Elementary Math: Principals Professional Development Fall 2011

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Transcript of Elementary Math: Principals Professional Development Fall 2011

Elementary Math Professional Development

ElementaryMath: PrincipalsProfessional Development

Fall 2011

1

Agenda

Introductions to Common Core State Standards

Digging into Mathematical Practices

Content Knowledge and Sheltered Instruction: Fraction and Decimal Models

Problem Solving Math Scoring Guide

Exit Card

Introductions to Common Core State Standards

Digging into Mathematical Practices

Content Knowledge and Sheltered Instruction: Decimal Models, Fractions and Division

Problem Solving Math Scoring Guide

Exit Card

2

Learning Targets

I can describe to parents and colleagues the North Clackamas Common Core Standard implementation plan for math.

I can implement two of the eight Common Core Mathematical Practices into my classroom instruction.

I can teach grade level content through a variety of models that progress from concrete to abstract.

(Build-Sketch-Record)

I understand that there is a new ODE Math Scoring Guide and have explored its dimensions.

I can describe characteristics of Sheltered Instruction by talking to my peers about the techniques.

I can describe to parents and colleagues the North Clackamas Common Core Standard implementation plan for math.

I can implement two of the eight Common Core Mathematical Practices into my classroom instruction.

I can teach grade level content through a variety of models that progress from concrete to abstract.

(Build-Sketch-Record)

I understand that there is a new ODE Math Scoring Guide and have explored its dimensions.

I can describe characteristics of Sheltered Instruction by talking to my peers about the techniques.

3

Goals of Common Core State Standards-Math

Students across the country will have standards that are of equal rigor.

Colleges will have less remediation in math for incoming students.

US students will become more competitive with A+ countries.

Allows for development of common assessments and teaching materials.

US students will become more competitive with A+ countries.

Colleges will have less remediation in math for incoming students.

Students across the country will have standards that are of equal rigor.

Allows for development of common assessments and teaching materials.

4

As of Today 45 States Have Adopted CCSS

States that have adopted SMARTER Balanced Assessment system make up about 48% of US students.

ODE adopted in October of 2010

That is why when you go to the ODE website it is very difficult to find 2007 standards, even though that is what they will be holding kids accountable to on OAKS until 2014-2015.

5

Common Core Standards for Mathematics

Mathematical Practices

Mathematical Content

Mathematical Practice (recurring throughout the grades)

Mathematical Content (different at each grade level)

6

3rd Grade Section Overview Page

7

Progressions within and across Domains

The content standards were written as learning progressions. At the K5 level, the mathematics standards provide students with a "solid foundation in whole numbers, addition, subtraction, multiplication, division, fractions and decimals Those are things that research has proven move students toward Algebra readiness.

8

9

9

North Clackamas Transition Plan

2011-2012

Train and implement CCSS-M Mathematical Practice Standards

2012-2013

Continue implementation of Mathematical Practices and add a few of the CCSS-M standards at each grade level that is necessary for 2013-2014 implementation.

2013-2014

Fully implement CCSS-M standards with new math curriculum that aligns to those standards. A plan outlining prerequisite skills necessary to access CCSS will be provided.

2014-2015

SMARTER Balanced Assessment will be used to assess all students grades 3-11 on CCSS in English Language Arts and Math.

10

Draws from Two Sources

Principals and Standards for School Mathematics

Adding It Up

11

11

NCTM Process Standards

Problem Solving

Reasoning and Proof

Communication

Representation

Connections

12

Adding It Up:

Strands of Mathematical Proficiency

Strategic Competence

Adaptive Reasoning

Conceptual Understanding

Productive Disposition

Procedural Fluency

13

CCSS-M Mathematical Practices

Make sense of problems and persevere in solving them.

Reason abstractly and quantitatively.

Construct viable arguments and critique the reasoning of others.

Model with mathematics.

Use appropriate tools strategically.

Attend to precision.

Look for and make use of structure.

Look for and express regularity in repeated reasoning.

14

The Standards for Mathematical Practice

Take a moment to examine the first three words of each of the 8 mathematical practices what do you notice?

Mathematically Proficient Students

15

Mathematical Practice:1

Make sense of problems and persevere in solving them.

Use the Look For Tool to record your thinking about what mathematically proficient students are able to do when they are participating in this practice.

Record what teachers actions are in engaging students in this practice.

Have teachers fill out the look for tool in making sense of Mathematical Practice 1.Once they have done this quietly for a few minutes have them partner share.

Repeat this for Mathematical Practice 3.

Once they are finished sharing have them read the Mathematical Practices (extended version) and add to/revise their sheet.

16

Construct viable arguments and critique the reasoning of others.

Mathematical Practice: 3

Use the Look For Tool to record your thinking about what mathematically proficient students are able to do when they are participating in this practice.

Record what teachers actions are in engaging students in this practice.

17

Math Problem Solving Tasks

18

Math Problem Solving Scoring Guide

19

Math Scoring Guide Differences

Old Dimensions

Conceptual Understanding

Process and Strategies

Communication

Verification

Accuracy

New Dimensions

Making Sense of the Task

Representing and Solving the Task

Communicating Reasoning

Accuracy

Reflecting and Evaluating

20

Plain Language

21

COMMON CORE STATE STANDARDS for MATHEMATICSG

RA

DE

3 | 22

Operations and Algebraic Thinking

Represent and solve problems involving multiplication and division.

Understand properties of multiplication and the relationship between multiplication and division.

Multiply and divide within 100.

Solve problems involving the four operations, and identify and explain patterns in arithmetic.

Number and Operations in Base Ten

Use place value understanding and properties of operations to perform multi-digit arithmetic.

Number and OperationsFractions

Develop understanding of fractions as numbers.

Measurement and Data

Solve problems involving measurement and estimation of intervals of time, liquid volumes, and masses of objects.

Represent and interpret data.

Geometric measurement: understand concepts of area and relate area to multiplication and to addition.

Geometric measurement: recognize perimeter as an attribute of plane figures and distinguish between linear and area measures.

Geometry

Reason with shapes and their attributes.

Mathematical Practices

1. Make sense of problems and persevere in solving them.

2. Reason abstractly and quantitatively.

3. Construct viable arguments and critique the reasoning of others.

4. Model with mathematics.

5. Use appropriate tools strategically.

6. Attend to precision.

7. Look for and make use of structure.

8. Look for and express regularity in repeated reasoning.

Grade 3 OverviewMathematical Practices

1. Make sense of problems and persevere in solving them.

2. Reason abstractly and quantitatively.

3. Construct viable arguments and critique the reasoning of others.

4. Model with mathematics.

5. Use appropriate tools strategically.

6. Attend to precision.

7. Look for and make use of structure.

8. Look for and express regularity in repeated reasoning.

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