Strong Start in Mathematics

Login and Logistics for this course…

This is a virtual experience. You will need to use the WebEx platform on your computer, coupled with a working webcam and microphone, to fully engage with this experience. If you have any technical difficulties you should reach out to your facilitator ASAP. Please plan to arrive at least 5 minutes before the session begins to account for any technical difficulty.

Session-Specific Information: For relevant assignments, links, and resources, please see the appropriate headings under each session. These will be updated prior to each session.

Login Address:

Meeting ID: 798 743 841

Student and Teacher Series Outcomes:

Teachers will understand and practice core tenets of effective math educators, namely student-centered modeling, the assessment cycle, and strong questioning.

Students will feel genuinely involved and capable in sense-making with their lessons and assessments.

Session 1: Impactful Modeling

Monday, August 29, 6:00-7:30 PM


Test WebEx to make sure that you will be able to join our session on Monday. Make sure that you have a working webcam – when you join the test meeting you can click “Start My Video” or “Start My Video in All Meetings” to ensure that your webcam works. If you have any issues email Ethan by EOD Sunday, August 28th.


  • Open – Our Development This Quarter
  • Frame – Country Club Math
  • Learn – Components of Modeling
  • Practice – Breaking Down the Country Club
  • Close – Moving Forward and Assessment

Session Resources

Our Collaborative Document

Impactful Modeling – Annotated PowerPoint

  • Here is a guide and sample lesson for planning with the modeling cycle. It has lots of resources included in it!
  • Doing 3-Act Math as your modeling activity? I highly recommend this recording sheet as a handout to students. Look how well it lines up with the modeling cycle!
  • Want to see what a math modeling lesson looks like in practice? Check out my blog post where I went and did this in an 8th grade classroom!
  • Worried about doing a whole lesson with math modeling (please don’t be!) – you can start by trying out something like Which One Doesn’t Belong as a bellringer. You can ask students what they notice about the shapes (identify variables), ask them to decide “which one doesn’t belong” and then create a rule for determining whether something belongs in the group (formulate model). It’s not the whole modeling cycle but it’s a start!

Session 2: Meaningful Assessment

Monday, September 12, 6:00-7:30 PM

Assignment (due before session)

  1. Try out the modeling cycle in your class!
  2. Upload a completed plan from the lesson/activity that used the modeling cycle (in whatever form you prefer, such as this) and 2-3 samples of legible student work from the activity.
  3. (As discussed at Summit) Conduct a performance taskand Upload the task with 3 or more samples of student work from that task.
  4. Upload all of this to your Artifacts Folder (Enter ID, click where it says “Link to artifacts folder”). I will create a folder for it to be uploaded to for each person in our group. This way we can actually look at each other’s work next session! Share the link to your uploaded work on the Session 2 tab of our collaborative document.


  • Open – Our Math Modeling Cycle
  • Discuss – The Inequity of the Status Quo
  • Explore – The Power of Goal Orientation
  • Practice – Affirming, Actionable, Clear Feedback
  • Close – Questioning Beyond Tasks

Session Resources

Our Collaborative Document

Meaningful Assessment  PowerPoint

  • Recap of the modeling cycle – This has the super sexy graphic we’ve been using for the modeling cycle, as well as some commentary on how we don’t always engage in a cycle with modeling!
  • The full Yates research article which includes the Student Behavior Scale.
  • A^3 Feedback: Affirm (what is good about the student’s thinking or work?), Ask (direct student thinking towards a focus correction area), Advance (give the students an opportunity to learn and grow).
  • Rubric Protocols – Make sure that…
    • Students should know their results (A^3 feedback)
    • Students should know their progress (changes from previous tasks)
    • Students should define how they grew and how they could improve (debrief results)
    • Students should set a goal (focus area)
  • Revision Symbols Example from Ethan!

Session 3: Effective Questioning

Monday, September 26, 6:00-7:30 PM

Assignment (due before session)

Wrap up from tonight’s session…

  • Finish rubric rating – put your results in the tracker!
    • Feel free to partner up with Ethan or your coach to finish this process
  • Implement some or all of our strategies around meaningful assessment feedback from tonight. Share your reflections in the collaborative workspace

Prepare for our next (and final!) session of this series…

  • Ask your coach to write down the questions you ask during class when they observe you next (or just record yourself for ~10 minutes).
  • Write down these questions for our next session (I will add this to our collaborative document in the Session 3 tab)


Coming Soon!

Session Resources

Our Collaborative Document