# Baltimore day6 12breakouthandout

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- 1. Leading the Teaching and Learningof Mathematics in the CCSS Era!As you enter the room At your tables.Choose a corner and list 2-3 vital teacher team behaviors essential to highly effectiveInstructional practices used in your school orby your teamDo not write in the middle circle of the sheet!Thank you! Dr. Timothy Kanold tkanold.blogspot.com Dr. Timothy Kanold 2012 tkanold.blogspot.com

2. Our outcomes for this session1) Examine your history as a PLCcollaborative team2)Examine Mathematics Teaching andLearning through the lens of the CCSSMathematical Practices2) Discuss Lesson Planning Tools toimplement the Standards forMathematical PracticeDr. Timothy Kanold 2012 tkanold.blogspot.com 3. Common Core Mathematics in aPLC at Work Series Ch. 2 4. Ch. 1: The Paradigm ofCollaborationUsing High PerformingCollaborative Teamsfor MathematicsBetter at Dr. Timothy Kanold 2012 tkanold.blogspot.com 5. Leading the Teaching and Learningof Mathematics in the CCSS Era!Complete the TeamHistory tool p.1 -2 Dr. Timothy Kanold 2012 tkanold.blogspot.com 6. Our 2nd outcome for thissessionExamine Mathematics Teaching andLearning through the CCSSMathematical Practices Dr. Timothy Kanold 2012 tkanold.blogspot.com 7. http://www.flickr.com /photos/shawnparker photo/6637823915/in /photostream/ How students learn... and demonstrate proficiency in MathematicsDr. Timothy Kanold 2012 tkanold.blogspot.com 8. Noel Tichy Your TeachablePoint of View or TPOVA cohesive set of ideas and concepts that a person is able to clearly articulate to others.Director, Global Leadership Program& Professor of Management andOrganizations tkanold.blogspot.com Dr. Timothy Kanold 2012 9. Your TPOV for Effective InstructionFind your poster paper onthe Wall work with yourcolleagues to create aMatchbook description ofyour vision for effectiveinstruction18 words or less picturesallowedDr. Timothy Kanold 2012 tkanold.blogspot.com 10. THE CCSS TPOV for MathematicsInstructionUnit and Lesson design will require a depth of conceptual understanding andprocedural fluency regardless of the contentdemonstrated by the students.Dr. Timothy Kanold 2012 tkanold.blogspot.com 11. Learning how and why is now partof the guaranteed and viable curriculum!Common Core State StandardsUNDERMathematicalSMathematicalT ContentA PracticesNDING Dr. Timothy Kanold 2012 tkanold.blogspot.com 12. THE CCSS TPOV for MathematicsInstruction HO p.3Built on a foundation of the 8 standards for Mathematical Practice Dr. Timothy Kanold 2012 tkanold.blogspot.com 13. The Standards for MathematicalPractice (See Handout p.3-7)Choose Practice 1,2, 3, 4, 5 or 6Highlight the verbs that illustratestudent actions!Circle, highlight or underlinephrases for your chosenpractice Dr. Timothy Kanold 2012 tkanold.blogspot.com 14. PaBook page 29 HS Book page 29 15. The Common Core Standards for[Student] Mathematical Practice p.291. What is the intent and why it isimportant?2. What teacher actions help todevelop this CCSS MP?3. What evidence exists that studentsare demonstrating this MP?MP1: Explain and Make ConjecturesBook p. 31-32 Dr. Timothy Kanold 2012 tkanold.blogspot.com 16. Developing Reasoning Habits of Mind1)Provide tasks that require students to figure thingsout for themselves (The AHA moment)2)Move from Empirical (experiment that supportssome cases), to pre-formal (intuitive) to formal(arguments for mathematical certainty)3)Plan for and expect student communication oftheir reasoning to classmates and the teacher using proper vocabulary4)Use questions and prompts such as How do youknow? And Why does this work?Dr. Timothy Kanold 2012 tkanold.blogspot.com 17. The Standard for MathematicalPractice #3 Book p. 37MP # 3 Construct viable arguments andcritique the reasoning of others1) Students make conjectures2) Students justify their conclusionsand communicate them to others3) Students compare the effectivenessof two plausible arguments4) Students listen and respond to thearguments of others for sense makingand clarity Dr. Timothy Kanold 2012 tkanold.blogspot.com 18. 3. Construct viable arguments andcritique the reasoning of othersDr. Timothy Kanold 2012 tkanold.blogspot.com 19. The Standards for MathematicalPractice HO p.8Rich Mathematical Tasks Qualitative Reasoning and McDonaldsWith a shoulder partner!Wikipedia reports that 8% of allAmericans eat at McDonalds everyday310 Million Americans and 12,800McDonaldsMake a conjecture and create amathematical argument 20. The Standards for [Student]Mathematical PracticeSMP # 4 Model with MathematicsMathematically proficient studentscan apply the mathematics theyknow to solve problems arising in everyday life, society, and theworkplace Dr. Timothy Kanold 2012 tkanold.blogspot.com 21. The Standards for [Student]Mathematical Practice SMP # 2 Reason abstractly andquantitativelyMathematically proficient studentsmake sense of quantities and theirrelationships in problem situations Contextualize andDe-contextualize Dr. Timothy Kanold 2012 tkanold.blogspot.com 22. Unit by Unit planning for highcognitive demand tasksN.Q.1: Use units as a way tounderstand problems and to guide thesolution of multi-step problems;choose and interpret units consistentlyin formulas; N.Q.3: Choose a level of accuracyappropriate to limitations onmeasurement when reportingquantities. Dr. Timothy Kanold 2012 tkanold.blogspot.com 23. The Power of a Stage 6 and 7Collaborative Team) HO p. 8In your teacher Teams:Discuss your expectations for studentdemonstration of quality work in defense oftheir mathematical argument for theproblem.Discuss how your lesson plan for thisproblem would promote studentcommunication of their argument withothers and respond to one another basedon their solution defense. Dr. Timothy Kanold 2012 tkanold.blogspot.com 24. The Standards for [Student]Mathematical Practice HO Page 9 25. Shoulder Partner DiscussionTo what degree do you believe yourstudents are currently demonstratingproficiency in the standards formathematical practice? How might you use this information so farto identify starting points for your workwith the Standards for MathematicalPractice? Dr. Timothy Kanold 2012 tkanold.blogspot.com 26. Our 3rd outcome for thissession3) Discuss Lesson Planning Tools tohelp you implement the Standardsfor Mathematical Practice Dr. Timothy Kanold 2012 tkanold.blogspot.com 27. Planning Lessons Together! Professional Learning Communitiesare essential to good planning. Read the Elements of EffectiveLesson Design (HO p.10-11)Or book p.46-49 Explanations page 49-57 How are each of these elementsconnected to your currentteaching? Dr. Timothy Kanold 2012 tkanold.blogspot.com 28. CCSS Mathematical PracticesLesson Design Tool HO p.12-13Dr. Timothy Kanold 2012 tkanold.blogspot.com 29. CCSS Mathematical PracticesLesson Design ToolTake a moment to scan the elementsof this lesson design and/or reflectiontoolHow could you use this tool with yourteam in 2012-2013?Dr. Timothy Kanold 2012 tkanold.blogspot.com 30. Our outcomes forthe contentsession1) Examine the difference betweenrelevant and meaningful mathematics2)Examine parts of the CCSS HighSchool content and 6-12 progressions3) Discuss Course Scope andSequencing for grades 6-12 Dr. Timothy Kanold 2012 tkanold.blogspot.com 31. Common Core Mathematics in aPLC at Work Series Ch.3 32. The Mathematics Curriculumof the CCSSWith a shoulder partner Share your understanding ofthe difference betweenrelevant mathematics andmeaningful mathematicsDr. Timothy Kanold 2012 tkanold.blogspot.com 33. Relevance Vs. MeaningRelevant mathematics:References the context for the lesson as part of essential mathematics and mathematical tasks the student needs to know. Ask yourself.Does the lesson present important and essential mathematics?Dr. Timothy Kanold 2012 tkanold.blogspot.com 34. Relevance Vs. MeaningMeaningful mathematics:References the context for the lesson as containing elements that create meaning, reasoning and sense making for the student - while also connecting to the students prior knowledge and understandingDr. Timothy Kanold 2012 tkanold.blogspot.com 35. Our 2nd Outcome for thissessionExamine parts of the CCSS High Schoolcontent and 6-12 progressions Dr. Timothy Kanold 2012 tkanold.blogspot.com 36. Standards for MathematicalContent (book p. 66)Dr. Timothy Kanold 2012 tkanold.blogspot.com 37. High School Conceptual CategoriesConceptual categories in high school (App. C p. 175) Number and Quantity Algebra Functions Geometry Statistics and ProbabilityCollege and career readiness threshold (+) standards indicate material beyond the threshold or needed for advanced courses; can be in courses intended for all students. (*) specific modeling standards Dr. Timothy Kanold 2012 tkanold.blogspot.com 38. Standards for Mathematical Content Conceptual Categories Domains are larger groups of related standards. Clusters are groups of related standards. Standards define what students should understand and be able to do during a unit Dr. Timothy Kanold 2012 tkanold.blogspot.com 39. HS: Conceptual Category - Geometry The 6 Domains Congruence Similarity, Right Triangles, and Trigonometry Circles Expressing Geometric Properties with Equations Geometric Measurement and Dimension Modeling with GeometryDr. Timothy Kanold 2012 tkanold.blogspot.com 40. Conceptual Category GeometrySamplebook p. 183-187 List the domainsforGeometry on chartpaper - horizontally List the clusters of standards for eachdomain verticallyand count the numberof standards in each cluster (how manyare college prep and how many areadvanced?)Which clusters/standards appear to be newor more challenging for each of thedomains?Dr. Timothy Kanold 2012 tkanold.blogspot.com 41. Geometry ProgressionsMiddle school foundations Hands-on experience with transformations. Low tech (transparencies) or high tech (dynamic geometry software).High school rigor and applications Properties of rotations, reflections, translations, and dilations are assumed, proofs start from there. Connections with algebra and modeling Dr. Timothy Kanold 2012 tkanold.blogspot.com 42. Dr. Timothy Kanold 2012 tkanold.blogspot.com 43. 7-12 Increased emphasis Statistics and Probability Interpreting Categorical and Quantitative Data Making inferences and Justifying Conclusions Conditional Probability and the Rules of Probability Using Probability to Make DecisionsDr. Timothy Kanold 2012 tkanold.blogspot.com 44. Discuss at your tablesWhat needs to be done in your district, school or department to look at the conceptual categories, clusters, standards, and progressions in the 6-8 or the high school curriculum so that all teachers understandThe expectations of the grade levelcontent?Dr. Timothy Kanold 2012 tkanold.blogspot.com 45. Our 3rd Outcome for thissessionResourcesDr. Timothy Kanold 2012 tkanold.blogspot.com 46. www.mathccc.orgDr. Timothy Kanold 2012 tkanold.blogspot.com 47. Mathematics Assessment Project(MAP)http://map.mathshell.org.uk/materialsDr. Timothy Kanold 2012 tkanold.blogspot.com 48. Tools for the Common Core Standardscommoncoretools.wordpress.com Dr. Timothy Kanold 2012 tkanold.blogspot.com 49. Mathematics Assessment Project(MAP)http://map.mathshell.org.uk/materials 20 ready-to-use Lesson Units for FormativeAssessment for high school. cross referencedto CCSS content and practices standards.(Ultimately 20 per grade 7-12) Summative assessments, aimed at College-and Career-Readiness, presented in twoforms:(1) a Task Collection with each task cross-referenced to the CCSS, and(2) a set of Prototype Test Forms showing howthe tasks might be assembled into balancedassessments. Dr. Timothy Kanold 2012 tkanold.blogspot.com 50. The Illustrative Mathematics Projectillustrativemathematics.org Hyperlinked CCSS Developing a complete set of tasks foreach standard Range of difficulty Simple illustrations of single standards tocomplex tasks spanning many standards. Provide a process for submitting,discussing, reviewing, and publishingtasks. Dr. Timothy Kanold 2012 tkanold.blogspot.com 51. illuminations.nctm.org/Lessons.aspxDr. Timothy Kanold 2012 tkanold.blogspot.com 52. Dr. Timothy Kanold 2012 tkanold.blogspot.com 53. End of Day Reflections1. Are there any aspects of your own thinking and/or practice that our work today has caused you to consider or reconsider? Explain.2. Are there any aspects of your students mathematical learning that our work today has caused you to consider or reconsider? Explain.3. What would you like more information about?