Professional Development Focus or Topic: PD Date:

Learning Progressions-Addition and Subtraction 9/28/18

Intended Audience:
K-4 general and special education teachers.
Outcomes: (What will participants know and be able to do as a result of the training?)
As a result of the training, teachers will know how students develop the ability to add and subtract.

Assessment Analysis: (Why was this topic the focus for PD?)
This topic was chosen as the focus for PD to help teachers guide their students along the progression, examples of what to
expect from students at various grades, as well as to answer teacher’s questions about how student’s learning lines up
amongst the grades.

1. Warm-up/focuser (Brief activity to jump-start 2. Introduce new content (How will participants learn
thinking and/or interaction among the the new material?)
participants?) The PD leader will point out how teacher’s different
In groups of 4, teachers will model either 12-8 or models of addition and subtraction can show
43+78 in as many ways as possible. The leader of different points of where students are at in their
the PD will walk around and find as many different learning progressions. The PD leader will then
models as possible and have them show it for briefly explain who Graham Fletcher is for those
others to see. who do not know.
According to Graham’s website he is described as, “Graham
Fletcher has served in education as a classroom teacher,
math instructional lead, and currently as a math
specialist. Graham’s work with the math progressions and
problem-based lessons has led him to present throughout
North America and beyond.
He is continually advocating for best practice in elementary
mathematics by seeking new and innovative ways to
support students and teachers in their development of
conceptual understanding.” Graham is one of those people
who really get children, teachers, and their learning. Plus, he
is enjoyable to listen to. I always take away something new
from listening to him or reading his posts.

3. Process the learning (How will participants process and internalize the new information? What interactive
structures can be used?)
-All teachers will be given a handout with the link to the video as well as a t-chart to write and/or draw their ideas.
The t-chart will be labeled with idea on one side and application on the other
-Teachers will process the new information by watching Graham Fletcher’s video on addition and subtraction
progressions found here: https://gfletchy.com/progression-videos/
-Post video teachers will have 3-5 minutes after the video to internalize the new information by completing the t-
chart or creating their own personal learning graphic
4. Sharing and debriefing the content (How will participants share their ideas/reactions to the new material?)
To share and debrief, teachers will think, pair, share, with an elbow partner. They will think about something
surprised them or something they want to do/look for with their students. They will then pair and share their idea.

5. Reflection and closure (How will learning be
summarized and personalized?)
Learning will be summarized by working as a group
to put teachers models of addition and subtraction
from the introductory activity along a K-4
progression (i.e. this model represents a 1st grade
students response).
Learning will be personalized by having each
teacher find 3-5 student samples from their
classroom and place them on the trajectory.
Follow-up (What types of follow-up and support will be
provided?)
To support the teachers they will be sent an image of the K-
4 addition and subtraction progression. To follow-up, the
PD leader will meet with grade level teams to discuss their
samples and generate ideas for how the grade level teams
can move these students along.

From Bay-Williams, J., McGatha, M., Kobett, B., and Wray, J. (2014). Mathematics
Coaching: Resources and Tools for Coaches and Leaders, K-12. Pearson. P.192