The ATOMIC Mission is to

ensure that every

Connecticut student

receives world-class

education in mathematics

by providing vision,

leadership and support to

the K-16 mathematics

community and by

providing every teacher of

mathematics the

opportunity to grow

professionally.

ATOMIC NEWS

Inside this issue:

President’s Message 1

CT Science Fair 2

Shoreline Math Challenge 3

Emerging Fluency 4-5

Life of a Tech School Teacher 6

Conference Opportunity 7

NCTM Affiliates eBlast 8-9

What Mathematics Do Teach-

ers Need to Know? 10

Happy 2013! We have been busy planning many events for our members. I would like to welcome new members to the ATOMIC Executive Board and express my gratitude to all the returning members. The NCTM conference in Hartford was a success and we enjoyed seeing all our members, whether you visited us at the ATOMIC table or stopped to say hi to those of us who volunteered during the conference. Feedback for the presenters was great and we were able to gather information about what events our members want ATOMIC to provide. We hope you are enjoying are regular E-Newsletters which highlight the most current information regarding math education. Please contact us if you have not received our emails. One of the items that should be added to your “To Do” list is to check out our newly designed ATOMIC website and logo at www.atomicmath.wildapricot.org. Jennifer Silverman has joined us as web-master and our website has never looked better. Please join our forums and share your best with fellow ATOMIC members. Remember – the Members Only Area will have the most up to date information and resources- for your eyes only. Be on the lookout for information about the one night event with Shelbi Cole on May 16 regarding the latest information on SBAC testing. Remember – ATOMIC is here for you – contact us with any questions or information you might need.

Lorrie Quirk ATOMIC President

2

We are very fortunate that People's Financial is, once again, supporting the ATOMIC Mathematics Awards. Many thanks to People's!

Anyone interested in participating in the judging, please contact Alice Burstein at burst1937@aol.com.

I will let you know when and how to register.

2013 Connecticut Science Fair March 12 - 16, 2013

Quinnipiac University, Hamden

Open to students grades 7 through 12

Tuesday, March 12

For participants only: includes project check-in and set-up. Also:

The United Illuminating Company Chevy Volt in Parking Lot

Urban School Challenge- Preliminary Judging Interviews during

Project Check-In (Schools & Students Notified in Advance)

Science Demonstrations in Exhibit Hall

Wednesday, March 13

7:30-8:45 Judges’ Continental Breakfast 8:45-9:00 Judges’ Briefing 9:00-2:00 Preliminary Judging 11:30-12:30 Judges’ Luncheon

Thursday, March 14

7:30-8:30 Judges’ Continental Breakfast 8:30-8:45 Judges’ Briefing 9:00-1:15 Finalist Judging 11:30-1:30 Judges’ Luncheon

Friday, March 15

Participants only: Project pick-up

Saturday, March 16

9:00-10:30 Special Awards Ceremony 11:00-12:30 Finalist Awards Ceremony

3

On May 22, 2012, approximately 200 mathematics students

from 10 Shoreline high schools participated in the 1st Annual

Shoreline Mathematics Challenge at Haddam-Killingworth High

School. The Shoreline Mathematics Challenge was designed to

bring students from area schools together to work in teams to

solve math problems and puzzles.

The morning began with a showing of Calculus the Musical

(http://matheatre.com/calculus/show.php) which was filled with

songs and stories about the history and workings of calculus.

After the show, a generous collection of door prizes was present-

ed to some lucky winners before students moved on to the com-

petition portion of the day.

The competition challenged students to solve a variety of

mathematical puzzles, which were built in collaboration with

high school art and technology education students from Haddam-

Killingworth High School.

Shoreline Mathematics Challenge 2012

Ange la M il ler and Wendy Adamczyk

The large scale puzzles required students to work in small teams competing at five

different stations. One example of a station challenged the students to complete a So-

ma Cube puzzle, where students had to put irregularly shaped pieces of this cube to-

gether to form a variety of different geometric shapes. Each large-scale puzzle was

built using 27-18”x18”x18” boxes, which posed an interesting challenge for the stu-

dents. Other stations included large-scale Calculus Sudoku puzzles, where calculus

symbols were substituted for the traditional Sudoku digits in order to increase the chal-

lenge; gigantic Tangram puzzles, inspired by the September 2011 Mathematics Teach-

er Magazine article “The Amazing Mathematical Race”; 5’ tall Helix games, similar to

3D connect four, but more thought-provoking, as earning points was possible by con-

necting 4 pieces on a curve; and a Dress for Calculus station where students were chal-

lenged to dress one of their teammates based on correct solutions to a variety of calcu-

lus problems.

During the event, 5 teachers and administrators were assigned the task of tabulat-

ing team scores on iPads while other teachers facilitated the stations and assisted stu-

dents in their transitions to each challenge. The use of technology allowed for a quick

determination of the final winning team, which was Old Saybrook High School’s Eu-

ler’s Edge.

A Huge “Thank You” is due to the

Haddam Killingworth High School Facul-

ty, Staff, Administration, and the Shore-

line Schools for all of their support in

making this a successful event!

Sudoku Station

Following the event, a survey was sent to all

participating schools which requested feed-

back on the experience to help improve and

enhance the anticipated 2013 Shoreline

Mathematics Challenge. The feedback was

overwhelmingly positive and will certainly

have a favorable effect on next year’s event.

Some feedback taken from the survey in-

clude such comments as “Great experience

as a scorer enjoyed working with the stu-

dents! Nice job!”; “My favorite station was

the Soma Cube station”; “Thanks for organ-

izing this event. Our students had a great

time!”; and “Looking forward to next year!”

Helix Game Station

Tangrams Station

Dress for Calculus Station

Soma Cube Station

ATOMIC NEWS

4

What exactly is meant by fluency?

Students should independently be able to do these skills consistently to be considered fluent within a range of numbers:

# Count to the highest number in the range. Actually, most students will be able to count to numbers much higher

than the ones they are working on in terms of fluency, but this is a minimum expectation.

# Accurately count objects within the range of numbers and be able to count out a set of objects from a larger col-

lection. For instance, a child working on becoming fluent to 5 should be able to go to the silverware drawer and

count out up to 5 forks from all the forks in the drawer.

# Can count on from any number in the range. For instance, a child working on fluency to 10, can count on from

4 to 10 and does not need to start with 1.

# Can count backwards by ones from any number in the range.

# When shown two numbers within the range they are working on, they know which is bigger.

# They should also know how to change one number into the other without counting. For instance, if shown the

two numbers 5 and 2, they would know that 5 is bigger and to change it into a 2 they would need to take away

three counters.

# We would start with physical counters but would move to diagrams and eventually just numbers.

# When they know 2 (or more parts) they can tell how many in all without counting.

They should be able to do this with physical counters or diagrams.

They should also be able to do this with numbers (flash cards).

Eventually they should be able to write or type the answer, but a child can be deemed fluent at one

2 + 1 + 2 = 5

Students may see these

arrangements in

different ways.

What Is Emerging Fluency? Brennan Glasgow

Fluent within 20

Fluent

within 5

Fluent

within 10

The Common Core State Standards (CCSS) state that students in the early elementary grades (Pre-Kindergarten to fall of Third Grade) need to be-come fluent with numbers to 5, to 10 and then to 20. In fact, they declare this is the key fluency goal of these grade levels. Students should gradually be expanding their fluency over time, first becoming fluent with numbers up to 5, then up to 10 and eventually up to 20. You can think of this as when you throw a pebble into a pond and it ripples outward.

Our goal is for students to develop these fluencies over the entire span of the early elementary grades of Pre-Kindergarten through the fall of Third Grade. Students will develop these fluencies at different rates and that is why we base our instruction and activities on assessments of the individu-al child rather than their grade or time of year. This is commonly referred to as a Student Centered approach.

5

ATOMIC NEWS

# When they know the total and one of the parts, they can determine the missing part without counting. A great

way to assess this is through an activity called, ‘What’s Hidden?”

There are 3 counters in all. I can see one, so that means

there are two counters under the cup.

They should be able to do this with physical counters or diagrams.

They should also be able to do this with numbers (flash cards)

Note: Some students may see this as an adding up or a subtraction problem.

We also want students to be able to write or type the corresponding equation and the answer when

it is appropriate for that child.

As students become fluent with these early numbers,

they will then move onto extending those understand-

ings to multi-digit numbers and developing a full under-

standing of place value.

3

1

= 3 – 1 1+ = 3

If people do not believe that mathematics is

simple, it is only because they do not

realize how complicated life is.

~John Louis von Neumann

6

Many of my colleagues in different school systems often ask, “What do you do as a tech teacher? How is it different than a public school?” I have been doing this for 10 years and I’m going to attempt to explain how it works.

There are 16 tech schools that cover the state. Some schools accept kids from a few towns while others accept from 15-20 towns (gets confusing when there is a snow delay!) Though the 16 schools are kind of on the same track, we each have some individuali-ty between us. Each school runs two schools within itself: Trade and Academics. For example, when the 9

th

and 12th graders are in academics (all

courses required for graduation: math, science, English, Social Studies, Health, and Gym) the 10

th and 11

th graders are

in shop theory, visiting job sites, or working in a trade related job.

The time in each area is called a cy-cle. A cycle can be anywhere from 5 and 15 days. On average, it is about 9 days at our school. This year I am a 9

th and 10

th grade math teacher.

While I am teaching 9th graders, my

10th graders are in shop. When the

cycle switches, I will then teach 10th

graders and the 9th graders go to

shop.

Some people will ask, “How many classes do you actually teach?” The answer is, on average, 8 different classes per year: Four for 9

th graders

and four for 10th graders. As the years

go on, I tend to forget names of for-mer graduates, but I never forget a face and often remember where they sat in the classroom. Some years I

have as many as 200 students in a given school year.

Finally, people ask “Do you like switching between classes, and do you still have to do CAPT?” My an-swers are yes and yes. I personally like the break between cycles be-cause some years you have a class that drives you nuts and simply need a break. In teaching many classes, you have a chance to hone your craft. As far as CAPT goes, we have the same tests as everyone else, but have to prepare the kids in half the amount

of time.

So the next time you go to a PD and meet a tech teacher, ask them how they like it, maybe one day as a change of pace, you might want to become one, or not…

Life of a Tech School Teacher Alex Wa lkuski

The Presidential Awards for Excellence in Mathematics and Science Teaching (PAEMST) are the nation's highest honors for teachers of mathematics and science (including computer science). Awardees serve as models for their colleagues, inspiration to their communities, and leaders in the im-provement of mathematics and science education.

Since 1983, more than 4,200 teachers have been recognized for their contributions in the classroom and to their profession. If you know great teachers, nominate them to join this prestigious network of professionals.

The 2013 Awards will honor mathematics and science (including computer science) teachers working in grades 7-12. Nominations close on April 1, 2013.

Go to www.paemst.org for more information!

7

in the CCSS. Students in the 21st century

are also inspired by questions and motivat-ed to seek answers using technological tools not available to early mathematicians. The day will consist of a series of concurrent sessions that address problem solving and core content at each of the grade levels: lower elementary, upper elementary, middle school, middle/secondary and secondary. We are excited to have Joseph Malkevitch a Professor Emeritus from York College (CUNY) and an Adjunct Professor at Teach-ers College of Columbia University as the keynote presenter. Joe’s keynote talk, "Need a Fairness Expert? Who Do You Call?” and his follow-up session on the bankruptcy problem, one of the fairness problems from his talk, is sure to provide good food for thought and some engaging new contexts for problem solving. Joe re-ports that equity is important for a democrat-ic society to function, and there are many issues in a democracy that have been solv-ing using mathematics – often arithmetic and simple logic. His talk will have appeal for teachers at all levels. Details and registration information is post-ed on the ATMNE website under the profes-

sional development link or at:

http://www.trworkbench.com/stem/mar16conf/

For more information contact: ristem@ric.edu.

There will be a full-day Mathematics Confer-ence for K-12 teachers in Rhode Island on Saturday, March 16, 2013 at Rhode Island College. The RI STEM Center at Rhode Island College, Boston College and Rutgers University’s Leadership Program in Discrete Mathematics (LPDM) in collaboration with Rhode Island Mathematics Teachers Asso-ciations (RIMTA) are sponsoring the 8:30 a.m. – 3:00 p.m. event. While new to Rhode Island, this New Eng-land-based conference has a long history. It originated in 2001 as a collaborative initia-tive focused on discrete mathematics be-tween the Boston College Mathematics In-stitute and the Rutgers University LPDM, and for 11 years the conference was held at Boston College. The RI STEM Center at Rhode Island College’s ongoing grant pro-ject focusing on problem solving in discrete mathematics for elementary teachers led to an invitation to co-sponsor the conference, starting in 2010. This year, RI STEM Center will host the conference at Rhode Island College in Providence on March 16, 2013. The RI STEM Center, Boston College and Rutgers University are pleased to welcome RIMTA to the team of sponsors and wel-come the organization’s support. The 2013 conference theme is, “Problem Solving: at the Heart of the Common Core.” Questions and problems of a practical na-ture inspired mathematical development over the centuries that comprise the content

ATOMIC NEWS

Mark Your Calendars!

Braden J. Hosch, Ph.D., Director, Office of Policy and Research and Interim Director of Academic Affairs for Connecti-cut State Colleges and Universities Board of Regents for Higher Education has released the following communication to address questions that have arisen about math courses required for admission to Connecticut State Universities begin-ning in fall 2015. CSU Board Resolution 10-054 sets subject requirements for normal admission into Connecticut’s state universities for first time students. Among these requirements is four years of mathematics in high school “including as required cours-es Algebra 1, Geometry, Algebra 2, a fourth year in an algebra-intensive course, such as trigonometry or statistics and probability.” Questions have arisen from high schools and from admissions officers if only courses in trigonometry or statistics and probability may satisfy this requirement. The answer is no; these courses are examples of acceptable courses that may qualify, not restrictions upon what mathematics courses must be taken. Any algebra-intensive course that meets the requirements of Public Act 10-111 may satisfy the requirements set forth in this policy and the content of these courses may cover subjects other than trigonometry or statistics and probability.

8

NCTM has an-

nounced that a workshop titled Cutting to the “Common Core” in Mathematics

will be held February 27 to 28, 2013. This is an NCTM Interactive Institute for

grades 6-8 educators. The institute will enable participants to increase their

knowledge of mathematics content related to the Common Core domains for

the middle grades. Strategies to help align instruction with the Common Core

State Standards in Mathematics will also be shared. The location is the Re-

naissance Orlando at Sea World in Orlando, Florida. Registration is $375 for

NCTM members, $456 for nonmembers. Groups of three or more can register

for $350 per registrant. Registration is online and will close on February 15.

For more information and to register, go to

http://www.nctm.org/CCSSMinst

NCTM INTERACTIVE INSTITUTE

Nancy Zarach, Eastern Representative

NCTM Affiliate Services Committee

Real World Math is an online resource

for middle-grades mathematics teachers,

with over 150 articles, lesson plans, and

activities selected because they connect math to the real world and the real

classroom. Access it anywhere—computer, Smartphone, tablet. For more

information, go to

http://www.nctm.org/catalog/product.aspx?id=13518

NEW ONLINE

RESOURCE FOR

MIDDLE GRADES

MATH TEACHERS

9

ATOMIC NEWS

The Mathematics Education Trust:

Supporting Teachers ... Reaching Students ... Building Futures

The Mathematics Education Trust (MET) was established by NCTM to fund special projects that enhance the teaching and learning of mathematics. MET channels the generosity of contributors through the creation and funding of grants, awards, honors, and other projects that support the improvement of mathematics teaching and learn-ing. The following grants and scholarships have an application deadline of May 3, 2013:

Pre-K-8 Preservice Teacher Action Research Grants – a maximum grant of

$3,000 for research conducted collaboratively by university faculty, preservice

teacher(s), and classroom teacher(s).

Professional Development Scholarship Emphasizing the History of Mathemat-

ics – maximum of $3,000 awarded to a grade 6-12 teacher to complete credited

course work in the history of mathematics.

Program of Mathematics Study & Active Professionalism Grants – a grant of

up to $24,000 awarded to a Pre-K-6 teacher for completing course work in

school mathematics content and pedagogy leading to an advanced degree.

Prospective Middle School Teacher Course Work Scholarships – a scholarship

of up to $3,000 awarded to a full-time college or university junior studying to

become a certified middle school math teacher.

Prospective Secondary School Teacher Course Work Scholarships – scholar-

ships of up to $10,000 awarded to full-time college or university sophomores

who are studying to become certified teachers of secondary mathematics.

School In-Service Training Grants – award of up to $4,000, to classroom

teachers for support of in-service programs.

For more information: http://www.nctm.org/resources/content.aspx?

10

What mathematics do teachers need to know?

How can mathematicians aid teachers in learning this mathematics, in collaboration with others responsible for teacher education?

Current research and experience are synthesized to answer these questions in the new report The Mathematical Educa-tion of Teachers II (MET II) from the Conference Board of the Mathematical Sciences. This report updates The Mathe-matical Education of Teachers (published in 2001) and extends its scope from preparation to professional development in the context of the Common Core State Standards for Mathematics. The audience for the report includes all who teach mathematics to teachers—mathematicians, statisticians, and mathe-matics educators—and all who are responsible for the mathematical education of teachers—department chairs, educa-tional administrators, and policy-makers at the national, state, school-district, and collegiate levels.

Over the past decade, the Math Science Partnerships (supported by the National Science Foundation and the United States Department of Education) and the NSF's Robert Noyce Teacher Scholarship Program have connected mathema-ticians at institutions of higher education with K–12 school systems, fostering new partnerships and extending existing collaborations. For practicing K–12 teachers, content-based professional development offered by Math Science Partner-ships has changed their attitudes about mathematics, and increased their mathematical interest and abilities. Moreover, it has increased the achievement of their students. In several states, Math Science Partnerships have provided strong mathematics preparation for elementary mathematics specialists—teachers who may hold the title elementary mathematics coach, elementary mathematics instructional lead-er, or lead teacher. A 3-year randomized study found that such specialists’ coaching of teachers had a significant posi-tive effect on student achievement. Large-scale studies that examine connections between student achievement in earli-er and later grades suggest that improved mathematics instruction in preschool and elementary grades has a large pay-off in later achievement, not only for mathematics in later grades (including high school), but for reading. The MET II report gives an overview of such developments and gives recommendations for teachers’ preparation and professional development. It devotes separate chapters to mathematics for teachers of elementary, middle, and high school grades. The associated web resources give sources of further information about mathematics in the Common Core and programs for teachers. Each of the MET II writers is a mathematician, statistician, or mathematics education researcher. They include lead and other writers for the Common Core State Standards and principal investigators for Math Science Partnerships as well as past presidents and chairs of the American Statistical Association, Association of Mathematics Teacher Educators, As-sociation of State Supervisors of Mathematics, Conference Board of the Mathematical Sciences, and National Council of Teachers of Mathematics. The report may be downloaded free at the Conference Board of the Mathematical Sciences web site: www.cbmsweb.org/MET2. Printed copies may be ordered from the American Mathematical Society www.ams.org/bookstore-getitem/item=CBMATH-17. The Conference Board of the Mathematical Sciences (CBMS) is an umbrella organization consisting of sixteen profes-sional societies all of which have as one of their primary objectives the increase or diffusion of knowledge in one or more of the mathematical sciences. Its purpose is to promote understanding and cooperation among these national organiza-tions so that they work together and support each other in their efforts to promote research, improve education, and ex-pand the uses of mathematics. For further information, contact CBMS director Ronald Rosier: rosier@georgetown.edu, 410-730-1426; 202-293-1170.

Conference Board of Mathematical Sciences Releases New Report

on the Mathematical Education of Teachers

The report’s central themes are: There is intellectual substance in school mathematics—at every grade level. Proficiency with school mathematics is necessary but not sufficient mathematical knowledge for a teacher. The mathematical knowledge needed for teaching differs from that of other professions. Mathematical knowledge for teaching can and should grow throughout a teacher's career.