Saturday, March 3rd at UCLA2012 Conference

EXERCISE YOUR

COMMON CORE

The UCLA Mathematics Department has a strong tradition of involvement in the entire spectrum of mathematical activity with programs ranging from pre-collegiate mathematics to advanced current research. Building on this tradition, on June 5, 2007, the department established The Philip C. Curtis Jr. Center for Mathematics and Teaching, in honor of Professor Emeritus Phil Curtis who played a singular role in the establishment of most of the department’s current pre-collegiate programs.

The Curtis Center exists to further high quality K-12 mathematics activity and mathematics education research. The center is dedicated to developing and supporting high quality mathematics programs that interface with the K-16 community, including outreach programs for K-12 students, continuing education programs for K-12 teachers and mathematics teacher preparation programs for UCLA undergraduates. The following programs are currently housed in The Curtis Center:

The Executive Statewide Office of the California Mathematics Project (CMP): The CMP is one of nine California Subject Matter Projects funded by the state through the UC Office of the President. The Executive Statewide Office oversees and coordinates the activities of nineteen CMP sites located throughout California. The CMP provides professional development programs that give K-12 teachers of mathematics the opportunity to strengthen and deepen their mathematical knowledge, to enhance and expand their teaching strategies, and to develop their leadership capabilities.

The Los Angeles Mathematics Circle (LAMC): The LAMC engages interested elementary, middle and high school students in mathematics not covered in a typical school curriculum. The weekly sessions are led by UCLA faculty and graduate students and are free and open to all.

Curtis Center Professional Development: The Curtis Center offers teachers the opportunity to deepen their understanding of the mathematics required to teach elementary through high school math. Current professional development efforts focus on preparing teachers for the mathematics needed to teach the new Common Core Standards. Coursework may be utilized to satisfy California’s Subject Matter Competence requirement for teaching middle school mathematics.

UCLA CalTeach-Math: UCLA CalTeach-Math is an undergraduate program whose goal is to graduate annually 40 high quality, CA credential program-ready mathematics teacher candidates. The program prepares undergraduates for careers in teaching mathematics through early field experiences, coursework focused on the mathematical and pedagogical knowledge necessary for teaching secondary school mathematics, career guidance, professional networking activities, and a number of scholarships.

The UCLA Site of the Mathematics Diagnostic Testing Project (MDTP): MDTP is a joint CSU/UC project that develops diagnostic tests that measure student readiness for courses from prealgebra to calculus. MDTP’s 10 regional sites make these tests and associated written response items available to California teachers free of charge. These sites score tests, provide diagnostic test result reports, and offer assistance to teachers regarding the interpretation of test results and their use as part of formative assessment in their classes. These reports help teachers and students focus on topics, skills, and understanding that can increase the chances of students succeeding in learning collegiate mathematics. The UCLA site serves Los Angeles and Ventura counties.

UCLA Summer Institute for Young Scholars: The UCLA MIYS is a four-week summer day program designed to deepen secondary students’ understanding of the work of professional mathematicians. The program focuses on mathematics outside the typical school curriculum and consists of course lectures, problem solving sessions led by UCLA graduate students, plenary seminars on a variety of topics, and field trips.

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Welcome to the 2012 Philip C. Curtis Jr. Center for Mathematics and Teaching Conference!

We enthusiastically welcome you to the sixth annual UCLA Mathematics Department’s Philip C. Curtis Jr. Center for Mathematics and Teaching Conference! The conference will focus on the Common Core Standards for mathematics and is composed of a keynote talk and breakout sessions in three areas: Common Core Preparation for Elementary, Middle and High School. This year’s keynote speaker is Jason Zimba, a co-founder of Student Achievement Partners and former professor of physics and mathematics at Grinnell College and Bennington College. In addition, Susan Gendron, Policy Coordinator for the SMARTER Balance Assessment Consortium, will give a plenary talk on the new Common Core assessments. Finally, an outstanding group of speakers have agreed to present in the breakout sessions. We believe the day will be thought provoking and worthwhile for mathematics teachers, mathematics educators, and mathematicians alike. Welcome to the UCLA Mathematics Department!

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We proudly present keynote speaker Jason Zimba

Jason Zimba is a co-founder of Student Achievement Partners. As a lead writer of the Common Core State Standards for mathematics, Jason was instrumental in achieving a new state of the art for internationally-benchmarked, college and career ready standards based on evidence.

Jason graduated summa cum laude from Williams College with a double major in mathematics and astrophysics. He earned his M.Sc. in mathematics from the University of Oxford and his Ph.D. in mathematical physics from the University of California at Berkeley. Jason’s published research spans a range of fields, including astronomy, astrophysics, theoretical physics, philosophy of science, and pure mathematics. His academic awards include a Rhodes scholarship and a Majorana Prize for theoretical physics. Jason has held faculty positions in physics and mathematics at Grinnell College and Bennington College. As an educator, he has taught physics, mathematics, and other subjects to college students, university physics and engineering majors, adult prison inmates, disadvantaged high school students, and children of non-English speaking immigrants. He is the author of Force and Motion: An Illustrated Guide to Newton’s Laws.

Jason was also a co-founder of The Grow Network, an education technology company that helps state and district school systems use assessment to inform instruction. As the company’s Head of Education and Product Development prior to its acquisition by McGraw-Hill in 2004, Jason was responsible for standards alignment, curriculum design, product development, educational strategy, and psychometrics, working closely with nonprofit organizations, businesses, and education leaders.

Room #

Young Hall: CS50

MS 5137Cap: 42

MS 6627Cap: 50

MS 6201Cap: 27

MS 5138Cap: 42

MS 6943Cap: 20

BREAKOUT SESSION ATTENDANCE IS FIRST COME, FIRST SERVE, BASED ON ROOM CAPACITY

PLENARY SESSION: 9:00 - 10:15 AM

SMARTER BALANCED ASSESSMENT CONSORTIUMSusan Gendron, SMARTER; International Center for Leadership in EducationUnderstanding the implications for teaching and learning as we prepare for an innovative rigorous assessment system aligned to the Common Core State Standards.

BREAKOUT SESSIONS: 10:30 - 11:45 AM

ELEMENTARY SCHOOLMULTIPLICATION AND DIVISION OF FRACTIONS5th grade Number and Operations: Fraction Standards 6 and 7cStephanie Penniman, Alta California Elementary; Curtis Center/Mathematics Department, UCLAParticipants will sample and be prepared to teach classroom activities that use visual fraction models to solve real world problems involving multiplication and division of fractions.

MASTERING SUMS AND DIFFERENCES TO 20 USING SINGAPORE MATH’S SYSTEM2nd grade Operations and Algebraic Thinking Standard 2Robin Ramos, The Ramos GroupResearch indicates a child’s mathematical success can be predicted by grade 3. When taught systematically, the sums and differences to 20 provide the foundation necessary for understanding place value (hence mental math, the algorithms) and the larger unitary system (hence multiplication, measurement, fractions and problem solving). The Common Core’s kindergarten and grade 1 standards are hopeful steps forward in providing the necessary foundation for skill with this Pinnacle standard.

FINDING STRUCTURES AND PATTERNS VIA ACCESSIBLE STRATEGY GAMES3rd, 4th and 5th grade Operations and Algebraic ThinkingDr. Greisy Winicki Landman, Mathematics & Statistics Department, California State Polytechnic UniversityDiscovering patterns and recognizing structure in mathematics have a predominant role in the CaCCMS. In this session we will share some field-tested games that are engaging for students, robust in mathematical content, and rich in their potential to lead to fruitful conversations. Participants will play the games and have first-hand experience with discovery, recognizing structure and justifications.

MIDDLE SCHOOLNO CHILD LEFT UNCHALLENGED: CREATING CHALLENGING, ACCESSIBLE PROBLEM SOLVING EXPERIENCES FOR YOUR STUDENTSMath Practice 1Darin Beigie, Mathematics Department, Harvard-Westlake SchoolLearn six methods to create problem solving experiences for your students that are connected with your day-to-day math curriculum. This session will offer manageable problems designed to foster creativity, critical thinking, and perseverance. Plenty of examples will be discussed in a middle grades context.

INVESTIGATING STANDARDS FOR MATHEMATICAL PRACTICE K - 8Math Practice 1, 3 and 4. 6th and 7th grade Ratio and Proportion, Expressions and EquationsCarol Cronk, San Bernardino County Superintendent of Schools Office; Mathematics Diagnostic Testing Project WorkgroupAn important part of the implementation of the California Common Core State Standards is the utilization of instructional strategies that integrate the Standards for Mathematical Practice effectively into daily classroom instruction. In this session, we will explore activities that can be used to support students in connecting the Standards for Mathematical Practice to mathematical content, and examine the connection of the Standards for Mathematical Practice to the MDTP written response items.

PROGRAM

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BREAKOUT SESSIONS: 10:30 - 11:45 AM

RACING TO THE COMMON CORE!Math Practice 4. 6th grade Expressions and Equations Standard 9, 8th grade Expressions and Equations Standard 5Michelle Sidwell, Professional Development, Curtis Center/Mathematics Department, UCLAWe will use mathematical modeling to find out who won a boat race. Participants will analyze this fun problem algebraically, graphically, numerically, and verbally. Along the way, we will learn great ways to introduce students to proportions, slope, equations, and position versus time graphs.

HIGH SCHOOLMATHEMATICAL MODELING: BRINGING MATHEMATICS TO LIFEMath Practice 4Bruce Grip, Mathematics Department, Chaffey Joint Union High School DistrictMathematical modeling may be the least understood of the eight Standards for Mathematical Practice woven through all grade levels in the CaCCSSM. In this session we examine mathematical modeling through the lens of the Common Core State Standards, through the experience of experts, and through the findings of the California Modeling Task Force. To help teachers incorporate mathematical modeling in their classrooms, we will identify several contexts and resources before we begin a modeling activity that teachers can use with almost any high school class

USING GEO-BOARDS TO INTRODUCE TRANSFORMATIONAL GEOMETRYGeometry, Congruence Standards 1-8Christopher Ograin, Mathematics Department; Education Department, UC, Santa BarbaraThe Common Core State Standards in Mathematics introduces several shifts in the traditional approach to teaching geometry. In particular, there is a new emphasis on transformational geometry, and students must understand congruence and similarity in terms of isometries and dilations. One way to introduce this topic to students is with Geo-Boards. This hands-on approach is a powerful way to allow students to demonstrate an understanding of the basic notions of geometric transformation before moving to the coordinate plane. A sample lesson will be presented.

MIDDLE AND HIGH SCHOOLCAHSEE PREPARATORY DIAGNOSTIC TEST AND WRITTEN RESPONSE ITEMSMath Practice 1 and 3 Bruce Arnold, Mathematics Diagnostic Testing Project (MDTP), UCSDMDTP is developing a new test and written response materials to help teachers diagnose student errors and misconceptions to prepare students for the CAHSEE test. We will discuss the new MDTP materials from the perspectives of making sense of mathematical problems, persevering in solving them, con-structing viable arguments, and critiquing the reasoning of others.

ALL GRADE LEVELSPRACTICING QUESTIONING SKILLS AS A TOOL TO ASSESS STUDENT UNDERSTANDINGMath Practice 3Melissa Canham, Mathematics, Downey Unified School DistrictRobert Kaplinsky, Mathematics, Downey Unified School DistrictTeachers need to practice their questioning skills to meet the expectations of the Common Core Standards for Mathematical Practice which require students to “justify their conclusions, communicate them to others, and respond to the arguments of others.” Attendees will build these skills through role-playing teacher-student interaction. This role-playing activity can serve as professional development for teachers. Hand-outs will be provided.

LUNCH BANQUET: 12:00 - 1:00 PM UCLA FACULTY CENTER

PROGRAM, continued

Room #

4

MS 5147Cap: 42

Young Hall: CS50

Cap: 352

MS 6221Cap: 25

MS 5127Cap: 40

MS 5117Cap: 40

KEYNOTE TALK: 1:00 - 2:15 PM

THE COMMON CORE STATE STANDARDS FOR MATHEMATICS: DESIGN AND IMPLICATIONS FOR MATHEMATICS EDUCATIONJason Zimba, Student Achievement PartnersI’ll describe some of the important design principles in the Common Core State Standards for Mathematics, touching on surface features as well as deeper structural features. Time permitting, I will then discuss some potential implications of the standards for curriculum, assessment, professional development, education research, and policy.

BREAKOUT SESSIONS: 2:15 - 3:30 PM

ELEMENTARY SCHOOLPREPARING ELEMENTARY STUDENTS FOR FRACTION SUCCESS WITH THE COMMON CORE STANDARDS3rd grade Number and Operations: Fraction Standards 2 and 3Melissa Canham, Mathematics, Downey Unified School DistrictRobert Kaplinsky, Mathematics, Downey Unified School DistrictIn the Common Core Standards, students are expected to have a deep understanding of fractions. Together we will explore these expectations. Attendees will leave with strategies and activities they can do with their students to prepare them to meet these needs.

COMMON CORE MATHEMATICAL PRACTICES FOR THE ELEMENTARY CLASSROOMMath Practice 1-8Lynne Redman Co, Mathematics Department, Leo Politi ElementaryIn addition to mathematical content, the newly adopted Common Core Standards include eight mathematical practices in which elementary students will be expected to engage. What do these practices look like and how are they taught in an elementary classroom? In this session we will examine the Common Core Standards for Mathematical Practice and ways to integrate them effectively throughout the elementary math curriculum. We will explore teaching tools that promote engagement for all students, including those with special needs. Focus is on lower elementary (grades K-3). However, the content covered can apply to upper-elementary classrooms as well.

MIDDLE SCHOOLMAKING SENSE OF SLOPEMath Practice 5. Algebra, Creating Equations Standard 2Dr. Tony Alteparmakian - Mathematics Department Chair, Foothill High School, Bakersfield, CASlope is one of the many rich mathematical ideas that students know but don’t really understand.In this session, we will explore multiple representations of slope and how to introduce the concept to students. We will also use the TI-Nspire calculator and CBR2 sensor to gather data from moving objects including the Norland Research Calculator Car Robot ... and each other! Don’t worry if your classroom doesn’t have these items for each student. A class set is not required!

BEYOND MECHANICAL MANIPULATIONS: DEVELOPING STRUCTURE SENSE AND STRUCTURAL REASONING SKILLS AMONG ALGEBRA LEARNERSMath Practice 7 and 8Xuhui Li, Mathematics Department, California State University – Long BeachCommon Core Math Practice 7 and 8 focus on structure in mathematics. In this talk, the speaker will discuss a few basic questions: 1. What major types of structure do students encounter in school algebra? 2. Why are structures important yet often obstructive to student learning in algebra? 3. How can we facilitate the growth of “structure sense” and structural reasoning skills among students in meaningful and effective ways?

PROGRAM, continued

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Young Hall: CS50

MS 5117Cap: 40

MS 6201Cap: 27

MS 5138Cap: 42

MS 5147Cap: 42

Room #

6

BREAKOUT SESSIONS: 2:15 - 3:30 PM

HOW DO MATHEMATICS DIAGNOSTIC TESTING PROJECT TESTS COMPARE TO THE COMMON CORE STATE STANDARDS?6th and 7th grade Content StandardsJohn Wilkins, Mathematics Department, CSU Dominguez Hills Participants will be lead through a workshop to examine how the widely used MDTP Algebra Readiness Test compares to the California Common Core State Standards. Participants will finish the session with an understanding of how the items on the AR test correlate to the CaCSS eighth grade algebra course.

HIGH SCHOOLUNDERSTANDING THE COMMON CORE FUNCTIONS STANDARDSFunctions StandardsHeather Dallas, Curtis Center/Mathematics Department, UCLAIn this session, participants will solve a number of tasks developed by the Illustrative Math Project to illustrate the intentions of the Common Core high school functions standards. Feedback on the tasks will be solicited.

UNDERSTANDING THE COMMON CORE PRACTICE THROUGH ENGAGING ACTIVITIES Math Practice 4Michelle Katz, Mathematics Department, Northridge Academy High SchoolMaureen Burkhart, Mathematics Department, Northridge Academy High SchoolParticipants will engage in a rich classroom activity that uses both algebraic and geometric thinking. Through modeling and discussion, participants will gain a deeper understanding of both the Common Core Standards for Mathematical Practice as well as the instructional strategies needed to implement them in the classroom. Participants will leave this session with resources and strategies that are appropriate for all learners and that can be used today.

SOLVING EQUATIONS AND INEQUALITIES IN ALGEBRA II AND ABOVEAlgebra, Reasoning With Equations and Inequalities Standard 11Brian Shay, Mathematics Department, Canyon Crest AcademyWe will look at a holistic approach to introducing, practicing and assessing these skills. We will work with polynomials, absolute value, logarithmic and trigonometric applications.

GEOMETRY, PROOFS AND THE COMMON CORE STANDARDSGeometry, Congruence Standards 10 and 11Sue Olson, Mathematics Department, Harvard-Westlake SchoolThe talk will discuss various ways to engage students in proving congruence theorems relating to triangles and parallelograms. The examples presented represent a wide range of ways to have students in Geometry approach deductive proofs of fundamental theorems.

MS 6943Cap: 20

Young Hall: CS50

Cap: 352

MS 6221Cap: 25

MS 5127Cap: 40

MS 5137Cap: 42

Room #

PROGRAM, continued

SPECIAL THANKS TO THE UCLA DEPARTMENT OF MATHEMATICS AND TO THE FOLLOWING CURTIS CENTER PROGRAMS FOR THEIR SUPPORT:

7Cover Art by Damian Williams. For more information about Apollonian circle packings, see http://www.sciencenews.org/articles/20010421/bob18.asp.

Check-in and continental breakfast begin at 8:00 AM in Mathematical Sciences 6620. Parking will be arranged under the name “Curtis Center Math Conference” in Lot 2, at the corner of Hilgard Avenue and Westholme Avenue.

There will be NO REFUNDS, but substitutions are allowed. There will be NO ON-SITE REGISTRATION.

Conference Sessions will be held in the UCLA Mathematical Sciences Building and Young Hall. The luncheon will be held in the Faculty Center.

FROM SOUTH-Take I-405/San Diego Fwy North toward Santa Monica-At exit 55B, take ramp right for Wilshire Blvd toward Westwood-Turn left onto Westwood Blvd-Take the first right on Lindbrook, which curves around to become Hilgard-Follow Hilgard to the Westholme entrance to UCLA-Turn left on Westholme-Lot 2 entrance will be on your left

FROM NORTH-Keep straight onto US-101/Ventura Fwy North-Take ramp right for I-405/San Diego Fwy South toward Santa Monica-At exit 55B, take ramp right for Wilshire Blvd going East toward Westwood-Turn left onto Westwood Blvd-Take the first right on Lindbrook, which curves around to become Hilgard-Follow Hilgard to the Westholme entrance to UCLA-Turn left on Westholme-Lot 2 entrance will be on your left

DIRECTIONS TO UCLA:

CONFERENCE LOCATION AND PARKING:

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