Welcome to California Mathematics Council - South’s 2016 57th Annual Conference Program! This year’s conference is in Fabulous Palm Springs, Friday, November 4 and Saturday, November 5! Please use this interface to navigate session. You can search by speaker, grade span, strand, and strategies. You can also create an account, upload your contact information and see speaker handouts.
PLEASE NOTE, adding a session to your schedule on this website does not guarantee a seat in the session. All sessions are first-come, first-seated and all rooms are cleared between sessions. Please watch this video tutorial on how to fill out conference evaluations. Follow us: @CAMathCouncil #CMCMath Thank you for attending! CMC-S Annual Conference Program Committee
This session will have teachers engage in several formative assessment tasks using free technology from Desmos to Nearpod to demonstrate that we can engage students in their learning and assess their understanding in real time using such technology.
In this session, we will examine the issues that make confidence intervals and significance tests so difficult for students. Then we’ll discuss strategies to help spark students’ deeper understanding of inference questions on the AP Statistics exam.
The multiple-choice section of the AP Statistics exam counts for 50% of a student’s score. In this session, we’ll explore strategies and resources that can help spark students’ deeper understanding of multiple-choice questions.
Ask anyone what it means to model with mathematics and you will get different answers from each one. As we look at a set of K–12 modeling activities that spark deeper understanding of math, we will uncover what it means to meet the demands of MP4.
I started my journey as an educator, curriculum developer, and workshop facilitator with LAUSD over 20 years ago. In this time, I taught at three high schools, each with a unique set of challenges and opportunities: low-socio economic & high Spanish speaking population, a math & science... Read More →
Explore our approach to developing and assessing fluency to reflect the depth and goals of the CCSSM. Learn how using the three phases of mastering basic facts through formative assessment has developed our understanding about what students know.
Mathematics Staff Development and Curriculum Specialist, Tulare County Office of Education
I have a passion for teaching and learning mathematics. Discovering how others think about and approach problems interests me. I love to hear mathematical thinking from students to better understand how they see and do mathematics.
A lot of emphasis has been placed on mathematical modeling in the last few years. Explanation of mathematical reasoning is an equally important activity in mathematics and students should grow in their ability to explain their reasoning over their years in school. In this talk we investigate different ways to elicit mathematical reasoning from students at various grade levels and the standards for what constitutes a full explanation of reasoning at various grade bands on the Smarter Balanced exam.
Reviewing for a summative assessment does not have to be the mundane "chapter review." The day before "test day" can be an opportunity for students to showcase their ability through my review games. Materials for implementation will be available.
I have been teaching Math for 40+ years. I enjoy all sports and participate in Volleyball, Tennis, and just recently Pickleball. My hobbies include watercolors (see pic background), backgammon, poker and chess.
Not your typical grade 4 inequality, but an inequality with a high degree of imprecision is fair game per the SBAC Item Specifications. Join us and learn how unwrapping the Claim 1 Item Specs helped us think "smarter" about teaching and learning.
Daniel Kim is a principal at 3rd Street Elementary in Los Angeles Unified School District. A former coordinator of mathematics for Local District West and the Intensive Support and Innovation Center of LAUSD, Dan has been timed multiplication test free for 5 years...
Instructional moves can reduce the cognitive demand for K–2 students in mathematics. Research, real-life examples, videos, and practical suggestions will demonstrate how effective questioning promotes mathematical discourse, thinking, and reasoning.
