Hosted by:

Hawaii Council of Teachers of Mathematics and

Hawaii Baptist Academy 2429 Pali Hwy

Honolulu, Hawaii

September 14, 2019

The Hawaii Council of Teachers of Mathematics is a local affiliate of the National Council of Teachers of Mathematics.

Conference Schedule

7:30 – 8:15 Registration/Continental Breakfast 8:15 – Welcome 8:30 – 9:30 Session 1 9:35 – 10:30 Poster Sessions and Exhibitors 10:35 – 11:35 Session 2 11:35 – 12:15 Lunch and Exhibitors 12:15 – 1:00 Keynote – Dr. Robert Berry, President NCTM 1:10 – 2:10 Session 3 2:15 – Raffle Drawing and Closing NCTM is once again offering our conference attendees a 20% discount on all books being sold on their website at nctm.org with FREE shipping! HCTM will also get 10% from all online purchases using the code in your conference folder.

Wifi: HBA–Guest (no password required)

Aloha HCTM Members, Thank you for taking the time out of your busy weekend to join us for the 2019 Hawaii Council Teachers of Mathematics Annual Conference. I would like to commend your commitment and dedication to your students. Mathematics has always been mysterious and often times frustrating for our students. Imagine if all students could see the beauty and make sense of the mathematics. Helping students understand and “see” the mathematics can be a joyous event. I wish that for everyone! Today, I hope that you are able to attend three intriguing breakout sessions, visit with some exhibitors, meet and chat with our poster session presenters, listen to a fabulous keynote speaker, and network with old and new math friends! I hope that you learn at least one new thing today that you can go back and implement in your classroom right away or use in the work that you do. I look forward to a great day!

We are so fortunate to have Dr. Robert Q. Berry, President of the National Council Teachers of Mathematics to be our keynote speaker. Dr. Berry is arriving in Honolulu in mid-morning today and will be rushing over to HBA to speak to our teachers about Catalyzing Change in Mathematics. Please welcome him to our island home. Thank you to all of our speakers and poster session presenters for their hard work beyond the classroom to get ready to share their learning with all of you. A big mahalo goes out to Pat Ota and Hawaii Baptist Academy for allowing us use of their facilities. We couldn’t have done this without you! HCTM is currently looking for a venue for our annual conference next year in 2020. Please let me know if your school/organization is a possibility. We’d really appreciate it! Have a great conference! Mahalo, Stacie Kaichi-Imamura HCTM President HCTM Board of Directors President Stacie Kaichi- Imamura Vice President Conference Chair Alan Yeh Secretary Jody Lyn Storm Membership Director Shari Kaneshiro Treasurer Michael Ida 4-Year College Director Seanyelle Yagi

2-Year College Director Jean Okamura High School Director Yannabah Weiss Middle School Director Keith Ishihara Elementary School Director Phyllis Nakama- Kawamoto NCTM Representative Amy Yonashiro Newsletter Editor Kathleen Goto Webmaster Tom Craven

HCTM is always looking for volunteers.

Contact Stacie Kaichi-Imamura at stacie.kaichi@k12.hi.us for more information.

Special Thanks to . . .

Mr. Ron Shiira, President of Hawaii Baptist Academy for hosting us today and for supporting this conference. Ms. Marsha Hirae, HBA High School Principal, and her administrative assistant Peter Lum. Ms. Patricia Ota, HBA Curriculum Director, who has been the main contact person answering so many questions and taking care of so many little details. The faculty and staff of Hawaii Baptist Academy for going above and beyond the call of duty to support this endeavor on their campus. The students from the HBA National Honor Society who are volunteering their services today. Julia Lim (`Iolani ’19) for the conference logo design. Iolani School Leo Club for their help with the registration folders and making the speaker lei. Iolani School for generously supporting the publication of this program book. The presenters for their time and effort in preparing their sessions. We are also extremely grateful for their willingness to share their knowledge of teaching strategies, new standards and practices, and the latest technologies with HCTM's members. The exhibitors for sharing a wide variety of educational resource material and teaching and learning tools with Hawaii's educators. We would like to send a special thank you to the exhibitors who also generously donated to our collection of conference door prizes. The conference organizers and other volunteers for fitting publicity, planning, and conference logistics tasks into their lives to help make this conference a success, and to their families, friends, and colleagues for understanding and offering support throughout this planning process.

Exhibitor Information (exhibits will be open in the gym until 1:00 p.m.)

Ahead of the Class Educational Services www.aheadoftheclass.net Ahead of the Class Educational Services (ATC) provides high quality professional development services for teachers and administrators that produce measurable results in both professional growth and student achievement. ATC’s educational services provide schools and school districts with a systematic process for being proactive as they strive to improve student achievement. Curriculum Associates www.CurriculumAssociates.com Curriculum Associates was founded in 1969 with a singular mission: To make classrooms better places for teachers and students. In the years since, the company has held tight to this founding value, introducing innovative and exciting new products that give every student the chance to succeed. Currently, there are over 140 Hawaii schools implementing Curriculum Associates resources like i-Ready Diagnostic & Instruction and Ready Math. Imagine Learning www.imaginelearning.com/ At Imagine Learning, we believe every student can succeed in math. This essential truth motivated us to create our Imagine Learning math suite, the only math solution on the market today that covers Pre-K through algebra and geometry. Imagine Learning’s math programs help students learn to love math through engaging, effective game-like educational programs that teach math fact fluency while building a solid pre-algebra foundation. Houghton Mifflin Harcourt (HMH) www.hmhco.com/ HMH is a leading provider of pre-K–12 education content, service, and cutting-edge technology solutions across a variety of media. HMH is uniquely positioned to create engaging and effective educational content and experiences from early childhood to beyond the classroom. HMH also believes that high-quality teaching is the single most important factor for raising student achievement. With that in mind, HMH provides professional development for teachers via The International Center for Leadership in Education and Math Solutions

NCSM www.mathedleadership.org The National Council of Supervisors of Mathematics is an organization for leaders in mathematics education, pre-K through adult, in the United States and Canada. Its purpose is to support mathematics education leadership at the school, district, college/university, state or province, and national levels through a cadre of well-trained, broadly informed, and perceptive leaders of mathematics education at all levels. NCTM www.nctm.org The National Council of Teachers of Mathematics is the public voice of mathematics education, supporting teachers to ensure equitable mathematics learning of the highest quality for each and every student through vision, leadership, professional development, and research. ORIGO Education www.origoeducation.com/ ORIGO publishes and covers all facets of primary mathematics education: from traditional printed products to digital interactive resources and professional learning. Our products range from the core curriculum to visual aids and manipulatives. ORIGO Stepping Stones (Aligned to CCSS) delivers a world-class mathematics program that seamlessly blends digital and print materials. ORIGO demonstrates a commitment to excellence by creating products that inspire and empower teachers and students.

Registration/Continental Breakfast

7:30 – 8:15 Welcome

8:15 (in the gym)

Session 1 8:30 a.m. – 9:30 a.m.

NOTE: E – elementary, G – general interest, H – high school, M – middle school, P – preservice teachers STEM Should Be STEAM: Bringing Art into a Math Classroom (MH) A 303 Kristine Dahlquist (kdahlquist@hpa.edu), Hawaii Preparatory Academy Math is everywhere. So is art. So why is it that mathematics and art are taught separately and are not incorporated together? This workshop will look at bringing art into a mathematics classroom. You will leave having made a fractal pop-up card, a unit origami cube, and with many other ideas on how to bring art into your classroom. A Crosswalk of a Philosophy for Children Hawai'i (p4cHI) (EPG) A 301 Teaching Tool and the Mathematical Practice Charmaine Mangram (cmangram@hawaii.edu), University of Hawaii at Manoa We aim to introduce a pedagogical approach, Philosophy for Children Hawai’i (p4cHI) and an accompanying teaching tool, The Good Thinker’s Toolkit, that might support teachers’ ability to strengthen children’s development of the SMPs, while also developing fundamental inquiry skills that are easily transferable to other academic disciplines. In this presentation we will present some examples of the toolkit in action in elementary mathematics classrooms. Where Do Those Formulas Come From Anyway? (EMP) A 302 Travis Mukina (travis.mukina@chaminade.edu), Chaminade University When teaching geometry, we show students multiple formulas a year, but have you ever wondered where some of those area and volume formulas come from? This session will provide explanations, along with hands-on activities, you can do with your own upper-elementary and middle level students when questions arise about area and volume formulas. Area of a circle, area of a trapezoid, volume of a pyramid, and many more will be discussed.

Stepping Toward Addition and Subtraction Fluency (E) D 201 Rob Nickerson (r_nickerson@origomath.com), ORIGO Education Students learn addition and subtraction strategies to tackle a variety of computation situations. These strategies assist them in being flexible, accurate, and efficient during their process. Thinking strategies of count on, doubles, and make ten are focused on during this session beginning with concrete/visual models and representations. Explore the progression moving students from counting in kindergarten to reasoning by the end of grade 2. Redefining the 1:1 Math Classroom (EMHPG) (via Google Hangout) D 302 Denis Sheeran (sheeran@learn-ahead.com), Weehawken Township School District, NJ Question: "How do I get my students to write math equations on a Chromebook?" Answer: You don't. The 1:1 mathematics classroom must be a place where teaching and learning are redefined, no longer finding a way to just integrate technology into pre-existing lessons, but rather developing new, never-before-possible experiences for students to engage in and display their mathematical understanding. Come learn how to use the most effective mathematics learning tools, online experiences, Chrome extensions and add-ons, and instructional strategies focused on displaying student understanding in the 1:1 classroom, not just delivering content digitally while maintaining analog practices. Promote Problem Solving and Skill Building through Games (EM) D 202 Fay Zenigami (zenigami@hawaii.edu), University of Hawaii, Curriculum Research and Development Group Can students really look forward to practicing subtraction? How about understanding place value? Or multiplying whole numbers or integers? Dividing fractions – really?? Bring the joy back into skill-building in your classroom through games which promote problem solving and deeper understanding of these operations. Participants will reflect on how these games can be a motivation and deepen understanding for a broad range of students.

Poster Sessions and Exhibitors 9:35 a.m. – 10:30 a.m.

(in the gym)

Understanding Teacher Retention Through the Lens of Secondary (MH) Mathematics Teachers in Hawaii Cynthia Covell (cacovell@hawaii.edu), University of Hawaii Hawaii is experiencing a shortage in secondary mathematics teachers. In this poster session, Cindy Covell, a doctoral student at University of Hawaii, Manoa, College of Education, will describe her preliminary research on secondary mathematics teacher retention in Hawaii. Building the Unit Circle (H) Elizabeth Gabriel (egabriel@sacredhearts.org), Sacred hearts Academy Use special right triangles to build the unit circle and identify its patterns. Meaningful Fluency Practice While Building Number Sense (E) Stacie Kaichi-Imamura, (stacie.kaichi@k12.hi.us), Salt Lake Elementary School Laraine Kamei (laraine.kamei@k12.hi.us), Salt Lake Elementary School Fluency practice doesn’t have to be boring repetitious flash cards or timed tests. Fluency practice can be fun, meaningful, and challenging! Join us for some games and problems that assess procedural and conceptual understanding. Prerequisites: Come with an open mind, be ready to think, and have fun! Prove it! (H) Sheri Kobata (skobata@iolani.org), Iolani School Hands on proof of the Surface Area of a Sphere using a cylinder. Derive and prove an unfamiliar formula in a tangible way using familiar concepts and a hands-on activity. Introduction to College Mathematics (ICM) and PBL (H) Daphne Okunaga (daphne.okunaga@k12.hi.us), Pearl City High School Danalyn Murata (danalyn.murata@k12.hi.us), Pearl City High School Introduction to College Mathematics is intended for HS students who will major in non-STEM. ICM provides an environment of growth mindset learning where students explore math and work on "soft skills" for future careers. Projects that support content and PBL possibilities will be shared. Making Connections: A Graph, Table, Rule, Tile Pattern (M) Lynn Silva (lsilva@hba.net), Hawaii Baptist Academy Students create a poster that represents how a graph, table, rule, and tile pattern are connected. Dissecting Smarter (G) Dianne Morada (dianne.morada@k12.hi.us), Hawaii Department of Education Learn about the components of the Smarter Balanced Assessment System such as the Digital Library, Interim Assessments, and the Summative. We will also be displaying resources and opportunities available through both the Assessment section and Smarter Balanced that are available for educators. Wisdom Walk (H) Kristie Yamamoto (kyamamoto@kaiserhs.k12.hi.us), Kaiser High School Edmar Ramos (edmar.ramos@k12.hi.us), Waipahu High School Wisdom Walk is a math review of the Common Core for 11th graders. The poster session will include examples from Wisdom Walk, results from a student survey, and comments from students.

Session 2 10:35 a.m. – 11:35 a.m.

Whose Classroom is This Anyway? (MH) A 301 Sadie Estrella (hhs.mathplc@gmail.com), Illustrative Mathematics Young adults learn how to participate in our society through their experiences in school. Classroom spaces vary greatly by school and teacher. Our students are greatly impacted by these social spaces we call classrooms. Join the conversation about the expectations placed on students in math classrooms and the effect they have on their lives. Secret Mathematical Strategy to WIN at NIM (EM) A 303 Laurie James (ljames7@hawaii.edu), University of Hawaii–West Oahu Veny Liu (venyliu@hawaii.edu), University of Hawaii–West Oahu You might be thinking, “What is NIM and how do you WIN?” In this hands-on presentation focusing on grades 2-8, we will provide you with information about the ancient game of NIM and let you discover the winning strategies in a variety of games. Interactive activities are a powerful way to inspire mathematical thinking and discourse. The concept of NIM is a very effective tool that will help your students get excited about game theory and other areas of mathematics. Teachers will leave this session with the secret to win at NIM as well as several examples of the NIM game that you can start using on Monday morning. Fluency Fun! (E) D 302 Julie Lum (jlum@cainc.com), Curriculum Associates Experience activities that can help build fluency through sense making and fun! Come and play Learning Games that can build automaticity. Rehumanizing Mathematics: Finding Joy Through (EMHPG) D 201 Historical and Cultural Recontextualization Roxanne Moore (roxanne.moore@wsu.edu), Washington State University NCTM's 2018 volume of the APME series, Rehumanizing Mathematics for Black, Indigenous and Latinx Students, addresses humanization in mathematics education. By rehumanizing teaching practices but not mathematics itself, we fail to demonstrate the inherent humanity of mathematics. We advocate for rehumanizing mathematics through the historical and cultural recontextualization of content. This instructional perspective seeks the humanization of classroom mathematics for students with the goals of supporting mathematical development, a multi-dimensional view of mathematics and mathematical discovery, and finding joy and humanity in mathematics. We provide two examples for how high school mathematics teachers might enact this perspective.

Using Classroom Records of Practice to Develop (PG) A 302 Mathematics Teaching Practices Kara Suzuka (klms@hawaii.edu), University of Hawaii, Curriculum Research and Development Group This session focuses on the use of classroom records of practice – such as video clips from mathematics lessons, students’ written work, lesson materials, etc. – to create simulated experiences in which teachers can rehearse and refine their mathematics teaching practices. Participants will have the opportunity to engage in a short simulated experience (or two) to further develop their practice in collaboration with others. The teaching practices focused upon will be drawn from the Mathematics Teaching Practices highlighted in the National Council of Teachers of Mathematics’ (2014) Principles to Action. Curiosity and Grit (EMHPG) D 202 Amy Yonashiro (amyyona@iolani.org), Iolani School Which comes first – curiosity or grit? Help students develop a growth mindset to break down the biggest barrier to learning mathematics: the belief that some are born with mathematical talent. Use low floor-high ceiling problems to engage all students. This session will identify ways to help develop students’ mathematical mindsets using high-interest problems. Change their attitude about learning mathematics and watch them ask for more . . . math!

Lunch and Exhibitors 11:35 a.m. – 12:15 p.m.

(in the gym)

Keynote – Dr. Robert Q. Berry III, President NCTM 12:15 p.m. – 1:00 p.m.

(in the gym) Catalyzing Change: Identity, Agency, Positionality, and Equitable Instructional Practices Dr. Robert Q. Berry III, President, National Council of Teachers of Mathemtics This session makes connections between equitable instructional practices and identity, agency and positionality. Specifically, the session uses a vignette to examine how high cognitively demanding task provides opportunities to engage learners in meaning discourse positioning learners as mathematically competent. The session uses mathematical discourse community as a framework for connecting mathematics norms of discourse to identity and agency. While this session highlights Catalyzing Change for High School Mathematics, the discussions of teaching practices that cultivate identity, agency, and positionality is appropriate for all educators.

ROBERT Q. BERRY, III SAMUEL BRALEY GRAY PROFESSOR OF EDUCATION • Ph.D., University of North Carolina at Chapel Hill, 2003 • M.A.T., Christopher Newport University, 1998 • B.S., Old Dominion University, 1991 Dr. Robert Q. Berry III is President of the National Council of Teachers of Mathematics (NCTM). Berry is the Samuel Braley Gray Professor with an appointment in Curriculum Instruction and Special Education. Berry teaches mathematics methods courses in the teacher education program at the University of Virginia. Additionally, he teaches graduate-level mathematics education courses. Equity issues in mathematics education are central to Berry’s research efforts within four related areas: (a) understanding Black children’s mathematics experiences (mathematical identities and agency); (b) measuring standards-based mathematics teaching practices; (c) unpacking equitable mathematics teaching and learning; and (d) exploring interactions between technology and mathematics education. Berry has extensive experience in classroom observation and is the lead developer of an observation instrument, Mathematics Scan, which measures standards-based mathematics teaching practices. Berry has collaborated on the Children’s Engineering Initiative in the Curry School of Education to use digital fabrication to incorporate engineering design principles into mathematics education. His most recent work has focused on using qualitative metasynthesis as an approach to understanding the mathematics experiences of learners. Berry has published over 100 articles, book chapters, and proceedings. His articles have appeared in the Journal for Research in Mathematics Education, Journal of Teacher Education, and the American Educational Research Journal. Berry is a two-time recipient of NCTM’s Linking Research and Practice Publication Award. He was recognized as the 2011 Mathematics Educator of the Year by the Virginia Council of Teachers of Mathematics (VCTM), and received the University of Virginia’s All-University Teaching Award in 2011.

Session 3 1:10 p.m. – 2:10 p.m.

Ethnomathematics: Finding Joy in Mathematics Through (EMHPG) A 302 Challenging, Engaging, and Empowering Culture-Based Lessons Phillippe Galicinao (pfgalici@hawaii.edu), Hālau Kū Māna New Century Public Charter School Janel Marr (Janelmarr@hotmail.com), Hawaii Department of Education Linda Furuto (lfuruto@hawaii.edu), University of Hawaii at Manoa Engage in joyful hands-on lessons developed, implemented, and refined by instructors of the world’s first academic program in ethnomathematics! Participants will explore challenging, engaging, and empowering lessons at various grade band levels. Activities will revolve around solving rigorous and worthwhile mathematical tasks that help teachers affirm students’ strengths and be authors of mathematics. Math Playground (MG) D 201/D 202 Patricia Ishihara (patricia.ishihara@k12.hi.us), Hawaii Department of Education Shaun Kaanoi (Shaun.Kaanoi@k12.hi.us), Hawaii Department of Education Grab a partner and have fun as you roam through math exploratory activities which were shared at the 808 Math: Island Style event on June 13, 2019. Student-Led Heterogeneous Learning Communities (EMHPG) A 303 Joseph Manfre (joseph_manfre@notes.k12.hi.us), Hawaii Department of Education In a math class, the system of Student-led Heterogeneous Learning Communities (SHLC) allow the classroom teacher to step back and formatively assess students who take turns serving as facilitators of small group collaborative learning. As a result, students gain conceptual understanding while developing skills the workforce desires. In this session, educators will learn the components that have made this system successful, pick up an implementation process that has worked for numerous educators in Hawaii already, and gain key takeaways to (1) optimize small group learning, (2) compact leader-led instruction, and (3) generate a positive class culture around student learning. Strategic Thinking that Develops Multiplication and Division Fluency (E) A 301 Rob Nickerson (r_nickerson@origomath.com), ORIGO Education Developing a strong conceptual understanding of multiplication and division begins with powerful visual models. We will engage in thought provoking problems elevating the need to model and represent your thinking in a variety of ways. These visual representations connect mathematical ideas for students and support discourse in the classroom.

Celebrate Different Forms of Rightness (H) D 302 Yannabah Weiss (yannabah.weiss@k12.hi.us), Waiakea High School Dewey Gottlieb (dewey.gottlieb@k12.hi.us), Hawaii Department of Education In a recent PD in Hawaii, Dan Meyer said “we need broad enough questions to celebrate different forms of rightness.” This session will involve participants in a discussion of what this could mean in middle and high school mathematics. Techniques for how to ask better open questions will be explored, especially through the use of Desmos. Measurement Concepts Underlying the Number Line (E) A 304 Seanyelle Yagi (slyagi@hawaii.edu), University of Hawaii, Curriculum Research and Development Group Ever wonder why your students are challenged with using the number line? The number line is a complex mathematics tool found in many elementary classrooms and is used for representing numbers, counting and modeling operations. In this session, we will consider concepts underlying the number line through tasks adapted from the Measure Up curriculum research and development project which may provide insight into why this deceptively simple tool continues to challenge students.

Raffle Drawing and Closing 2:15 p.m.

(in the gym)

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