounts of money doing chores one week. As a reward for their hard work, they each get a $2 tip. They pool their money and discover they have $24. How much money did each student earn before the tip?

Or this one:

Solve for x: 2x – 3 = 17

- How do you teach students who struggle with learning mathematics to make sense of problems like these?

- How do students learn to see the mathematics in contextual situations and recognize the meaning in mathematical symbols?

- How do students learn to see and make use of structure in mathematics?

**require students to be able to recognize and use structure to solve problems. Participants in this two-day interactive workshop will develop a deeper understanding of evidence-based strategies and techniques that are effective in helping students who struggle with mathematic structures, and learn how these structures can be leveraged to make problems meaningful.**

*The Standards of Mathematical Practices***Important reminder:**All participants are eligible to apply for scholarship money to cover registration, travel, and hotel (if coming from outside the metro area). www.mikkelsonfoundation.org

### MOP Quick Menu

- 2015 Math On The "Planes" Brochure
- MOP - Credit options for Math on the Planes
- MOP - Syllabus for one credit
- MOP - Syllabus for two hour credit
- Documents for February 19,2015
- Mark Semmler Resources
- Fred Peck Resources