The Association of Teachers of Mathematics of New York City in collaboration with the

Hunter College Mathematics Center for Learning and Teaching

present the 2017 Annual Fall Conference

dedicated to the memory of Benjamin Lindeman Saturday, November 18th, 2017

8:00 AM – 1:00 PM

Hunter College/CUNY Lexington Avenue at 68th Street

New York, NY 10065

www.atmnyc.org

Benjamin Lindeman Dedication

This conference is dedicated to the memory of Benjamin Lindeman who passed away in July 2017. He was a friend, colleague, and beloved member of the Association of Teachers of Mathematics of New York City (ATMNYC) family. Ben presented at many ATMNYC conferences and was its keynote in 2008. Ben was a mathematics teacher in Cincinnatus, NY from 1957 - 1963 and Averill Park High School from 1964-1980 and served as Averill Park High School Interim Principal for a year. He then became a Mathematics Associate in the Mathematics Bureau of the New York State Education Department in 1980. After retiring from the Education Department in 1995, he continued to work as a private mathematics education consultant until 2015. He especially enjoyed mentoring new teachers and presenting workshops to help teachers bring mathematics to life in the classroom. Ben was the President of the New York State Association of Mathematics Supervisors 1978-1979 and the President of the Association of Mathematics Teachers of New York State 1980-1981. Ben will be missed by us all.

Get involved and help organize next year’s conference! Volunteers for the 2018 ATMNYC Conference Committee,

please contact Robin mathconfidence@aol.com

2017 CONFERENCE EXHIBITORS

Association of Mathematics Teachers of New York State

Boardworks Education

Casio America, Inc.

C King Education

Conceptua Math

CPM Educational Program

Education Time Courseware, Inc.

EVERFI

Fi Cycle

Kumon

McGraw Hill Education

National Council of Supervisors of Mathematics

New Visions for Public Schools

Pearson

Sadlier, Inc.

Texas Instruments

You CAN Do the Rubik’s Cube

A big thank you to all the exhibitors for their support!

PROGRAM SCHEDULE

8:00 – 9:00 AM REGISTRATION, BREAKFAST, AND EXHIBITORS

9:00 – 10:00 AM SESSION ONE

10:00 – 10:30AM COFFEE BREAK AND EXHIBITORS

10:30 – 11:30AM SESSION TWO

11:30AM - NOON COFFEE BREAK AND EXHIBITORS

NOON – 1PM SESSION THREE

1PM RAFFLE 3rd floor cafeteria

Thank you to: Jennifer Raab, President of Hunter College/CUNY Michael Middleton, Dean of the School of Education, Hunter College/CUNY Francis J. Gardella, Executive Director of the Hunter College Mathematics Center for Learning and Teaching Robert Gyles, Director of the Hunter College Mathematics Center for Learning and Teaching Patrick Burke, Program Advisor, Mathematics Education, Hunter College/CUNY Robin Schwartz and Ronni David, Conference Co-Coordinators, ATMNYC Continental Breakfast and Coffee Breaks sponsored by the Hunter College Mathematics Center for Learning and Teaching and ATMNYC.

Get involved and volunteer! Become active in the Association of Teachers of Mathematics of New York City For more information, email Robin at mathconfidence@aol.com.

Since 1938, the Association of Teachers of Mathematics of New York City (ATMNYC) has been improving mathematics education in and around NYC. We have served the needs of New York City parochial, private and public school teachers, math coaches, chairs, coordinators, as well as region personnel and students. We provide workshops, journals, newsletters, conferences, 'how to' discussions, and guest speakers. To find out more, visit our web site at www.atmnyc.org

The Association of Teachers of Mathematics of New York City is an affiliate of the National Council of Teachers of Mathematics. When ATMNYC members renew their NCTM membership online, ATMNYC will receive a rebate of $3. Please renew, or become a member of NCTM online, and check off "ATMNYC" in the Affiliates box. Visit www.nctm.org

MATHEMATICS SCHOLARSHIPS FOR AFRICAN-AMERICAN, NATIVE AMERICAN, AND HISPANIC HIGH SCHOOL SENIORS AVAILABLE!!

The Long Island Mathematics Conference Board will award up to four $1,500 Dr. Jong Pil Lee scholarships to deserving students of African-American, Native American, or Non-European Hispanic –American descent, from the counties of Queens, Brooklyn, Nassau, and Suffolk. These students must plan to major in mathematics at an accredited college or university of their choice. In the scholarship application, candidates should address their love of mathematics in their personal essay and indicate the reasons why they should receive this scholarship. Only high school seniors are eligible for this award. Applications will be accepted from students who have a cumulative “B” average or better and are seriously planning to major in mathematics at college. Completed applications must be submitted by Friday, January 15, 2018. To download a copy of the application, please visit the website: www.limathconference.org. ANY QUESTIONS: please contact the scholarship chair: Mr. Bruce Waldner: bcwaldner@aol.com Scholarships will be awarded at the LIMACON conference, Friday, March 16, 2018, SUNY/Old Westbury. ATMNYC members receive a $10 discount on the registration fee.

Upcoming Local NYC and Northeast Area Conferences

Monday December 4, 2017 ATOMIC Conference and Annual Meeting Cromwell, CT http://www.atomicmath.wildapricot.org/ Wednesday December 6, 2017 AMTNJ Special Education Math Conference www.amtnj.org Thursday, January 11, 2018 How to Make Math Count Molloy College www.ncmta.net Wednesday, February 6, 2018 AMTNJ Winter Conference Ramada Plaza Hotel & Conference Center, Monroe Township, NJ www.amtnj.org Saturday, March 10, 2018 Ten County Mathematics Educators Association Conference Yonkers, NY www.tencountymath.org Friday, March 16, 2018 LIMACON (Long Island Math Conference) SUNY/Old Westbury www.limathconference.org Monday – Wednesday April 23 – 25, 2018 National Council of Supervisors of Mathematics Annual Conference, Washington, DC www.mathedleadership.org Wednesday – Saturday April 25-28, 2018 National Council of Teachers of Mathematics Annual Conference, Washington, DC www.nctm.org Thursday, Friday November 2-3, 2018 Association of Mathematics Teachers of New York State Annual Conference, Saratoga Springs, NY www.amtnys.org

SESSION A 9:00 AM – 10:00 AM

Carole Mulligan New York University (retired) Level PreK-1 Room W708 Number and Numeration in Early Childhood Classrooms Beyond Rote Learning We will explore a menu of instructional experiences that facilitate conceptual understanding of the Big Ideas that contribute to the development of number sense. Donna Balter Meislin Hunter College/CUNY Level K-5 Room W705 Make and Take: Teaching on a Zero Budget Create foldables that will enrich and enhance your math instruction while helping your students become active learners. Vincent Altamuro and Dr. Sandra Clarkson NYC Dept. of Education/Hunter College/CUNY Level 5 – 6 Room W704 Advanced Hundred Board Activities for Grades 5-6 The Hundred Board is not just for early grades. Students can solve problems by analyzing patterns and relationships, learn about algebraic expressions, find common factors and multiples (GCF and LCM), work with primes and composites, discover perfect, deficient, and abundant numbers and much more. Ellen O. Edmonds and Jeanine Ferrara Sadlier Level K - 8 Room W1007 Why Use Discourse in the Math Classroom? In this interactive session, participants will examine the power of rich math discourse in deepening students' understanding of mathematics. Attendees will explore ways to jump-start rich student discourse and increase collaboration in K–8 math classrooms. They will learn how conversation starters, meaningful questions, and the four operations can be used to gain insight into their instructional process and students’ learning processes. Christine Scafidi CK Education Level 3 - 8 Room W945 Test-Savvy Math: Fostering Thinking and Reasoning into the Test Prep Process This interactive workshop focuses on providing participants with resources and understanding of how to implement and adapt the research-based pedagogical strategies that build critical reasoning skills needed to prepare for the rigors of testing and life.

SESSION C 12:00 PM – 1:00PM Julie Biggane and Rachel Gordon Tompkins Square Middle School M.S. 839 Whole School Math Problems Level 6 - 8 Room E920 The presentation introduces “whole-school” math problems to mobilize a diverse community of problem solvers. This low-floor, high-ceiling approach engages students schoolwide to interact with rich problems, collaborate, and model thinking. The presenters lead whole-school math problems at their school, which has used them successfully for 10 years. Shawn Towle Falmouth Middle School NCSM E1 Regional Director Level 6 - 8 Using Proportional Reasoning: A Formative Assessment Lesson 3rd floor cafeteria Classroom challenges are classroom-ready lessons from the Mathematics Assessment Project that support formative assessment and are designed to help teachers assess and improve students’ understanding of mathematical concepts and skills and most importantly, the mathematical practices. Come experience a lesson, discuss implementation and learn about other tasks. Sharon Ciccone and Maria Michelsson Truman HS/Retired "Toys and Tools" for Exploring Functions Level 9 - 12 Room E922 Join us in some hands-on experiences using "Toys and Tools" to explore functions and their properties (concentration will be Linear and Quadratic Functions). This workshop will share differentiated instructional strategies based upon student-centered learning to help engage all students. David Linker City College/CUNY Level 9 - 12 Room E921 Challenging the Gifted Learners Problems and techniques to challenge and excite the gifted learners. We will also discuss problems of the day and the week and higher level thought provoking problems.

SESSION C 12:00 PM – 1:00 PM Vincent Altamuro and Dr. Sandra Clarkson NYC Dept. of Education/Hunter College/CUNY Level K - 2 RoomW704 Using TANGRAMS to Develop Conceptual Understandings in Mathematics The co-authors of Working with Tangrams will present challenging K-2 activities, directly related to the learning standards, which result in a deeper understanding of mathematics. Arjan Khalsa CEO Conceptua Math Level K - 5 Room W708 1 to 1 Million: Number Sense Progressions for K-5 How do we tie together number representations to form consistent and deep understandings in our K-5 students? Come explore step-by-step grade K to 5 progressions from number paths to open number lines, and from counting collections to place value disks. Grace Quinlan Past President NCMTA Level 3-5 Room W945 Tips, Tricks, and Games Let’s spark the interest of students’ hands-on games with cards and dice. Improve skills, provide problem solving practice, and create some excitement. Miguelina Ortiz Steele School Level 3 - 8 Room W1007 Essential Strategies to Get at the Core This workshop provides educators with manageable instructional strategies that provide reinforcement and practice. The strategies presented are designed to keep students engaged and motivated during math instruction. Prepare to have fun and walk away with ideas to use with your class.

SESSION A 9:00 AM – 10:00 AM Ruben Worrell and Vincent Young Hostos Community College/SIFMA Foundation The Mathematics Behind the Stock Market Game for Students Level 7-11 Room E920 The SIFMA Foundation’s Stock Market Game program shows students how the math they learn in the classroom is applied in the real world. It is a hands-on opportunity for students to learn use the essential life skill of saving and investing. Students will be able to interpret and use the concepts of slopes and statistics to be presented in ePorfolios at the end of the semester. Dana F. Morse Educational Technology Consultant Level 9 - 12 3rd floor cafeteria JMAP + Texas Instruments = Regents Success Create an interactive math classroom that engages all learners in the room. We will integrate the resources on JMAP.org with the TI technology to strengthen student understanding of all math concepts. Do student and item analysis instantly when students submit their answers. Save student performance to an exportable portfolio. Ken Collins Charlotte Latin School Level 11 – 13 Room E921 Series: from Pre-calculus to Calculus The series question on the AP Calculus exam usually has the lowest mean score. One reason may be that calculus students have a weak understanding of series. We will share a number of classroom ready pre-calculus explorations that help deepen a student’s understanding of series and allow them to make conjectures about series. Copies will be available to all participants. Matthew Martinez Level General Room E922 Math Cubed: Twist Your Way to a New Understanding Learning to solve a Rubik’s Cube can be an engaging way to meet math process and content standards at many grade levels. Go beyond the obvious geometry connections and learn how you can extend critical thinking and problem solving skills by learning to solve just one face.

SESSION B 10:30 AM – 11:30 AM

Carole Mulligan New York University (retired) Level PreK - 1 Room W708 Number and Numeration in Early Childhood Classrooms Beyond Rote Learning We will explore a menu of instructional experiences that facilitate conceptual understanding of the Big Ideas that contribute to the development of number sense. Donna Balter Meislin Hunter College/CUNY Level K - 5 Room W705 Make and Take: Teaching on a Zero Budget Create foldables that will enrich and enhance your math instruction while helping your students become active learners. Dr. Frank Gardella Executive Director of the Hunter College Mathematics Center for Learning & Teaching Level 3 – 8 Room W1007 Video in the Classroom: One-to-One Learning As Often As Necessary After a lesson, video allows students work with the ideas as many times as needed. But to have students learn properly, videos must develop the topic from the concrete to the symbolic. This is the focus of the session along with a demonstration of how this is utilized in a classroom. Gregory Heath and Denis Kogan NYCDOE District 75 Level 3 – 8 Room W945 Game-Based Learning for Number Sense Number sense is essential for students to progress in mathematics. Often, students do not learn number sense but memorize operational facts. Their lack of number sense often hampers their mathematical growth in later years because they lack the flexibility of number sense. In this workshop, we will look at ways to incorporate games-based learning to support students understanding of number sense in grades 3-8.

SESSION B 10:30 AM – 11:30 AM

Gerald Haber St. John’s University Level 6 – 8 Room E920 Ask the Right Question An overview of effective questioning strategies in the middle school. Tom Beatini Union City Public Schools Union City, NJ Level 6 – 8 Room E921 Want to Develop Math Power? Use High Level Tasks! Twenty-first century learning requires students to develop math power, make meaningful connections in mathematics, and thinking about the math instead of doing the math. Classroom-ready activities that promote reasoning and problem solving will be shared. Nancy Buck Young Women’s Leadership School Math Tchr/Peer Instructional Coach Creating a More Student Centered Algebra Classroom Level 9 - 11 Room E922 I spent the past year doing an action research project on what happens when I make my Algebra classroom more student centered. I will be discussing what changes I saw in my practice and in my students’ work. Dana F. Morse Educational Technology Consultant Level 9 – 12 3rd floor cafeteria TI Tips for Student Success Build math confidence in students using the TI graphing calculators for more than calculations and graphing. Explore piecewise functions, residual plots, and multiple representations for concepts that students struggle with. Elisabeth Jaffe Borough of Manhattan Community College Room W704 Level General Mathematical Perseverance: Instilling a Desire to Struggle in Solving Problems Students show they can persevere in their everyday lives, but when it comes to math problems, all too often, they give up. We will discuss strategies to increase stamina, help students discover the value of the problem solving process, and make students comfortable with the process.