Transcript Welcome Master Teachers

WELCOME
MIDDLE SCHOOL
MATHEMATICS
EDUCATORS &
PRINCIPALS
Day 2
Educator Effectiveness Academy
Summer 2011
Double Bubble
Live in
Anne
Arundel
Co.
Born in
Baltimore,
MD
Golden
Retriever
Live in
Harford
Co.
Married
Debby
Ward
Like to
Travel
High
School
in DC
Linda
Kaniecki
Born in
Jersey
Shore,
PA
No
Pets
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DAY 2
The participant will:


Continue to reflect on how the Standards for
Mathematical Practice will be infused into
daily instruction in the mathematics
classroom.
Investigate the content of the Common Core
State Standards for Mathematics (CCSSM)
and related documents.
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Feedback
If a thought comes to mind
that would help to inform
future work, please share by
writing the thought on a
Post-it note and placing it on
the appropriate Feedback
poster.
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Standards for Mathematical Practice
Matching Activity
Outcome
The participant will make connections
between the thought processes used in
completing a typical mathematical task
and the behaviors described in the
Standards for Mathematical Practice.
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Standards for Mathematical Practice
Matching Activity
Task

Look at the contents of your group’s envelope.

Think about and discuss how you would solve each
problem.


Reflect on the proficiencies described in the
Standards for Mathematical Practice and their
connections to the approach used.
Based on the approach you used, match the
predominate Standard for Mathematical Practice to
the problem.
Note- This is not a one-to-one matching exercise…
more Standards exist than problems. This exercise
was designed to promote discussion about the
Standards for Mathematical Practice!
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 Completion
of problems, such as those
used in this activity represent just one
way of helping students develop the
proficiencies described in the
Standards for Mathematical Practice.
 While
we asked you to select just one
standard for each problem, in reality
using these standards should be very
fluid in that multiple Standards for
Mathematical Practice may be
addressed within any given lesson or
activity.
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Scavenger Hunt
Outcome
The participant will become better
acquainted with the content of the
Common Core State Standards for
Mathematics.
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Scavenger
Hunt
1. One your own, search through the Common Core State
Standards for Mathematics for the answers to each
question.
2. Compare answers with the members of your group.
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CHECK FOR
UNDERSTANDING
Think-Pair-Share
What are some of the similarities
and differences between the
K-8 Content Standards and the
High School Content Standards?
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Principals
Welcome
to
Session 2
Day 2
Outcomes for Session 2
The participant will:
o
o
Deepen his/her familiarity with
the Standards of Mathematical
Practice and the Common Core
State Standards for Mathematics
Become familiar with the
Maryland Common Core State
Curriculum frameworks
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Jeopardy
Outcome
The participant will deepen
his/her familiarity with the
Standards for Mathematical
Practice and the Common Core
State Standards.
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CHECK FOR
UNDERSTANDING
o
o
How many Standards for
Mathematical Practice are
there?
What is the difference between
the way the codes for the K-8 and
the High School standards
begin?
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Maryland Common Core State Curriculum Framework Documents
Exploration
Outcome
The participant will become familiar
with the Maryland Common Core
State Curriculum frameworks.
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Maryland Common Core State Curriculum Framework Documents
Exploration
o
o
Divide into Expert Groups
Using the Framework Document, respond to the
Exploration Questions
Jigsaw Strategy
o
o
o
Compare answers and prepare summary
statements in Expert Groups
Move to Home Group
Present summary from Expert Group to Home
Group
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CHECK FOR
UNDERSTANDING
o
o
o
What is the purpose of the Essential Skills
and Knowledge Statements?
Within the middle school grade band
(grades 6-8), are all of the domains the same?
If not, which domains appear in one or
more grades, but not in others?
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Principals
Welcome
to
Session 3
Day 2
Outcomes for Session 3
The participant will:
o
o
o
o
Review the Standards for Mathematical Practice;
the Common Core State Standards; and the
Maryland Common Core State Curriculum
Frameworks
Analyze selected standards
Generate instructional strategies which might be
used to develop students understanding of the
standard
Make connections to the Standards for Mathematical
Practice
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Outcome
The participant will review the:
• Standards for Mathematical Practice
• Common Core State Standards for
Mathematics
•Maryland Common Core State Curriculum
Frameworks
Task
At each poster record a fact, that you have
learned in one of the earlier sessions, about
the given topic. Do not duplicate statements.
Topics
1.Standards for Mathematical Practice
2.Structure and Vocabulary of the Common Core
State Standards for Mathematics
3. Maryland Common Core State Curriculum
Framework
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Pass the Standard
Outcome:
The participant will
analyze selected
standards, generate
instructional strategies,
and make connections to
the Standards for
Mathematical Practice. 22
Pass the Standard
o
o
o
o
o
o
Open the envelope and distribute papers
Use the Common Core State Standards for
Mathematics to locate the standard listed.
Write the actual language of the standard in the
center of the paper.
Record an example of something you might
include in a lesson targeting this standard and
Standards for Mathematical Practice that could
be fostered through the use of the strategy.
Pass the Standard to the person on your right.
Contribute a new idea to the chart.
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6.NS.1
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Step 1
6.NS.1
Interpret and compute quotients of
fractions, and solve word problems
involving division of fractions by
fractions, e.g., by using visual
fraction models and equations to
represent the problem.
Locate this standard using
the Common Core State
Standards, and copy it into
this space
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Step 2
Record an idea of
an experience
that you might
include in a
lesson targeting
this standard,
and if time
allows, record a
Standard for
Mathematical
Practice that
might be
applicable
6.NS.1
Interpret and compute quotients of
fractions, and solve word problems
involving division of fractions by
fractions, e.g., by using visual fraction
models and equations to represent the
problem.
1st Participant’s Thoughts
• Sketch a simple drawing of two straightforward division
samples
•Note that the quotient is greater than the dividend
• Standard(s) for Mathematical Practice: reason abstractly and
quantitatively; model with mathematics
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Completed
Example
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What are the challenges
that teachers will face as
they implement the new
curriculum?
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Session 4
Day 2
Outcomes for Session 4
The participant will:
Offer suggestions for additions/improvements
to the “Essential Skills and Knowledge”
statements that support the standards used in
the Pass the Standard activity.
o
oMake
connections between an instructional
task and the content and practice standards.
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Maryland Common Core Framework Documents
Feedback
Outcome:
The participant will offer suggestions
for additions/improvements to the
Essential Skills and Knowledge
statements that support the content
standards.
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Grade 6
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6.NS.1
Your suggested edits/additions
Example
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The “Essential Skills and Knowledge
Statements” were created in an effort
to help educators develop a common
understanding of what the standard
means.
What, if any, additions or suggestions
did your group come up with as you
reviewed the existing statements?
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Making Connections
Outcome:
The participant will make
connections between an instructional
task and the Standards for
Mathematical Practice and the
content standards.
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Making Connections
o
Complete the assigned problem.
o
Share your approach and outcome with your group.
o
o
o
o
Search through the Common Core State Standards for
standards that this problem would support.
Discuss how this problem might be used in a lesson.
Identify and discuss connections between thought
processes used while solving this problem and the
Standards for Mathematical Practice.
Pair up with someone who has a different problem.
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o
Share summary of discussions about assigned problem.
Standards for Mathematical
Practice are not isolated
skills or activities. Instead,
they are the appropriate
observable actions that
mathematically proficient
students display.
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Every Standard for
Mathematical Practice may
not be demonstrated within
each exercise given… BUT…
multiple standards should be
evident in all mathematics
lessons.
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The mathematically proficient
student should have such a wellgrounded understanding of the
Standards for Mathematical
Practice that they become habits of
mind to be applied as needed when
dealing with any mathematics
problem.
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On Post-Its, please write any questions
that you have about:
Standards for Mathematical Practice
Common Core State Standards for
Mathematics
Maryland Common Core Curriculum
Frameworks
Place your questions on the Exit Ticket
poster as you leave for the day.
Thanks!
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