Transcript Common Core State Standards Math Training

COMMON CORE STATE STANDARDS
MATH TRAINING
Long Beach USD
Math Office
Norms
• Minimize distractions
• Shorten your runway
• Be active and
accountable learners
Let’s talk about Miguel
Miguel is 5 years old and will
begin Kindergarten in the fall.
He will graduate from high
school in 2026 and from college
in 2030. What will Miguel’s
world be like in 2030? We can’t
know for sure, but a few things
are certain.
• It’s likely that the career Miguel chooses doesn’t exist
today.
• Advanced technology will be more central to Miguel’s
life and that of his peers than for any previous
generation in human history.
• Miguel’s generation will grapple with the impact of
global challenges using understandings that have not
yet been achieved and with technologies and
solutions that have not yet been invented.
• The exponential pace of change means the world in
which Miguel lives today will likely bear little
resemblance to the world he will know in 2030.
Let’s talk about Miguel
While school can’t prepare Miguel for every challenge he will face in the future, a
quality and inspired CCSS-aligned education can empower Miguel to:
• Demonstrate independence and self-directed learning
• Value evidence, reason logically, and think conceptually and abstractly
• Analyze and use data
• Comprehend as well as critique
• Construct and present viable arguments
• Use media and technology strategically
• Persevere in making sense of and solving problems
• Understand and appreciate different perspectives and cultures
• Develop the skills and dispositions necessary to the responsible exercise of
citizenship in an advanced democratic republic.
These capacities, developed in the context of a well-rounded education, will ensure
that Miguel can engage with and contribute to the 21st-century world effectively
and with purpose.
Take three minutes to discuss your thoughts to the
following:
What do we need to do to
prepare our classrooms for Miguel?
• 8 Standards for Mathematical
Practices - K -12
• Standards for Mathematical
Content – grade level specific
Assessment aligned to CCSS in
mathematics should empower
students to demonstrate:
• Deep mathematical understanding
• Procedural fluency
• Ability to explain and justify answers
• Rigorous and habitual application of
mathematical practices with mathematical
content
Assessment System Aligned to CCSS
1
•Summative
2
•Interim
3
•Formative
Summative Assessments
Definition:
Generally end of year (or end of course), one-time
achievement test that cover a broad range of content.
Examples:
• CST (ending 2013 - 14), Grades 2-11
• SBAC (beginning 2014-15), Grades 3-8 and 11
• End of Course Exams, Grades K-2
Interim Assessments
Definition:
Assessments given at pre-determined times during the
year to determine student achievement on selected
content to measure progress and or diagnose student
needs
Examples:
– Unit Assessments (K-8), District created
– Chapter tests, Site/teacher created
• Take a few minutes to look at the
Scope and Sequence and Unit Guide..
• Turn and Talk with your table partner.
• Share out with the group
Formative Assessments
Definition:
Daily, real-time measurement of student achievement,
followed by an immediate change in instruction. Can be
formal or informal, and includes student feedback.
Examples:
• Checking for understanding and resulting action
• Garnering feedback that provides a recipe for future
action
• Classroom Challenges/FAL’s – using Cooperative
Group Norms
COOPERATIVE GROUP ACTIVITY
“String Geometry”
The goal of this task is to create geometric shapes out of one piece of string as a group.
Example of establishing group norms:
Cooperative Groups – groups of four or less
Job
Duties
Facilitator
Start the group by reading the task
Resource
Manager
Group question only
Recorder/
Reporter
Make sure that the group stays
together on the same problem
Team Captain
Make sure no one talks outside of
the group.
Table Talk
How does your vision of a CCSSaligned assessment system
compare and contrast to current
or past assessments practices?
Curriculum aligned to CCSS:
• Designed to support ALL students in attaining the
knowledge and skills described in the standards
• A system of intentional interactions among teachers,
content, and students within a school context
• More than a set of management and administrative tasks
• More than a set of curriculum documents, programs,
resources, and so on
• Fluid and dynamic
Mathematics Instructional Unit Model
Math Talk Moves
Daily Lessons
Unit Assessment
Daily Lessons
Formative Assessment Lesson
Opening Task
Math Unit
Grade 3 – Mathematics Instructional Unit 1
Unit 1 – Place Value with Addition and Subtraction
Supporting Cluster – NBT. Use place value understanding and properties of operations to perform multi-digit arithmetic.
Unit 1 –Place Value with
Addition and Subtraction
Instruction – Use your
Unit 1 Guide to select
lessons that will
support this unit.
Number of days will vary
1 day
Instruction – Use your
Unit 1 Guide to select
lessons that will
support this unit.
Unit Assessment #1
Geometric measurement: recognize perimeter as an attribute of plane figures and distinguish
between linear and area measures.
Formative Assessment Lesson –
“Mystery Numbers”
Trading to 1000! or A Wildlife Refuge
Opening Task –
MD.
Number of days will vary
2 - 3 days
Math Talk Moves
1 day
Lesson Structures
Math Facts Fluency
Math Content
Number Talks
Math Talk Moves
Manipulatives
Facts Fluency
Number Talks
Goal: Prepare students to learn to mentally solve problems
accurately, efficiently, and flexibly.
• Accuracy – correct answer
• Efficiency – choose expedient strategy
• Flexibility – use number relationships with ease in
computation
Key Components of Number Talks
1. Classroom environment and community
2. Classroom discussions
3. The teacher’s role
4. The role of mental math
5. Purposeful computation problems
Number Talks
Four Procedures and Expectations Essential to Number Talks
1. Select a designated location that allows you to maintain
close proximity to your students for informal observations
ad interactions.
2. Provide appropriate wait time for the majority of the
students to access the problem.
3. Accept, respect, and consider all answers.
4. Encourage student communication throughout the number
talk.
• Let’s watch students engaged in
• Number Talks …..
• Brainstorm Activity with your table group:
1. What were some accountability strategies you
saw?
2. Additional accountability strategies you might try?
Number Talks
Six Ways to Develop Accountability
• Ask students to use finger signals to indicate the most
efficient strategy.
• Keep records of problems posed and the
corresponding student strategies.
• Hold small-group number talks throughout each
week.
• Create and post class strategy charts.
• Require students to solve an exit problem using the
discussed strategies.
• Give weekly computation assessment.
Manipulatives
Purpose:
Let’s stop and watch videos of students using
math manipulatives……
Talk at your tables
Closure
• Define your challenges
• Set realistic expectation
• Keep your eye on the goal
Next Training:
Trimester 2
QUESTIONS?