Region 1 (Kindergarten to Grade 4)June 19, 2012

Agenda:

Part 1: Assessing and Developing Key Fluencies Implications for SRBIPart 2: Break Out Sessions:

K-2 Components of Math3-4 Unit Planning Process

Brennan Glasgow Glasgowb@region10ct.org

Jill VanniniVanninij@region10ct.org

Common Core State Standards K-12 Mathematics Learning Progressions

Kindergarte

n1 2 3 4 5 6 7 8 HS

Counting and

Cardinality

Number and

Quantity

Number and Operations in Base Ten The Number System

Number and Operations: Fractions

Ratios and Proportional Relationships (6 and 7)

Operations and Algebraic Thinking Expressions and Equations

Algebra

Functions

Functions

Geometry Geometry Geometry

Measurement and Data Statistics and Probability

Statistics and

Probability

http://education.ohio.gov/GD/Templates/Pages/ODE/ODEDetail.aspx?page=3&TopicRelationID=1704&ContentID=83475&Content=102764

GradePriorities in Support of Rich Instruction and Expectations of Fluency and Conceptual Understanding

K–2 Addition and subtraction, measurement using whole number quantities

3–5 Multiplication and division of whole numbers and fractions

6 Ratios and proportional reasoning; early expressions and equations

7 Ratios and proportional reasoning; arithmetic of rational numbers

8Linear algebra

Priorities in Mathematics

http://commoncoretools.wordpress.com/

Grade Required Fluency

K Add/subtract within 5

1 Add/subtract within 10

2Add/subtract within 20

Add/subtract within 100 (pencil and paper)

3Multiply/divide within 100

Add/subtract within 1000

4 Add/subtract within 1,000,000

5 Multi-digit multiplication

6Multi-digit division

Multi-digit decimal operations

7 Solve px + q = r, p(x + q) = r

8Solve simple 22 systems by inspection

Key Fluencies

http://commoncoretools.wordpress.com/

Computational Fluency

What is your definition of computational fluency?

Assessing Fluency – A Few ExamplesA key point is that we are assessing more than naked number arithmetic. Want to make sure students understand, not just that they are getting the right answer.

Test Mode: Administer one on one 

Rote Count

Teacher: Count out loud starting at 1 and count as high as you can.

Record highest number student accurately counts to.

Ex: Child counts from 1-15 accurately, then skips 16. Stop student

and record last correct number stated.

Kindergarten Assessment Items – Unit 1 - Counting and Matching Numerals 0 – 5 with Comparing

Match Numerals

Preparation: In advance, teacher puts out groups of objects (ex: counters, unifix cubes or bears) and numeral cards 0-10. Objects should be arranged in groups of 3, 5, 8 and 10.

Teacher: Give students the shuffled set of numeral cards.

Count each group. Put the matching numeral card next to each set.

Observe and record ( or - ) if student correctly matches all four sets.

Unit 2 - Counting and Matching Numerals 6 – 10 with Comparing

Kindergarten Assessment Items

Kindergarten Assessment Items Unit 4 - Fluency with Addition and Subtraction within 5

There are 5 apples in a bowl. Some apples are red. Some apples are green.

•How many of each color apple could be in the bowl? ___ red apples ___ green apples

•Find a different answer. ___ red apples ___ green apples

Constructed ResponseWrite a number sentence and solve the problem. Use manipulatives (base-ten blocks, hundreds chart, number lines) or a drawing to show how to solve this problem.

Grade 1 - Assessment ItemsUnit 4 - Exploring Addition and Subtraction within 100

Mrs. Jones needs 42 cupcakes for the class picnic. She has 32 cupcakes.

How many more cupcakes does she need to buy?

This is how Joe found the answer to 29 + 30 + 1. 29 + 30 + 1 = 30 + 30 = 60

What did Joe do to solve the problem?

Constructed Response

Grade 2 - Assessment ItemsUnit 3 - Fluency with Addition and Subtraction within 100

Solve the problem. 54 - 29

Show or explain how to find the answer two different ways.

Write an equation for this problem. Solve the equation to find the answer.

The teacher is 70 inches tall. The student is 47 inches tall.

How much taller is the teacher than the student?

Multiple Choice

Grade 2 - Assessment ItemsUnit 2 - Place Value to 1,000

Circle all the statements that are equal to this number.

823a) 8 hundreds and 23 tens b) 823 onesc) 7 hundreds, 12 tens and 3 ones d) 82 tens and 3 onese) 8 hundreds and 23 ones f) 7 hundreds and 23 tens

What is another way to show 729?

700 + 2 + 90700 + 20 + 970 + 200 + 97 + 20 + 900

Developing an SRBI Plan

• Meet as grade level teams and sketch out a plan for what will be assessed at each grade level as well as how it will be assessed.

• How will progress monitoring occur?• What types of interventions are you

envisioning? When will they happen?

Implications for SRBI Region 10 Plan

• What should we intervene for in the fall of each grade level?– Kindergarten = Counting with 1 to 1 – First Grade = Fluency to 5– Second Grade = Fluency to 10– Third Grade = Fluency to 20 and Addition and

Subtraction to 100– Fourth Grade =Multi-digit Addition and Subtraction

Multiplication and Division Fluency (to 100) and Naming Fractions

Resources for Assessing Fluency and Number Sense

• Assessing Math Concepts (Kathy Richardson)http://www.mathperspectives.com/intervention.html

• Math Solutions (Marilyn Burns)http://www.mathsolutions.com/index.cfm?page=wp10&crid=553

• Xtra Math – Basic Facts– https://www.xtramath.org/

• Math Reasoning Inventory – – Whole Numbers– Decimals– Fractions– https://www.mathreasoninginventory.com/

Using Assessment to Inform Planning

• Using Progress Monitoring to Choose Number Talks– Show Clip from Sherry Parrish resource

• Using Assessment to Choose Stations• Using Assessment to form Ability Based

Groups (Guided Math)– K-2 Pulled Groups during Center Time– Grade 3 (Kathy/Dawn) Ability Grouped 2X a week

Part 2: PlanningThis is different for Early Elementary (K-2) and Upper Elementary (3 and up) for us.

Format of Pre-K-8 Standards

Standard2.NBT.1 (code)

Domain Grade Level

2.NBT (code)

Cluster

The State has created a scope and sequence for each grade level (K-8)It is not a required scope and sequence, but you may want to review it as you make transition plans.

I think it is as interesting for what is not included as much as for what is included.

Early Elementary (K-2)

We have decided not to include all the units the state is suggesting in our math time. We have also decided to try and see these grade bands as fluid. A child could be in Kindergarten and working on fluency within 20, if based on assessment that is deemed appropriate. We want to be as student-centered as possible in these early grades because numeracy is just emerging and that process happens at different times for different children.

Components of the K-2 Program

• Morning Meeting Routines– Calendar– Graph of the Week

• Number Talks• Problem of the Day• Station or Center Work

Early Elementary (K-2)

Components of the Region 10 program and how they address CCSS

Practice Standards

• Teaching through Problems (Tasks)

This is an area that we can get started on across all the grade levels right now. Problem solving is not limited to any specific content, so you can teach problem solving no matter what units you decide to teach during the transition from the CMT to the CCSS.

Mathematically Proficient Students Will…

Adapted from Inside Mathematics

Standards for Mathematical Practice

2. Reason abstractly and quantitatively

3. Construct viable arguments and critique the reasoning of others

1.M

ake

sens

e of

pro

blem

s an

d pe

rsev

ere

in

solv

ing

them

6. A

ttend

to p

reci

sion

Ove

rarc

hing

hab

its o

f min

d of

a p

rodu

ctiv

e m

athe

mat

ical

thin

ker.

7. Look for and make use of structure.

8. Look for and express regularity in repeated reasoning

4. Model with mathematics

5. Use appropriate tools strategically

Reasoning and explaining

Modeling and using tools

Seeing structure and generalizing

Connecting the Practices to the Content

Math content standards describe what students should understand and be able to do.

Math practices describe ways in which students should interact with mathematics.

Curricula, assessment and professional development should be focused on connecting the mathematical practices and the content standards.

(CCSS p. 8)

Breakout Sessions

• K-2 Tasks– Number Talks – Writing Problems (CCSS Problem Structures)– Stations or Centers for Assessed Skills

• Counting• Early Number Relationships• Fact Fluency• Multi-digit Fluency

Breakout Sessions

• 3-4 Tasks– Unit Planning

• Identify Concepts and Skills by Unit• Plan a problem based task per unit

– Possible resources: Math Forum, Exemplars, etc

Smarter Balanced Test Specifications

• You can get a better sense of what the CCSS test is going to look like if you visit the web site and view the test specifications.

Resources:

Common Core State Standards Home Page:http://www.corestandards.org/the-standards/mathematics

Inside Math: This site has videos of teachers using problem based lessons.http://www.insidemathematics.org/index.php/common-core-standards

Illustrative Math Project – Another way to look at the Standards. Is more compact so some people like this organization better.http://illustrativemathematics.org/standards/k8

CT State Department of Education:http://www.sde.ct.gov/sde/cwp/view.asp?a=2618&q=320872

Sandra Alberti, Common Core Video http://vimeo.com/31443663