Friday 2017 Two-Day


Paper Registration & Preview Online Registration Form Make an E-Payment
Thursday Program Friday Program Printable Program
Find Favorite Presenters Short Conference Summary 10/22/17 Book a Room

7:00 AM – 7:30 AM

45. First Timers’ Session

  • An orientation for the program booklet and the conference.
  • Makoto Yoshida, AMTNJ President, East West Math, LLC
  • Conference Room B

8:00 AM – 9:00 AM


46. What Every High School Student Should Know About Discrete Mathematics

  • 9 – 12
  • There are many areas of discrete mathematics to which all high school students should be exposed, either because they have important applications, or because they are particularly interesting or beautiful or surprising, or because they shed light on the “human endeavor” that we call mathematics. In this presentation, I will speak briefly about ten topics that every high school student should encounter, including, if time permits, Fibonacci numbers, the Four Color Theorem, the Traveling Salesman Problem, Tower of Hanoi, Euler and Hamilton circuits, the Utilities Problem and Euler’s Formula, Probability Misconceptions, Apportionment and Redistricting, Addition & Multiplication Principles of Counting, and Pascal’s Triangle.
  • Joseph Rosenstein, Rutgers University, Ritired
  • Auditorium

47. Crafting Excellent Open-Responses in Math Class

  • 3 – 5
  • A perfect blend of writing and math! Excelling at openended math problems can be a source of frustration and confusion, but often students haven’t been taught how to write these responses. Tweaking your students’ thoughtprocess slightly may help them improve a lot. Come find out the magic word every good response has!
  • Linda Bortnick, East Brunswick Public Schools
  • Gallery

48. Developing Conceptual Understanding in Mathematics Using Multiple Representations and Modeling

  • 6 – 8
  • Twenty-first century learning requires students to make meaningful connections in mathematics. Using real world examples, let’s explore ways to develop conceptual understanding using multiple representations and models. Take back to your classroom ready-to-use activities to empower your students.
  • Tom Beatini, Union City Public Schools
  • Conference Room C

49. Math Activities for Fun

  • 3 – 5
  • Provides engaging, standard aligned activities that make math competitive, personal, creative, artistic, relevant…and of course, FUN! Games and activities presented will have students rapping about patterns, finding their fractional heritage, competing in the Metric Olympics, role-playing Plus Kid, Minus Kid, and shouting “IZZA-IZNOTTA!”
  • Luann Voza, Lyndhurst Schools
  • Conference Room D

50. Model – Make Thinking Visible – Equivalent Fractions, Fraction Multiplication , Partial Products

  • 3 – 5
  • This session models blended learning within diverse learning environments to Build It, Talk It, Write It before Owning It. Participants will explore 3 part lessons, discuss pedagogy and choose appropriate lessons and tools to grapple with and “see” solutions to problems in Equivalent Fractions, Multiplication of Fractions and Partial Products.
  • Rudy Neufeld, UMathX and Scott Donadio, Elizabeth School District
  • Conference Room E

8:00 AM – 9:30 AM

51. Math Cubed: Twisting Your Way to a New Understanding

  • 3 – 12
  • Solving a Rubik’s Cube is a challenging and interesting way to teach mathematical concepts and practices. Come learn the beginning stages of solving and learn which content standards and critical thinking skills are addressed along the way. Learn how you can engage your students with Rubik’s content lessons, mosaics, and competitions – at no cost!
  • Matthew Martinez, You Can do the Rubic’s Cube!
  • Conference Room A

52. Tricked into Thinking!

  • 6 – 8
  • Everyday events make us wonder. Some of these events happen every day, others once in a while. Some events can easily be investigated, some not. However, each of these events provides us the opportunity to THINK. What’s the importance of leading coefficients? Why do large value denominators make smaller fractions?
  • Thom OBrien, Explore Learning
  • Conference Room F

8:30 AM – 10:00 AM

53. Supporting All Learners in a Standards-Based Classroom

  • 6 – 8
  • Together we will explore how using open questions and parallel tasks can help close the gap between where students are developmentally, and what the expectations of the standards are at each grade level. These low-threshold, high-ceiling tasks will provide opportunities to differentiate classroom tasks AND assessments.
  • Kristen Emmel, Franklin Lakes School District
  • Amphitheater

9:30 AM – 10:30 AM

54. Moving from a Teacher Centered to a Student Centered Classroom

  • 6 – 8
  • This session will give teachers and administrators the vision for and pathway to make the transition to a more student-centered classroom. Emphasis: building students’ desire to acquire knowledge, focus is on the students with fluid & flexible structures, learning outcomes for students that involve them asking questions & their active engagement. We will share our experiences with personalized learning that have created a strong studentdriven culture at our schools.
  • Anne Richardson & Katie Thorn, Randolph Township Schools
  • Auditorium

55. Fun with Fluency: Developing a Number Sense through the Use of Games and Discussions

  • General Interest
  • In this session, I would like to demonstrate the use of games and discussion when working with fact fluency. According to the NJSLS every grade has a specific fact fluency that should be attained by the end of that school year. Through the use of games, students can practice explaining their thinking when working through basic facts. These discussions lead to a stronger number sense and fact fluency. Games provide a safe, fun way to teach students. In this safe environment we can teach students to discuss, ask questions and explain how they “know” an answer or discovered an answer. It should also be encouraged to look for alternate ways to find an answer. The greatest opportunity we can provide a child is a safe environment in which they feel comfortable enough to “play” with numbers. This allows them to discover and explore math in a way that promotes confidence.
  • Kimberly Salacki & Laura Colonelli, Oakland Public Schools
  • Gallery

9:30 AM – 10:30 AM

56. Less Equals More

  • 6 – 8
  • Do you need a number of fresh ideas for your classroom? Then come and learn how teachers can engage students in some fun, simple tasks that will challenge them and deepen their understanding.
  • Amy Miele-Wilkerson, Franklin Township Public Schools
  • Amphitheater

57. “Just Let Me Survive Today!!” (Classroom Management, Motivation)

  • General Interest
  • Through a unique combination of games, puzzles, rewards and incentives, lots of humor as well as some traditional techniques, you will learn how to motivate your students so that they will look forward to coming to your class to learn. They will be provided with opportunities for success and the building of confidence in a framework of fun and excitement.
  • Mark Richman, Columbia High School
  • Conference Room C

9:30 AM – 11:00 AM

58. What’s New for the SMART Board Software – Notebook 2017

  • 6 – 8
  • An Equation Editor for Mac and Windows users! An improved SMART Response (2) with more improvements coming for formative and summative assessments, games and activities for SMART Labs, and some good tools to use in the math classroom. (Participants are encouraged to bring their own mobile devices.)
  • Linda Treilman, Mercer County Community College
  • Conference Room E

10:00 AM – 11:00 AM

59. Video for 21st Century Classrooms: Before, During, After the Lesson

  • 3 – 5
  • Before a lesson, teachers can use a video to review how to develop the lesson. During the lesson, videos can be used to review/reinforce the mathematics for the students. After the lesson, videos can be viewed at home by the student. This session will clearly show participants videos that can accomplish the three basic uses of videos.
  • Francis Gardella, Hunter College – The City Univesity of New York
  • Conference Room D

10:00 AM – 11:30 AM

60. Engaging Activities That Emphasize the FUN in FUNctions

  • 9 – 12
  • Participants will be provided with classroom-ready hands-on lessons that enable students to examine functional behavior and discover FUN ways to make sense of transformations. We will connect the Algebra and Functions strands of the Common Core State Standards.
  • Tom Beatini, Union City Public Schools
  • Conference Room F

10:30 AM – 11:30 AM

61. Visual Representations for Proportional/Spatial Thinking and Algebraic Reasoning

  • 6 – 8, Teacher Educators
  • How much of the Algebra that we teach will our students remember in a year? In a month? In a day? It is a common belief that visuals and manipulatives are used as a crutch on the road to learning the more abstract mathematics and that manipulatives are needed only for “babies” and the special needs students. This session will help rethink that belief and help your students create a mindset that enables them to use visual strategies that strengthen their quantitative literacy and reasoning skills in preparation for Algebra and subsequent mathematics. Come “see” for yourself!
  • Angelo DeMattia, Kean University
  • Conference Room A

11:00 AM – 12:00 PM 11:00 AM – 12:30 PM

62. Using Desmos to Strengthen Math Instruction

  • 9 – 12
  • Use of Customized Desmos lessons to strengthen math instruction for Algebra I. Desmos is a free web based program that can be utilized to explore every concept in mathematics! Participants will create activities that can be used immediately in the classroom. Grades 8-12
  • Nicole Ealey, Rutherford Public Schools
  • Amphitheater

63. Building Bridges in Math Class

  • 9 – 12
  • For the past 10 years I have been teaching secondary math classes with the theme of “Building Bridges.” When I introduce myself and my passion for bridges, I establish the expectations for the class for the year. The year-long theme creates an atmosphere that stimulates discussion and increases student engagement in learning. Building bridges has transformed my classes into collaborative learning communities.
  • Kathleen Carter, North Hunterdon High School
  • Gallery

64. Let’s Get This PARTY Started….with FRESH Ideas!!!

  • 6 – 8
  • Do you need a new PARTY of FRESH IDEAS??? Then come on over…. Objective: To help teachers engage students in fun simple tasks that will challenge and drive instruction. To make the most of our time during the lesson while creating a deeper understanding through student question and discussion.
  • Amy Miele-Wilkerson, Franklin Township Public Schools
  • Conference Room C

65. An Introduction to Growth Mindset in Mathematics

  • General Interest
  • Students with a growth mindset have faith that they can develop their most elementary abilities thought dedication and perseverance. We will examine the research of Carol Dweck and Jo Baoler and find out how we can help our students develop a Growth Mindset in and out of our classrooms.
  • Daniel Hrdina, School District of Chathams
  • Conference Room E

66. Intervention Strategies for Struggling Learners in Middle School Mathematics

  • 6 – 8
  • In this workshop participants will learn about specific recommendations to address the needs of struggling learners; discuss how to carry out each recommendation; review examples illustrating specific intervention strategies for different recommendations, and develop strategies based on these recommendations for teaching specific topics of middle school mathematics.
  • Irina Lyublinskaya, The City Univesity of New York, College of Staten Island
  • Auditorium

11:30 AM – 12:30 PM

67. Numbers are Flexible! Number Talk Strategies for the Primary Grades

  • 6 – 8, Pre-Service Teacher
  • Help students learn from an early age that numbers are flexible! Together we will investigate how to tailor number talks for the primary grades through the use of dot cards, picture cards, and ten frames. As we review different tasks, we will evaluate how they promote the Mathematical Practices.
  • Kristen Emmel, Franklin Lakes School District
  • Conference Room B

11:30 AM – 1:00 PM

68.Fun with Fluency

  • General Interest
  • This workshop will provide educators with materials and ideas to teach and assess student fluency through the use of games and tasks. When using an interactive approach to work with numbers, the lesson becomes fun rather than intimidating for students. It’s a great way to build fluency across grade levels.
  • Kimberly Salacki & Laura Colonnelli, Oakland School District
  • Conference Room F

12:00 PM – 1:00 PM

69. Using Mathematical Recreations to Balance Procedural Fluency and Conceptual Understanding

  • General Interest
  • Accomplishing both procedural fluency and conceptual understanding is not a bogus dichotomy. In this hands-on workshop, participants will be engaged in puzzles and other mathematical recreations to balance skills and concepts. The mathematical recreations will be selected from the fields of number and operations, discrete mathematics, algebra and geometry.
  • Jay Schiffman, Rowan University
  • Conference Room D

12:00 PM – 1:30 PM

70. Standards-Based Grading: Lessons Learned from Two High School Classes

  • General Interest
  • In this session, the presenters will share their experiences implementing different versions of a standards-based grading system in Geometry and Algebra I classes. The presenters will share the specifics of their respective systems, reflect on strengths and weaknesses, and share student feedback.
  • Mark Russo, Pascack Valley Regional High School District
  • Amphitheater

12:00 PM – 1:30 PM

71. Games and Manipulatives: Digital and Concrete

  • 6 – 8
  • Examine these activities and games that help promote conceptual understanding. Grades: 7-8: Play “A Game for Two Players” for vocabulary skills and mental computation, “The Hundreds Board – Negatives” for signed number computation. Grades: 4-8: “Nomograph” for whole number, signed number, decimal, and fraction computation, “Slide Rule” for whole number, signed number, decimal, and fraction computation, “Multiple Strips & Fraction Bars” for equivalent fractions, least common denominator, “Area Formulas by Paper Folding” for triangle, parallelogram, circle, trapezoid. Grades: 4-11: “Term Tiles & Tokens” for signed number computation, algebraic computation, solving.
  • Agnes Azzolino, mathnstuff.com
  • Conference Room A

72. Those Who Can, Do; Those Who Can’t – Use Computer Simulation

  • 9 – 12
  • Teachers are encouraged to use simulations in our teaching, but textbooks don’t provide much help in how to construct simulations. The speaker will demonstrate simulations he has constructed in Excel for statistics, probability, and calculus. He will also discuss simulations he has used in his prior career as an insurance company actuary.
  • Jerry Tuttle, University of Phoenix
  • Gallery

12:30 PM – 1:30 PM

73. The benefits of Teaching the Applications of Trigonometric Functions in Pre-Calculus Classes.

  • Teacher Educators
  • Teach your students Trigonometric functions through fantastic real life applications such as estimating the heights of objects, estimating the circumference of earth, musical symphonies, predicting weather, military operations, architecture and much more.
  • Ahmed Salama, PANTHER Academy
  • Conference Room C

12:30 PM – 1:30 PM

74. Incorporating Desmos in Geometry Classes

  • 9 – 12
  • Desmos is much more than an online graphing calculator. Desmos can be incorporated into geometry classes for analysis of coordinate geometry topics, transformations and other topics. Transform your geometry lessons into studentcentered learning and build connections with multiple representations in geometry using Desmos. Kathleen Carter, North Hunterdon High School
  • Conference Room E

1:00 PM – 2:00 PM

75. Equivalent Form: Can Students Recognize It?

  • 9 – 12
  • Conceptual understanding and fluency are important elements of the shifts in the math standards. Participants will explore how they can use the power of equivalent form to promote in students, fluency, a deeper understanding of concepts, and an appreciation for the mathematical process.
  • Arpi Lajinan, Northern Valley Regional High School at Old Tappan
  • Conference Room F

1:00 PM – 2:30 PM

76. Using Math Strategies to Market Public Schools School Administrators

  • Bill will demonstrate how math strategies can be used to convince parents and students that your school is the best choice for their family. He will provide explicit examples of how math should be taught to ensure their student success.
  • Bill Hanlon, Southern NV Regional Professional Development Program (retired)
  • Auditorium

1:30 PM – 2:30 PM

77. Fun, Fast Formative Assessments

  • 6 – 8
  • The exit ticket just became more exciting! Imagine faster, more engaging ways to assess your students. We will explore technological based formative assessment tools to use in your math classroom.
  • Nicole Ealey, Rutherford Public Schools
  • Conference Room B


1:30 PM – 3:00 PM

78. Developing Mindset: Coaching for a Growth Mindset in Math

  • General Interest
  • Develop your students from having math anxiety and believing that they cannot learn Mathematics to calm, focused, hard striving students that accept productive struggle as normal and natural. Coaching questions that guide students to powerful growth mindsets will be modeled and practiced.
  • Curtis Aubry, Trenton Public Schools
  • Conference Room D

2:00 PM – 3:00 PM

79. Easily Using Formative Assessment to Adjust Instruction

  • General Interest
  • Learn about the Progressive Mathematics Initiative® (PMI®) K-12 courses including embedded formative assessment questions using clickers or BYOD. All resources are editable and posted for free at www.njctl.org
  • Melissa Axelsson, New Jersey Center for Teaching & Learning
  • Gallery

2:00 PM – 3:30 PM

80. Effective Mentors of New Teachers: Characteristics, Roles, and Responsibilities General Interest

  • The presenters will share resources developed for a series of workshops for mentor teachers hosting student teachers for a student teaching internship. This session will include example activities in order to help mentor teachers become better mentors to student or new teachers, such as structuring conversations to offer supportive feedback.
  • Cathy Liebars, The College of New Jersey
  • Conference Room A

2:00 PM – 3:30 PM

82. Integrating Coding into Mathematics Classroom – Let’s Make Some Music!

  • 9 – 12
  • In this hands-on workshop you will learn how coding can enhance your mathematics classroom and engage your students in meaningful problem solving and creating music! Explore new TI-Innovator Hub along with TINspire CX or TI-84 CE technology. Ready-to-use handout will be available.
  • Irina Lyublinskaya, The City Univesity of New York, College of Staten Island
  • Conference Room E

81. Opening the Curtain on The AP Statistics Exam

  • 9 – 12
  • This session will cover topics needed to teach Statistics in an Algebra 2 classroom. Topics will include (1) understanding and evaluating observational studies and experiments, (2) summarizing, representing, and interpreting data, and (3) using normal distributions to make inferences and justify conclusions
  • Ryan Postman, Pascack Valley Regional High School District
  • Conference Room C

1:30 PM – 2:30 PM

87. Less Equals More

  • 6 – 8
  • Do you need a number of fresh ideas for your classroom? Then come and learn how teachers can engage students in some fun, simple tasks that will challenge them and deepen their understanding.
  • Amy Miele-Wilkerson, Franklin Township Public Schools
  • Amphitheater

1:30 PM – 3:00 PM

88. Developing Mindset: Coaching for a Growth Mindset in Math

  • General Interest
  • Develop your students from having math anxiety and believing that they cannot learn Mathematics to calm, focused, hard striving students that accept productive struggle as normal and natural. Coaching questions that guide students to powerful growth mindsets will be modeled and practiced.
  • Curtis Aubry, Trenton Public Schools
  • Conference Room D