SUNNYSIDE PRINCIPALS

8-21-14

Math Module Plan

Good Afternoon

1. What challenges have you faced in starting off the school year specifically related to math?

2. Which pieces of the June math training have you shared with your teachers?

3. With the upcoming PD for all teachers, what do you believe is the most important aspect?

Math Shifts in Instruction

1. Focus

2. Coherence

3. Rigor1. Procedural Skill and Fluency

2. Conceptual Understanding

3. Application

Module Plan

6 modules• 2 hours each• Focused on the math shifts• Standards study • Train the trainers next Friday

Standards Study

Teachers will read a set of standards and for each one, they will identify:

1. The procedures/skills

2. The conceptual understandings

3. If Application is necessary for mastery

4. Details of the standard

Example

4.NF.7 Compare two decimals to hundredths by reasoning about their size. Recognize that comparisons are valid only when the two decimals refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual model. Procedures Compare decimals; use symbols correctly; Able to draw visual model of a decimal.Understandings: The size of the whole determines the comparison; Explain comparison based on size of each piece; Explain every comparison.Application: NoneDetails: Decimals only to hundredths, only 2 decimals at once.

Module 1—Overview of Common Core

1. Structure of Content Standards

2. Math Practice Standards

3. PARCC Question Analysis

4. Common Core Math Shifts

5. Study of Focus and Coherence

6. Math Practice 3

Reflection

1. How much of the PARCC pratice tests have your teachers seen?

2. What big ideas do you hope that they get from looking at some items?

Module 2—Procedural Skill and Fluency

1. Mental Math

2. Spiraled Review

3. Fluency

4. Math Practice 6

Common Core Fluency

K---Add/Subtract within 5

1st—Add/subtract within 10

2nd—Add/subtract within 20; Add/subtract within 100 (includes regrouping)

3rd—Multiply/divide within 100; Add/subtract within 1000

4th—Add/subtract within 1,000,000

5th—Multi-digit multiplication using standard algorithm

6th—Multi-digit division; All operations with decimals

7th—Two-step equations

Reflection

1. What will you communicate to your staff as expectations for spiraled review, mental math and fluency?

2. What is your school-wide fluency plan?

Module 3—Shift of Application

1. Word Problems Everyday

2. Scaffold Plan for Word Problems with students

3. Math Practice 1 and 4

Reflection

1. What will you communicate as expectations with word problems?

2. What resources do you have that can help teachers with word problems?

Module 4—Shift of Application

1. Performance Task Attributes

2. Experience a Performance Task

3. Choosing a Performance Task

4. Math Practice 2

Reflection

1. What will you communicate as expectations with performance tasks?

2. What support can you give your teachers as they prepare for performance tasks in the classroom?

Module 5—Shift of Conceptual Understanding

1. Depth of Knowledge in Math

2. Questioning at DOK 2 and 3

3. Identifying concepts within standards

4. Math Practice 3 and 5

Reflection

1. How can you help teachers use both Bloom’s and DOK in their classroom?

2. What will you communicate as your expectations with conceptual understanding in math?

Module 6—Conceptual Understanding

1. Components of a conceptual activity

2. Participate in a conceptual activity

3. Create a conceptual activity

4. Math Practices 7 and 8

Reflection

Closure

1. When you observe math classrooms this year, what will be your primary focus?

2. How can you support your teachers as they move into the common core math standards?