Northwest Math Institute

Our small, family-run conference has three, specially designed learning tracks for K-2, 3-5 and 6-8 teachers. No matter what program you use, we have you covered!

Do you have students who struggle with math facts or lack number sense? Do you have advanced learners who need to be challenged? And do you have students in the middle who are capable of so much more? If you are ready to take your teaching and students to the next level, then join us for Greg Tang’s 2019 Seattle Math Institute!

The theme for our conference this year is the three F’s – focus, fundamentals and fun. Can less ever be more? Might focusing on a few, really key strategies and concepts at each grade level be helpful to students of all abilities and especially those who struggle?

Greg’s team of extraordinary speakers are the authors and pioneers of some of the most effective teaching methods used in classrooms around the world. They will show you firsthand how to leverage their best ideas and create synergies with your own.

We will make sense of the most important concepts and strategies at each grade level, share daily routines and activities that fill gaps in understanding, and explore problems that encourage mastery and develop the advanced thinking skills kids need for higher math. Math will never be the same!


Chris Shore

Susan Resnick

Greg Tang

John SanGiovanni

Annie Fetter

WHAT MAKES OUR MATH INSTITUTES SO DIFFERENT?

First, we offer carefully coordinated workshops that provide a deeper, more connected understanding of mathematics. The strategies and teaching techniques we teach have been pioneered by our speakers and tested in classrooms across the world.

Unlike many conferences that offer a hodgepodge of sessions and topics, Greg’s carefully crafted curriculum targets the most important strategies, skills and standards. Attendees gain a deeper understanding of both effective teaching methods and important mathematical content.

Second, our speakers have been selected because they are master communicators who can articulate their thoughts and ideas clearly and concisely. Each is a proven orator and author, and together they have trained thousands of teachers and sold millions of books.

Every speaker is friendly, approachable and exceptionally gracious too. Our goal is a collegial atmosphere that encourages questions, dialogue and meaningful interactions. We want this to be the best two days of learning you have ever experienced!

Third, unlike large conferences with huge budgets for marketing, we put all of our time, energy, and resources into our speakers and curriculum. We provide 12 hours of world-class math instruction in 2 days. We are excited and ready to work with you!


Presenters

Greg Tang has done over 4,000 workshops, conferences and school visits in the past 19 years. He is the NY Times best-selling author of The Grapes of Math, gold medal-winning eBook Math Appeal, and 6 other books from Scholastic. His website GregTangMath.com has over 78 million page views to date and is a cornerstone of school math programs across the country.
Chris Shore is a high school math teacher of 28 years and also serves as district math coach in Temecula, CA. He is a nationally renowned presenter and trainer offering workshops such as Reaching and Teaching Those Kids, and Clothesline Math. He is a recipient of the 2001 Presidential Award for Excellence in Mathematics and Science Teaching and has led schools to significant improvements in standardized test scores.
Susan Resnick has extensive experience as a public and private school educator, a Special Education expert, and math consultant. She has been an elementary, middle school and high school math teacher, district math coordinator, elementary and high school principal, and was one of the first educators to be licensed as a Math Intervention Specialist in Colorado.
John SanGiovanni is an elementary math supervisor in Howard County, Maryland. He is the coauthor of the bestselling Putting the Practices Into Action and the Mastering the Basic Math Facts series. John is an instructor and coordinator at McDaniel College and a frequent speaker at national conferences. John currently serves on the NCTM Board of Directors.
Annie Fetter worked on the project that developed the first version of the Geometer’s Sketchpad and was a founding staff member of the Math Forum. This means that she had the best job ever with the best people ever for 29.5 years. She currently works part-time for the 21st Century Partnership for STEM Education, continuing The Math Forum’s work on three NSF grants.

Schedule

(Click here for printable schedule)

Sessions

JULY 29

JULY 30

Lessons Learned – Keynote, All Grades
Greg Tang

After doing 3,000 workshops, conferences, and author visits in the last 18 years, what have I noticed? What have I wondered? In our opening keynote, I will share strategies, concepts, and teaching methods that have proven effective with kids of all backgrounds and all abilities.

Is teaching math really all that difficult? Yes, it is! There is nothing simple about it. But is it possible that in many instances we are making it even more difficult instead of making it more accessible?

A key insight in our opening session will be the value of streamlining our teaching methods. Can a school and then an entire district see rapid growth in their students’ understanding, skills and test scores when they make difficult decisions about which strategies, models, and manipulatives to use? Is more always better or is it always just more? Can less ever be more?

Everywhere we turn there are more options and more information. How do we make sense of it all and what are some principles that can help guide us? Join Greg for a keynote and conference that are unlike all the others. Math – and you – will never be the same!

Problem Solving – Grades K-2
Greg Tang

There are two goals for this session. The first is to offer a thoughtful progression for all 15 types of addition and subtraction word problems taught in the primary grades. We will look carefully at what makes one problem type easier or harder than another, and what a logical order to teach them might be.

The second goal is to give teachers and then students a better understanding of these problem types by removing the questions and making them question-less. Modeling problems that do not have a question is a great way to encourage students to focus on context and discourage them from simply guessing or using key words inappropriately.

Asking students to then come up with the questions themselves is a highly effective way to teach specific problems and, more generally, the 15 problem types. For struggling students, question-less problems can be more accessible than numberless problems.

If time allows, we will extend our work to include carefully crafted Fill-in-the-blank problems that take word problems to a whole new level. These problems are designed to encourage even more reasoning and deeper thinking and are ideal for math talks, group work, and enrichment. Who knew word problems could be such a powerful tool for developing mathematical thinking!

Fluency & Facts – Grades K-2
Susan Resnick

What is the definition of fact fluency? In this session, we will focus three phases of fluency: building facts, using known facts, and building automaticity. We will explore activities that simultaneously build number sense, flexibility, and automaticity without removing higher order thinking. We will discuss strategies used to compose and decompose numbers in order to strengthen understanding of addition and subtraction facts.

Fluency & Facts – Grades 3-5
Susan Resnick

What is the definition of fact fluency? In this session, we will focus three phases of fluency: building facts, using known facts, and building automaticity. We will explore activities that simultaneously build number sense, flexibility, and automaticity without removing higher order thinking. We will discuss strategies used to develop understanding of different forms of multiplication and division to help students generalize and apply facts needed for problem solving.

Problem Solving – Grades 3-5
Greg Tang

In this session, we will focus on the primary problem types for each grade level, including problems with both whole numbers and fractions. In grade 3, our focus is multiplication and division, with an emphasis on the all important relationship between the number of groups, the size of each group, and the total. In grade 4, we will transition to multiplicative comparison problems, and finally in grade 5, we will model problems that include operations and comparisons with fractions.

A key takeaway from our work together will be the progression of problems we use to build understanding and differentiate instruction. By the intermediate grades, we already begin to see students with large deficits in both skills and understanding, and sequencing problems strategically is an important way to begin to fill the gaps. We will pay particular attention to multistep problems and will structure them in ways that will make them more accessible to our struggling students.

If time allows, we will extend our work to include carefully crafted Fill-in-the-blank problems that take word problems to a whole new level. These problems are designed to encourage even more reasoning and deeper thinking and are ideal for math talks, group work, and enrichment. Who knew word problems could be such a powerful tool for developing mathematical thinking!

Graphing – Grades 6-8
Chris Shore

Pig Pens & Helicopters to Write Equations and Draw Graphs

Conceptual understanding needs to precede procedural fluency. This is particularly true when asking students to write equations form context. State test scores are showing that this is one of the most difficult standards to teach. By leading with the verbal story of the Pig Pen, using manipulatives, and posing purposeful questions, this model lesson in which you will participate will make it easy for you teach students this understanding and ability. The interactive Tubicopter lesson gets students to think deeply about rate of change in graphs. There is so much more to graphing linear equations than ‘rise over run.’ Let’s have fun learning and teaching two of the most important standards in the middle school curriculum.

Number Sense and Reasoning Routines – Grades 6-8
John SanGiovanni

Do your 6-8 students struggle with number relationships and decomposition, addition and subtraction, multiplication and division and even fractions? Are you looking for practical, high-quality tasks to engage students and ignite discussion? In this session, participants learn about dynamic, doable activities that engage students in meaningful ways. A collection of ready-for-use resources will be provided and explored so that pursuit of number sense becomes a daily routine. These resources naturally complement each and every lesson in any middle school mathematics class. Classroom clips of colleagues leveraging these strategies will also be shared.

Morning Electives

Five Actions for Productive Struggle – Grades K-5
John SanGiovanni

The struggle is real. But productive struggle is more than a catchphrase. It is the result of five actions that teachers take so that students struggle, persevere, and succeed. In this session, participants learn about how struggle in mathematics is grounded in identity, environment, planning, support, and reflection. Participants will acquire strategies to support them before, during, and after the lesson or the struggle. Classroom tools and lesson seeds will be shared for use as soon as the first day of school.

Variables – Grades K-5
Chris Shore

Algebraic Thinking in Elementary School!

Your elementary school students do not need to graph parabolas, but they are expected to start experiencing variables and equations. It will be made clear to you exactly what is considered ‘algebraic thinking,’ what your algebraic skills your students are expected to take with them to middle school, and some powerful lessons to instill algebra in their young minds.

Afternoon Electives

Assessment - Grades K-5
John SanGiovanni

Students are more than scores and percentages. Their understanding and misconceptions are real. How teachers plan for, collect, and use evidence is also real. This session provides a practical process to collect evidence and use it to plan next steps. This proven process complements lesson planning rather complicating it or adding more to an already full plate. Participants will learn about how tasks can be evaluated to determine the quality of evidence they provide. Participants will use student work to better understand what constitutes evidence. Participants will also step into a classroom to observe evidence and apply their learning of the session.

Geometry - Grades K-5
Susan Resnick

Fractions - Grades K-5
Chris Shore

Ratio & Proportional Reasoning - Grades 5-8
Greg Tang

Proportional thinking is the heart of middle school math, the key to advanced mathematical concepts, and perhaps most importantly, one of the most useful math skills for everyday life.

In this session, we explore a strategic progression of comparative reasoning problems that develops strong proportional reasoning skills. We start with additive and multiplicative comparison problems, progress to ratios and unit rates, and finally transition to linear equations and slope.

We will solve each problem both pictorially and algebraically, and focus on tools that can be applied generally and creatively to a wide range of problem types. We will use bar models, double-sided number lines, quantity-value tables, and finally, systems of equations. This is one session you won’t want to miss!


JULY 29

JULY 30

Intervention – Grades K-2
Susan Resnick

Differentiation isn’t a place students go, it is an active approach to tiering student learning. In this session, we will learn how to scaffold instruction through the analyzing student work and the use of a three-strand approach using the Concrete – Pictorial – Abstract cycle, Number Trajectories and a progression from recognition to production to extension. We will explore how and when to deliver differentiated instruction, what accommodations and modifications are appropriate and how to help our struggling learners succeed.

Number Sense and Reasoning Routines – Grades K-2
John SanGiovanni

Do your K-2 students struggle with reasoning about numbers and quantity, addition and subtraction, decomposition or even counting principles? Are you looking for practical, high-quality tasks to engage students and ignite discussion? In this session, participants learn about dynamic, doable activities that engage students in meaningful ways. A collection of ready-for-use resources will be provided and explored so that pursuit of number sense becomes a daily routine. These resources naturally complement each and every lesson in any middle school mathematics class. Classroom clips of colleagues leveraging these strategies will also be shared.

Geometry – Grades K-2
Annie Fetter

Geometry is often experienced as tons of vocabulary, definitions, and laundry lists of properties of objects. Not surprisingly, plenty of people say that geometry was their least favorite math class. We’ll look at geometry a little bit differently and explore these questions: What does it mean to reason geometrically? How do you promote rigorous thinking in geometry? How do you actually prove something?

We’ll explore a set of hexagons and come up with our own ways of sorting and naming them, as well as identify their properties, write definitions for them, determine relationships between them, and maybe even propose and prove some theorems.

By shifting the focus to generating of ideas instead of memorizing of laundry lists, we can get more students involved in rigorous geometric reasoning and maybe even convince more of them that they have important mathematical ideas that are worth exploring and considering.

Number Sense and Reasoning Routines – Grades 3-5
John SanGiovanni

Do your 6-8 students struggle with number relationships and decomposition, addition and subtraction, multiplication and division and even fractions? Are you looking for practical, high-quality tasks to engage students and ignite discussion? In this session, participants learn about dynamic, doable activities that engage students in meaningful ways. A collection of ready-for-use resources will be provided and explored so that pursuit of number sense becomes a daily routine. These resources naturally complement each and every lesson in any middle school mathematics class. Classroom clips of colleagues leveraging these strategies will also be shared.

Intervention – Grades 3-5
Susan Resnick

Differentiation isn’t a place students go, it is an active approach to tiering student learning. In this session, we will learn how to scaffold instruction through the analyzing student work and the use of a three-strand approach using the Concrete – Pictorial – Abstract cycle, Number Trajectories and a progression from recognition to production to extension. We will explore how and when to deliver differentiated instruction, what accommodations and modifications are appropriate and how to help our struggling learners succeed.

Clothesline Math – Grades 3-5
Chris Shore

Clothesline Math for Elementary has arrived! You will learn the power of this dynamic number sense tool and see how well it teaches important 3-5 concepts from counting numbers, through addition, multiplication, fractions and variables. The new 21st Century elementary standards mention an ‘open number line’ over twenty times. You will learn what that means, why it is important for children to experience it, and how the ‘Master Number Sense Maker’ will help you teach students both current content and much needed number sense simultaneously.

Geometry – Grades 6-8
Annie Fetter

Geometry is often experienced as tons of vocabulary, definitions, and laundry lists of properties of objects. Not surprisingly, plenty of people say that geometry was their least favorite math class. We’ll look at geometry a little bit differently and explore these questions: What does it mean to reason geometrically? How do you promote rigorous thinking in geometry? How do you actually prove something?

We’ll explore a set of hexagons and come up with our own ways of sorting and naming them, as well as identify their properties, write definitions for them, determine relationships between them, and maybe even propose and prove some theorems.

By shifting the focus to generating of ideas instead of memorizing of laundry lists, we can get more students involved in rigorous geometric reasoning and maybe even convince more of them that they have important mathematical ideas that are worth exploring and considering.

Statistics – Grades 6-8
Chris Shore

Statistics for Your 21st Century Middle School

The second hardest word in the new 21st century standards is ‘statistics,’ the hardest being ‘all.’ This means that we need to teach statistics to all students at all secondary grade levels. As the new standards where being developed, the business community begged for more statistics in the curriculum due to the ever growing existence of big data in the current economy. So let’s be sure we know these standards and how to teach them. We will take a journey from the meaning of statistics through mead absolute deviation and graphic displays, then finish with scatterplots and linear regressions.

Algebraic Thinking – Grades 6-8
Greg Tang

Are most students who are “good” at algebra good at making sense of algebraic equations or good at manipulating them? If they are just good at manipulating them, is there a way we can teach so they will become good at both?

In this session, we will solve a strategic progression of single and two-variable problems including total and difference unchanged problems, rate and distance problems, and problems involving averages. We will use visual models to first solve problems intuitively, then transition to more abstract and algebraic solutions.

A key takeaway from our session will be how much easier algebra can be when students learn to think proportionally and name their variables in clever ways. Could an important insight about how we set up our algebraic equations be the magic bullet for many of our struggling students? Join us and see!

Morning Electives

Place Value – Grades K-5
Chris Shore

Notice & Wonder – Grades K-5
Annie Fetter

Making the Most of Noticing and Wondering

Heard about Noticing and Wondering, but aren't sure what it really looks like? Already do it, but wonder if you're truly leveraging students' ideas?

Participants will experience three different versions of Noticing and Wondering (NW): (1) What Did You Hear? (2) What Did You See? and (3) Noticing and Wondering. We'll wear both student and teacher hats as we do math together, then look back at the way each activity was structured to maximize and value the students' contributions.

We will reflect on the ways in which NW increases student engagement and access to mathematics, but also how NW is a tool that can scaffold teachers' engagement in "decentering”.

Teuscher, Moore, and Carlson (2015) argue that teachers who decenter are more likely build models of their student thinking and make decisions according to their understanding of how students are understanding mathematics, which is at the center of eliciting and using student thinking to inform instruction.

Mathematically, we’ll explore multiples, factors, tables, extending visual patterns, and area and perimeter. Join And wondering why you didn’t teach like this before!

Math Practices – Grades K-5
John SanGiovanni

What are the behaviors of a mathematically proficient student? How do we develop these behaviors in our students? This session is a deep dive with problem solving, reasoning about numbers and symbols, constructing viable arguments, and attending to precision. It is designed to improve understanding of these math practices called for in every program and every curriculum. Strategies, resources, and activities for developing daily engagement with these practices will be provided. Participants will also learn about lesson closure strategies that cause students to recognize how they engaged in mathematical practices during the lesson.

JULY 29

JULY 30

Location

We have secured a block of rooms at the Doubletree for the Seattle Math Plus Institute. Dual occupancy rates start at $189 per night subject to availability, book by July 1st. Click here to book your room today. You can also book by calling 1-800-HILTONS and using group code GTM. *Additional taxes and fees may apply.

DoubleTree Seattle Airport
18740 International BLVD
Seattle, WA 98188
Phone: 206-246-8600
DoubleTree Website
All workshops and activities will be held at The DoubleTree Seattle Airport. Onsite parking is $12 per day.

Meals

To make sure everyone is caffeinated and on time for their workshops, we’ll provide coffee and danish from 7:30-8:15 each morning and a deli box lunch each day from 11:15-12:00. It’s all part of your registration fee, and we’re still less expensive than many conferences!

Why don’t other conferences supply breakfast and lunch like us? Because it’s expensive. But we believe it’s money well-spent as it allows us to compress our schedule and offer additional workshops each day. In addition, one of the important goals of our conference is to encourage camaraderie and collegiality and eating together is a great way to meet new people and get to know our friendly presenters.

We do not provide dinner, so grab a few of your newfound friends and head to one of Seattle's culinary options.

Yelp Top Rated Seattle Restaurants

L&L Hawaiian Barbecue Our specialty is a unique style of Hawaiian plate lunch, featuring two scoops of rice, a hemisphere of creamy macaroni salad, and a generous helping of an aloha-infused hot entrée.

Sharps Roasthouse Sharps RoastHouse has been heralded as one of Seatac Airport's most popular dining destinations for over 25 years. A Classic American RoastHouse, Sharps features the famous one-of-a-kind 25 foot Custom Radiant Roaster. Our chefs age and slow roast a proprietary custom cut 109 Hereford Prime Rib for over 14 hours, hand-chop fresh Hamburgs to Prime Grade Marbling, cold smoke St. Louis style ribs over smoldering Washington Applewood, and spit roast succulent locally sourced chickens.

Dave’s Diner & Brews was established in 1996 by David Sorsa. It has become a favorite dining experience for the local community. It will take you back to the 1950's with its home cooking, Route 66 decor, friendly service and atmosphere.

Seaports Restaurant & Lounge – We make it easy for you to enjoy a delicious meal without even leaving the hotel. Whether you are into health food, snacks, or gourmet food all the way, we’ve got something to tickle your palate. Stay in and use our in-room dining service, check out the onsite restaurant, or unwind with after-dinner drinks at the bar.

Click here to see more top rated restaurants near the hotel.

Course Credit

Our 2-day workshops are eligible for 1 semester unit of college credit through Humboldt State University for an additional cost. These courses are offered primarily for elective or professional development purposes. The cost is $50 per semester credit.

For attending a Greg Tang math workshop you will also receive course completion certificate which will be emailed to you at the end of the institute.

If there are special requirements you or your state have for CEUs, please contact us at: contact@tangmath.com as soon as possible so we can attempt to accommodate you.

Frequently Asked Questions

Can I pay with a credit card?
Yes, we accept credit card payments on our website. After completing your registration information you will be taken to the payments page where you can complete your registration using your credit card. You will receive an email once your payment has been processed.

Can I register using a purchase order?
Of course! We know that many districts will only allow workshop registration using purchase orders. Once you complete your registration information, you will be taken to a page to complete your payment information. Your registration is not confirmed until you enter your purchase order information or complete purchase with credit card. If you do not have a PO # at the time of registration, enter "email" in the PO # field and send us an email at contact@tangmath.com to confirm your registration. You can email, fax or mail your PO to the information below. Payment is preferred prior to the event.

Do you have a paper registration form?
We accept registrations using this form, although we cannot guarantee space will be available at the time of receipt. To ensure your spot is saved for the workshop, you must first register online: registration link. If your school requires paper registration, you should still complete the online registration and save your spot by entering the purchase order number as "Paper".

When is my payment due?
Payments are due prior to the event. We can accept cash, check and all major credit cards on-site at the workshop if prior arrangements have been made.

I am unable to attend. Can someone take my spot?
Yes, you can switch out attendees at any point leading up to the conference. Just send us a quick email to contact@tangmath.com with the name of the attendee who is unable to join, and the name, grade level, and email address of their replacement. In-case there are last minute changes, have the replacement let us know at check-in who they will be filling in for.

What happens if I have to cancel?
We understand there are times where you may be unable to attend a conference you have registered for. If cancellation is done more than 30-days from the event, we will refund your registration cost minus a $100 administration fee. We will waive the cancellation fee by holding the balance paid to a future workshop hosted by Creative Smarts, Inc. if requested.

There are no refunds for cancellations within 30-days of the event (no refunds for cancellations requested after June 25th).

Can I get an invoice for my registration?
When you complete your registration, an automatic confirmation email is sent to the email address listed as the payment contact. This email includes a link to download your invoice. Please check your junk/spam folder to see if this email was caught up there. If you are still unable to find the invoice, write to us at contact@tangmath.com with the primary registrant’s name and we will email you an invoice.

Are you a vendor for my district?
There is a good possibility we have been added as a vendor in your district for a previous workshop, if so we would be listed as "Creative Smarts Inc.". If we are not listed as a vendor, we would be glad to provide you the information you need to have us added. Email us at contact@tangmath.com and we will send over the required tax form. Our contact information is listed below.

Do you offer college credit for this workshop?
We are still finalizing the details of college credit for the 2018 Math Institutes. The past two years we were able to offer 1 semester unit of college credit through Humboldt State University at the cost of $50 per unit. These courses are offered primarily for elective or professional development purposes.

What time is the conference?
The full daily schedule can be seen at the bottom of the sessions tab. We will plan to have onsite check-in available the night before the conference. Check-in on Monday, July 29th will start at 7:00 am. Further registration details will be provided nearer to the event.

May I record a session at the conference?
Audio or visual recording is not permitted at any workshop or seminar due to copyright/trademark issues.

What is your contact information?

Company name:Tang Company LLC.
Mailing address:PO Box 777850
 Henderson, NV 89077
Email Address:contact@tangmath.com
Phone Number:858-244-0498
Fax Number:858-408-2986

Register

The cost of our two-day institute is $645, and that includes coffee and danish each morning and lunch at noon.

We also have a special student discount for pre-service teachers. Please contact us at: contact@tangmath.com for more information or questions.

Our goal is to make this the best two days of learning you have ever experienced. We hope you will help us spread the word by sharing our link with your friends and colleagues: https://gregtangmath.com/seattle.

Click here to register now!