Transcript Common Core Math Staff Development

Gwinnett County Public Schools
4th Grade – Tonya Borders, Kathy Spruiell, Chris Rogers
GSMST – June 18th-19th, 2012
Use a colored sticky note to mark on the line plot
how many years you have been teaching. Put
your sticky note directly above the number
marked on the line plot.
If there is already a sticky note above your
number, place yours directly above the other
sticky note.
Using the line plot, answer the following
questions with your partner:
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How many teachers are in our class?
What is the MOST YEARS anyone in the room
has been teaching? The FEWEST YEARS?
What is the difference between the person with
the most years and the person with the fewest
years of experience?
What else does the data tell us?
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What does 4th Grade teach this year?
39.MD.4 create a line plot to display a data set of
measurements in fractions of a unit (1/2, 1/4, 1/8);
solve problems involving addition and
subtraction of fractions by using information
presented in line plots (from a line plot find and
interpret the difference in length between the
longest and shortest specimens in an insect
collection)
Which standards
do you anticipate
your kids will
struggle with?
Which standards will
be the most difficult
to teach next year?
Do you see
anything you’ve
never seen before
or don’t
understand?
Are there any
standards that you
don’t have the
materials to teach?
After the break, we’ll model a learning
experience for you based on one of the
NEW Common Core standards
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40.MD.5 recognize angles as geometric shapes that are
formed wherever two rays share a common endpoint
and understand concepts of angle measurement
41.MD.5 recognize that an angle is measured with
reference to a circle with its center at the common
endpoint of the rays, by considering the fraction of the
circular arc between the points where the two rays
intersect the circle; an angle that turns through 1/360
of a circle is called a "one-degree angle", and can be
used to measure angles
42.MD.5 recognize that an angle that turns through "n"
one-degree angles is said to have an angle measure of
"n" degrees
43.MD.6 measure and draw angles using tools such as
a protractor or angle ruler
5th Grade
 39.G.3 demonstrate that attributes belonging to a category of
two-dimensional figures also belong to all subcategories of
that category (e.g., all rectangles have four right angles and
squares are rectangles so all squares have four right angles)
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40.G.4 classify two-dimensional figures in a hierarchy based
on properties
3rd Grade
 42.G.1 identify, draw, examine, and classify quadrilaterals
(including rhombuses, rectangles, squares, parallelograms,
and trapezoids)
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43.G.1 compare and contrast the attributes of quadrilaterals,
and categorize quadrilaterals based on shared attributes
How do we recognize, measure, and
name angles?
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Angle
Ray
Endpoint
Degrees (of an angle)
Acute
Obtuse
Right
Protractor
Center of a circle
Radius
Diameter
Measure
1) Glue the colored circle in the center of one of the
plates.
2) Use a ruler to find the center of the plate and
mark it with a pencil.
3) Stack the two plates together so that the
thumbprints are nested on top of each other.
4) Use scissors to make a cut on the edge of one
thumbprint to the center of the circle. *It is
important that the plates are aligned so that the
cut is on the edge of the thumbprint and NOT
inside the thumbprint.
5) Separate the plates and number the thumbprints
on the plate with the green circle starting with
the thumbprint immediately to the right of the
cut. Count by 10s from 10 to 360 going clockwise.
6) Insert one plate through the other along the cut
line. Angles are formed by the 2 cuts (rays) and
the center of the circle.
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Can you show me an acute angle?
An obtuse angle?
A right angle?
Now, make a 60° angle. Is it acute, obtuse, or
right?
Now, make a 90° angle. Is it acute, obtuse, or
right?
Now, make a 120° angle. Is it acute, obtuse, or
right?
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Make a 180° angle with your protractor. What
fraction of the circle is this? How do you know?
Make a 270° angle with your protractor. What
fraction of the circle is this? How do you know?
Make a 90° angle with your protractor. What
fraction of the circle is this? How do you know?
Make a 60° angle with your protractor. What
fraction of the circle is this? How do you know?
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Make a 60° angle with your protractor. What
angle would you have to add to it to make a 90°
angle? Show it with your protractor
Can you use your protractor to measure the
corner of your paper? What else could you
measure with it?
Would this protractor have been accurate enough
to help Radius find his way through the
Labyrinth?
How could we make it even more accurate?
Label common fractions on the plate.
Example: ¼ at 90°, ½ at 180°, ¾ at 270°, 1/6 at 60°,
1/360 at 1°
1/4
Connect angle measurement to the clock for an
activity with questions.
Example: If I started at 1:25 and went to 1:40, how
many degrees did the minute hand move? What
fraction of an hour elapsed?
Fold a piece of paper into 4 equal parts, labeling
them A,B,C, and D. Find the circle on the board
with A,B, C, and D and answer the question in the
corresponding part of your paper.
A. Tell how you would use a protractor to
measure something.
B. Draw a 45 ̊angle.
C. Tell the measure of the angle labeled C.
D. What is the most important thing you learned
about angles by making and using the plate
protractor?
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Where did you see the 8 standards of
Mathematical Practice evident in this lesson?
Talk to your group about one standard and
where you saw it.
Was there a standard you didn’t see?
How can you incorporate these into your Math
lesson and still “fit it all in”?
Starting today and finishing tomorrow, you will
work with a group to create a learning experience
based on one or more of the Common Core
standards that we identified earlier. Your work
will be shared with other teachers in the county to
help us transition to the Common Core next year.
We have provided you with a vast array of
resources to help you with this task, centrally
located from one website.
Open up your computers and type in this web
address to get started browsing the resources
http://gcps4thgradecommoncoretraining.weebly.
com/
Elements of effective transition to the CCSS include: creating
a safe classroom environment;
•
encouraging mathematical discourse, including facilitating
individual and group work where students articulate and
defend their ideas and analyze the reasoning of others;
•
using formative assessment to learn what students
understand and what their misconceptions are and
developing strategies to improve their learning;
•
providing students with a range of tools such as
manipulatives, diagrams, tables, graphs, and formulas to
represent and analyze relationships and draw conclusions;
and
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encouraging students to use concrete models and
technology strategically to solve mathematical problems.
Using a marker, write your favorite thing from
yesterday on the left-hand side of the chart paper
and one challenge for implementation of the
Common Core on the right-hand side of the chart
paper.
Using the lesson plan template from yesterday,
finish your Learning Experience. Remember, put
all of the extra ideas, Guided Math centers,
extensions, etc. in the Extending the Experience
and Expanding the Experience Sections. Don’t
forget to consider
- 8 Standards for Mathematical Practice
- Materials teachers have readily available
- Focus on the “Big Ideas”, questioning, what
will students know & be able to do
To save your Learning Experience, number it with
the word “draft”, then the AKS #, then a C/K/T
beside it (for Chris, Kathy, or Tonya)
Example: if I have AKS #29 and I am in Tonya’s
group, I would name my file:
draft29T.docx
Your group will be in charge of reviewing one of
the Learning Experiences created by a group in
another 4th Grade room. Use one Review sheet per
group to provide meaningful feedback. The
experiences are posted on our website
http://gcps4thgradecommoncoretraining.weebly.
com/index.html
under the tab “Learning Experiences”
Using the feedback provided, make some changes
to your Learning Experience. It might be adding a
new resource, modifying a section, or deleting
part of your lesson.
How will you share this experience with gradelevel colleagues at your school?
A. I will only do it if my principal makes me.
B. I will email them the lesson and say “Good
Luck”.
C. I might tell them something if I can get a word
in edgewise.
D. I’ll hoard it all to myself and deny knowing
this staff development existed.
On a sticky note, write how you plan to share this
experience with people in your local school.
How can you impact their teaching?
What can you communicate that will ease their
transition to the Common Core and help students
at YOUR school to be successful next year?