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S.A.M.E. Mini-Conference 2011




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Thank you for another great conference! We look forward to seeing you again next year on March 3, 2012!

Click to download the S.A.M.E. Mini-Conference Information Packet (pdf)

Click to download the S.A.M.E. Mini-Conference List of Break-Out Descriptions (pdf)

Conference Agenda
8:15 a.m. - 8:45 a.m.:       Registration and Continental Breakfast
8:45 a.m. - 8:55 a.m.:       Welcome and Introductions
9:00 a.m. - 9:50 a.m.:       Break-Out Session 1
10:00 a.m. - 10:50 a.m.:       Break-Out Session 2
10:55 a.m. - 11:30 a.m.:       Poster Sessions and Vendors in Main Ballroom
11:40 a.m. - 12:30 p.m.:       Break-Out Session 3
12:35 p.m. - 1:30 p.m.:       A Moveable Feast: Lunch, Networking and Door Prizes

Conference Information
To Register:
Registration is still open! Please call the MASE office at (916) 278-5487 to register. If you have any questions you can email Debbie Dennick.
Break-Out Sessions:
Please indicate your session interest on the registration form so that we can have an idea for organizational purposes. Sessions will be open to maximum room capacity on the day of the conference. (Your choice will not be "binding"!)
Where to Go:
Sign-in and main sessions for the Conference will be in the University Union Building, Ballrooms II and III (first floor). You can download a campus map at:
Certificates of Attendance:
Signed forms will be available at the registration tables at 1:30pm, following the close of the conference.
Contact Deb Stetson or Debbie Dennick, or call (916) 278-4497

Workshop Descriptions
1) "Exploring Fair Sharing, Parts, and Wholes" (Grades K-1)
Stephanie Biagetti, CSU, Sacramento
Attendees will participate in an interactive exploration of foundational concepts for fractions. Through fair sharing story problems and pictorial representations of fractions, participants will experience an alternative way to introduce young students to the big ideas related to fractions. Very young students understand fairness through their interactions with others. Consequently, story problems involving the concept of fair sharing make sense to the students and serve as a jumping off point for the exploration of foundational fraction concepts. Building a strong understanding of parts and the whole with this unconventional approach strengthens and extends students conceptual understanding of fractions. Come and experience these developmentally appropriate and student-friendly strategies that can be incorporated into any existing mathematics curriculum.
Area of Focus: Lesson with which students struggle; Lesson that motivates students; Conceptual Lesson

2) "Coming Soon... Common Core Standards" (Grades K-12)
Scott Farrand CSU, Sacramento and Mark Freathy, Elk Grove USD and Dave Chun, Folsom-Cordova USD
This session is an overview of the Common Core mathematics standards. This will include a history of the development, the adoption, and timeline for implementation. We will discuss examples of the Common Core Standards. In addition, we will examine the Mathematical Practices embedded in the new Standards. Scott and Mark served as commissioners on the CA Common Core Standards Commission. Dave was a member of the SCOE support staff for the Commission.
Area of Focus: Common Core Standards

3) "Re-Engagement" (Grades K-12)
Francesca DeFazio, Westmore Oaks Elementary and Loni Martin, Sutter Middle School
Join us for a fresh look at reviewing student work while provoking mathematical conversations. Learn how to re-engage students in work they have already completed and gain resources that can be immediately integrated into your classroom.
Area of Focus: Successful Intervention Strategy

4) "Building the True Meaning of "=" " (Grades 1-5)
Kim Lilienthal, Placer County Office of Education
Do you have some students who would think the answer to the following question is 5?
Question: 5 X ? = 25 - 10.
Students sometimes interpret the "=" to prompt them to give an answer, rather than think about the two sides of the equation being the same amounts or equal. This session will model problems you can do and questions you can ask to help your students understand that "=" means the amounts on the two sides of the equations should balance or be the same. This concept is critical for students to understand as they go on to equivalent fractions and solving equations later.
Area of Focus: Lessons with which students struggle; Conceptual or guided discovery lesson

5) "Response to Intervention in the Elementary School" (Grades 1-5) - CANCELLED
Linda Wolfe, Indian Creek Elementary
This interactive session will describe the Response to Intervention program we use in order to meet the needs of our most struggling students, and elicit your ideas for how your schools meet the needs of your most struggling students.
Area of Focus: Successful Intervention Strategy

6) "Teaching to Intuition" (Grades 1-7)
Edric Cane
Many activities, workshops, presentations at Math conferences promote an increased acquiescence by students to the truths of mathematics - just believe instead of understand. Using practical examples taken from elementary and middle school, this presentation examines how we can foster that immediacy of knowledge in the minute details of our teaching and what obstacles stand in the way of our doing so.
We will ask ourselves what it means to know math, where in the mind we entrust that knowledge, how far we can go in seeking to teach to our student's intuition. Participants will receive a CD with student-centered PowerPoint presentations implementing some of these approaches and strategies on some of the major topics of our curriculum. In the form of '15 minute conversations', these can be used the next day in your classes.
Area of Focus: Lesson with which students struggle; Lesson that motivates students; Conceptual or guided discovery lesson

7) "Using an Abacus to Enhance Understanding" (Grades 2-7)
Al Mendle, UC Davis
Participants will use abaci to enhance place value understanding and to compose and decompose numbers. The guiding question will be: How can I use the abacus to promote mathematical thinking? Each participant will use a borrowed abacus, but he or she will leave with plans to build and use inexpensive abaci in a classroom. No batteries are needed for this low-tech, high-interest device.
Area of Focus: Conceptual or guided-discovery lesson, Lesson that motivates students

8) "Connecting Skills, Conceptual Understanding and Problem Solving in Every Math Lesson for All Levels of Learners" (Grades 4-6)
Sara Matthews, Charles Peck Elementary
With a diverse group of learners it can be difficult to find ways to involve every student in the mathematical reasoning aspect of a lesson. This session will offer multiple strategies to use in assisting all learners in the development of conceptual understanding and success in problem solving, regardless of fluency in basic math skills. It's easy to focus on math skill fluency and neglect the deeper levels of mathematical reasoning, especially with a diverse group of learners; however, the skill fluency naturally improves as students begin grasping the actual math concepts.
Area of Focus: Conceptual or guided-discovery lesson, Lessons with which students struggle

9) "'When am I ever going to use this?' Having Students Create Math Problems from 'Real Life'" (Grades 4-8)
Kristen Beck, Spring View Middle
In this session we will learn how to use real life situations to develop high interest problems with your students - students help to create the problems. I will take you through my weekly process of introducing information based on experiences I have with my family. I use the current math lesson to relate the concepts we are learning to things we do in our lives every day. We will develop one together and I will provide a link to my website that has other problems you may use and/or edit.
Area of Focus: Lesson with which students struggle; Lesson that motivates students; Successful strategy for acquisition of academic content language

10) "A STEAM*y Affair: Models and Projects" (Grades 5-9) - CANCELLED
Gina Myers, Twin Rivers USD and Pearl Hinlo, Grant High School
Modeling is a strand that naturally connects the mathematics to the sciences (and uses the art as well). In this workshop, explore two project-based learning lessons that will engage students and illustrate the power of STEAM. The first activity uses contour drawing and algebra, while the second uses the world of dolls and ratio and proportion
Area of Focus: Lesson that motivates students

11) "Teaching Mathematics Concepts with Gestures: Enhancing Learning & Memory" (Grades 5-9)
Gina Myers, Twin Rivers USD and Pearl Hinlo, Grant High School
A 2010 Scientific American article this year discusses the power of gestures in attracting attention and cementing new ideas. In the last 10 years, Chris Biffle, founder of Whole Brain Teaching, has incorporated gestures into its whole cadre of effective strategies.
In this workshop, participants will practice the strategy of movement through several Math demonstration lessons. A brief introduction about what we know about how the brain learns and classroom implications will also be discussed.

12) "Making Sense of Negative Times Negative" (Grades 6-10)
Deb Stetson and Kim Elce, Sacramento State
Most teachers agree that having students come up with a rule for themselves is better, as they will remember it longer. Join us as we model a lesson that will do just that with your students. Come see how to get students to discover what happens when a negative number is multiplied by a negative number. We'll work through a sequence of problems necessary to help them make that discovery.
Area of Focus: Lesson with which students struggle; Conceptual or guided-discovery lesson; Common Core Standards; Lesson that motivates students

13) "Multiple Representations - Applying Mathematical Practices from the Common Core Standards" (Grades 6-Algebra)
Gordon Sakaue, Lymen Gilmore Middle School and Chrissy Poulsen, Placer County Office of Education
Take advantage of your students' curiosity to guide them to the mathematical concept. In this interactive session we will explore the connections between patterns, equations, tables and graphs. We will examine the learning situation from both a student's and a teacher's perspective, reflecting on mathematical practices. Have you been wondering how to transform a standard topic from your text and bring it to life? Learn how to engage your students in their own learning.
Area of Focus: Conceptual or guided-discovery lesson; Lesson that motivates students

14) "Pascal, Poets, and Probability" (Grades 6-12)
Melissa Bryden, Del Campo High School and CSU, Sacramento
This session will include stories, anecdotes and historical connections to probability, all designed to engage students. These connections can serve as a great opener for a probability unit. See how to incorporate these stories into your lessons and help your students make connections. See what isn't in your textbooks.
Area of Focus: Lesson that motivates students

15) "Algebra 1 For the Under-Prepared" (Grades 7-12)
Robert Brewer, Florin High School
This session explores relevant theory, approaches to content, and strategies for student engagement designed for teaching and reaching your most reluctant and underprepared Algebra 1 students. Bring a USB drive. Approaches to assessment are presented in second session: "Brain Friendly Assessment in Action".
Area of Focus: Lesson that motivates students; Successful Intervention Strategy

16) "Brain Friendly Assessment in Action" (Grades 7-12)
Robert Brewer, Florin High School
Leading edge research on the brain and learning have profound implications for our classrooms. This session briefly summarizes the research of Carol Dweck and presents a brain friendly assessment system that helps maintain student motivation, is growth oriented, and rewards consistent effort.
Area of Focus: Lesson that motivates students; Successful Intervention Strategy

17) "Using Flow Charts in the Math Classroom" (Grades 7-12)
Clay Dagler, Luther Burbank High School
This session will show teachers how to use flow charts in the classroom to help students discover mathematics and review key concepts. The main content in the session is Algebra, but the ideas learned can be extended to most topics in Mathematics.

18) "Using Social Media as an Instructional Tool" (Grades 9-12)
Vito Ferrante, Jesuit High School
Social Media (Facebook, YouTube, Myspace) is profoundly changing the way people interact and learn. Rather than resist the tide, instructors can make use of these developments to become more effective teachers and to meet their students within their own context. In this session, the following topics will be presented and explored: (1) the rationale for using Social Media as an instructional aid; (2) a presentation of several effective lessons using YouTube; and (3) a presentation of student projects.
Area of Focus: Lesson that motivates students

19) "Assessing While Making Math Enjoyable" (Grades 5-10)
Elizabeth Gutierrez, Folsom High School
In this session we will look at different forms of Formative Assessments. IÕm going to discuss many forms of formative assessments for Math. These will include:
- Hand gestures
- Open-ended Questions
- Jeopardy Game
- Math Basketball
- Rotating Stations About the Room
- Group Stations While Sitting Down
Area of Focus: Lesson that motivates students


Mathematics Project | Sacramento State | 6000 J Street | Sacramento, CA 95819-6125 | (916) 278-4497 |