Integrating the Standards for Mathematical Practice with the Standards for Mathematical ContentPart One K-5 MathOct. 23, 2013

Transitioning to Common Core State Standards Mathematics

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1Welcome/Introductions/NormsOpening Activity Review of Prior KnowledgeGoalsBook StudyGuided ActivityCollaborative PlanningReflection and Next steps

Agenda21 minute2The Common Core Mathematics ClassroomWatch the video clip.Using the geometric shaped paper, write a headline about Common Core Mathematics. Display the headlines.Do a gallery walk.Opening Activity 134 minutes

You tube link (make sure to have logged in and done the override.)

http://www.youtube.com/watch?v=7E-EGbB3N_0

3Transfer Goal - Teachers will develop an understanding of the Common Core State Standards of Mathematical Practice to intentionally plan lessons utilizing the CCSSM, CPSD math curriculum guides, and assessment data results.

Meaning Goal The Common Core State Standards of Mathematical Practice will change how we plan for content, instruction, and assessment.

Goals4Slides 4-11 for a total of 5 minutes

41) Build understanding of the Standards of Mathematical Practice and their implications for instruction and classroom environment.

2) Integrating and applying the Standards of Mathematical Practice with the Standards for Mathematical Content

Acquisition Goals55Structure of the Early ReleaseEstimated TimeOctober 23 Mathematics Focus10 minOpening35 minBook Study45 minGuided Activity45 minCollaborative Planning15 minShare Out/Reflection/Close6Approximate time structure of the K-5 Oct. 23 early release focusing on mathematics. Buildings have different start time. This structure is based on a building starting at 12:30 and ending at 3:00 pm.

The Book Study is led by the principal.

The GLS will lead the Guided Activity with her/his grade level team only. The principal will introduce the Guided Activity (PPT slides), then the GLS will facilitate the Guided Activity session from start to finish. A copy of any product from the activity will be submitted to the building CT and/or Teaching & Learning Office, c/o Maria Flores.

Collaborative Planning Grade level team will collaboratively plan incorporating the learning from the Book Study and the Guided Activity into the upcoming unit and/or lessons. 6To ensure that our students aremeeting college and career expectations;provided a vision of what it means to be an academically literate person in the twenty-first century;prepared to succeed in our global economy and society; andprovided with rigorous content and applications of higher knowledge through higher order thinking skills.

Why COMMON CORE?7Slides 7-12 are review of prior learning from the Aug. Tittle II day sessions.

INTENT: To provide a background on why the new standards were written___________________________________________________________________________________The standards were written to ensure that our students are:Meeting college and career expectations; While reading demands in college, workforce training programs, and life in general have held steady or increased over the last half century, K12 texts have actually declined in sophistication, and relatively little attention has been paid to students ability to read complex texts independently. Furthermore, students in college are expected to read complex texts with substantially greater independence (i.e., much less scaffolding) than students in typical K12 programs.Provided a vision of what it means to be an academically literate person in the twenty-first century;Prepared to succeed in our global economy and society; andStudents must be prepared for both our domestic economy and, more so than ever before, for our global economy.Provided with rigorous content and applications of higher knowledge through higher order thinking skills.This means our students must master ever more rigorous content and be prepared to apply that content to succeed.

Californias Common Core State Standards: Toolkit | Overview7The 3 CCSS Shifts for MathematicsFocus aim for clarity and specificityCoherence balance conceptual understanding, procedural skills, & applicationRigor are research based & internationally benchmarked8Review prior knowledge

The Common Core State Standards for Mathematics were developed to accomplish focus, coherence, and rigor.

Focus refers to identifying the key mathematical ideas, understandings and skills for each grade. Deep learning of fewer ideas begins to address the US problem of a mathematics curriculum that is historically a mile wide and an inch deep. Students are expected to apply their current learnings in mathematical and/or contextual situations, not wait to find the relevance in another grade.

Coherence refers to the progression of learning across the grades and the connections within mathematics and to other content areas.

8The Standards for Mathematical PracticeThe Standards for Mathematical Practice describe varieties of expertise that mathematics educators at all levels should seek to develop in their students. These practices rest on important processes and proficiencies with longstanding importance in mathematics education.

-Common Core State Standards for Mathematics, page 6

9Read slide, The Standards for Mathematical Practice describe varieties of expertise that mathematics educators at all levels should seek to develop in their students. These practices rest on important processes and proficiencies with longstanding importance in mathematics education. - Common Core State Standards for Mathematics, page 6Say, There are eight Standards for Mathematical Practice in the Common Core.

9The Standards for Mathematical PracticeMake 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.10Read slide.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.Say (for the next slide), William McCallum, one of the writers of the Common Core State Standards for Mathematics has paired the practice standards in the following way.

10Grouping of Math PracticesReasoning and Explaining2. Reason abstractly and quantitatively3. Construct viable arguments and critique the reasoning of others

Modeling and Using Tools4. Model with mathematics5. Use appropriate tools strategically Seeing Structure and Generalizing7. Look for and make use of structure8. Look for and express regularity in repeated reasoning

Overarching Habits of Mind of a Productive Mathematical Thinker1. Make sense of problems and persevere in solving them6. Attend to precision

Adapted from (McCallum, 2011)11

Read slide.These were grouped by one of the CCSSM authors, Bill McCallum. The groupings directly address the mathematical assessment claims on the SBAC (Smarter Balanced Assessment Consortium)

Reasoning and Explaining2. Reason abstractly and quantitatively3. Construct viable arguments and critique the reasoning of othersModeling and Using Tools4. Model with mathematics5. Use appropriate tools strategicallySeeing Structure and Generalizing7. Look for and make use of structure8. Look for and express regularity in repeated reasoningOverarching Habits of Mind of a Productive Mathematical Thinker1. Make sense of problems and persevere in solving them6. Attend to precisionSay, During the book study, we will learn more about the standards for mathematical practice and the implications for instruction.

11Chapter 3: Integrating the Standards for Mathematical Practice with the Standards for Mathematical Content

Book StudyNavigating the Mathematics CCSS12Slides 12 & 13: Book study for a total of 35 minutes.12StepsReading and individual highlighting. Participants read pages 47-64 and highlight the points that interest them as individual readers and that they think others should attend to. (15 min)Discussion and group highlighting. Each group has a discussion and constructs a list of key points and ideas about the assigned two mathematical practices should look like in the various grade levels. Poster will be made available for viewing. (15 min) Gallery walk. Groups move as individuals or as a group depending on logistics of time and space. Participants create and attach post-its to what they see in the gallery walk: with questions, affirmations, comments, examples. (5 min)

Book Study continued Navigating the Mathematics CCSS13Steps1) Reading and individual highlighting. Participants read pages 47-64 and highlight the points that interest them as individual readers and that they think others should attend to.2) Group participants into four groups of different grade levels. Group 1 will focus on Mathematical Practice #1 on pages 51-52 and Mathematical Practice #6 on pages 61-62. Group 2 will focus on Mathematical Practice #2 on pages 53-54 and Mathematical Practice #3 on pages 54-56. Group 3 will focus on Mathematical Practice #4 on pages 56-59 and Mathematical Practice #5 on pages 59-60. Group 4 will focus on Mathematical Practice #7 on pages 62-63 and Mathematical Practice #8 on pages 63-64. Discussion and group highlighting. Each group has a discussion and constructs a list of key points and ideas about the assigned two mathematical practices should look like in their grade level instruction. List will be made available for posting and sharing with others. 3) Gallery walk. Groups move as individuals or as a group depending on logistics of time and space. Participants create and attach post-its to what they see in the gallery walk: with questions, affirmations, comments, examples.

13Matching each of the mathematical practice standards with the grade level content standardsDirections:On your own, read pages 64-74, Navigating the Mathematics CCSS. (10-15 min)Using your provided grade level content standards, highlight and label the words, phrases, and/or statements that match each of the mathematical practice standards. (10 min) Small Groups: Within your grade level team, discuss what you came up with & determine what support you need as a grade level team to integrate & apply MPs in your instruction. (15 min)Whole Group: Share support you need as a grade level team. (5 min) Guided Activity14Total of 45 minutesIndividual and small group activities led by grade level specialists.Whole group share out led by principal and/or CT.

Grade Level Specialists collect the MP Evidence Matrix from the small group and whole group sessions. Documents need to be turned in to CT or the Teaching & Learning Office, c/o Maria Flores.

Page 5 of teacher packet are instructions for the Grade Level Specialist

Page 6 is the teacher activity page. Each teacher needs to have their upcoming math unit with them.14Within your grade level team: View your grade level video clip and identify evidence of the standards of mathematical practice by using the Mathematical Practices Survey Tool. Collaborative Planning 1515 minutes

The grade level specialist will have the website link and will know which video to show when they get into their collaborative grade-level groups. This will launch their work which is on the next slide.

The links are found page 8 of the Teacher Packet

Grade level specialist: Say, This video is from the website, Inside Mathematics, an initiative funded by the Noyce Foundation. The website includes demonstration lessons, tools and resources to support mathematics educators, and a professional learning community to encourage reflective practice.The video we are going to watch is not intended to be an exemplar. Instead, it is meant to provide us with a common context so that we can discuss evidence of student proficiency of the practice standards that we are exploring. As youre watching the video, identify evidence of the standards of mathematical practice by using the Mathematical Practices Survey Tool. PAGE 9 of the teacher packet15Using the upcoming unit and/or lessons, intentionally identify the places where you will incorporate the Standards of Mathematical Practice. Identify what the mathematical practice/s will look like during instruction.Review the recommended performance tasks in the upcoming units and incorporate the Standards of Mathematical Practice. Enhance the task to target higher cognitive level and aligning them to the ALDs.Early Release Collaborative Planning continued 1630 minutes

Mathematical Practice HandoutsKindergarten pages 11-12First grade pages 13-14Second grade pages 15-16Third grade page 17Fourth grade page 18Fifth grade page 1916Gather BackPlease gather back at ____ in room ____

17Please fill this slide in as it relates to your school setting.17Share out CollaborationSchool determined1815 minutes

Please determine how you would like to have your teachers share out: 1) Gallery walk; 2) Heterogeneous groupings; 3) Grade Level Teams; 4) Grade Bands (K-1, 2-3, 4-5, etc.)

15 minutes elementary schools18Today.We asked you to be able to:1) Build understanding of the Standards of Mathematical Practice and their implications for instruction and classroom environment.

2) Integrating and applying the Standards of Mathematical Practice with the Standards for Mathematical Content in your unit/s of instruction.

191-2 minutes

Review the targets with them before next steps. This is what was accomplished today.19ReflectionHow will you provide students opportunities to engage with and develop the mathematical practices in your next unit?What challenges do you see in engaging students in the math practices?What support do you need to engage students in the math practices?

20Distribute Reflection handout.Ask participants to answer the following questions on their Reflection Sheet:

Found on page 20 of the Teacher packet.

2021The next professional development half day is Dec. 11thContent will be ELA Writing we will begin Chp. 3K-2 will read pages 61-73 3-5 will read pages 61-77

Next Steps 2122Thank you!

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