Welcome 6th Grade Teachers!

While waiting for everyone to sign in, please complete the Math Warm-Up Activity on your

desk. (Feel free to collaborate with your neighbors. We will use your responses throughout the morning. )

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6th Grades MathematicsCommon Core State Standards

and Go Math!

Preparing Students for College and Career Readiness

Pre-Service 2013

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Jodie Cooper-Hoffman, K-12 Instructional CoachCurriculum/Professional Learning

Sara Engelman, Teacher LeaderDillard Elementary

Joe Zavada, Teacher LeaderCastello Elementary

Welcome Back!

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Students Reflect: CCSS-m & Go Math!

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Norms

Be invested.

Collaborate with colleagues.

Avoid sidebar conversations.Turn your cell phone to silent. Please step outside if you have an emergency and need to text.

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Overview Spring/Summer TrainingsDay 1: • CCSS math

– Rationale– Content standards– Standards for Mathematical Practice

• Instructional shifts required

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Overview Spring/Summer TrainingsDay 2: • Go Math!

– Components– Online Resources– Daily Lesson Design– CCSS & Marginalia

• Field Testers – Sharing of Experiences– Tips and Traps

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Overview Spring / Summer TrainingsDay 3: Pre-Service (Today )• Student Engagement

– Class vs. Individual– Standards for Mathematical Practice

• Parents & CCSS– Parent University Models– Supporting Parents

• Assessments– GoMath! Options– District Shifts

• Lesson Planning 9

Turning up our dimmer switch

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Today’s Outcomes Build our understanding of:

• Student engagement - what math will look/sound like in CCSS classrooms

• Assessments that are available and which will best fit our instruction in year one of implementation

• Parents’ needs with the CCSS-Math transition

• CCSS-M planning and lesson design 11

Review of the 8 Standards for Mathematical Practice

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Standards for Mathematical Practice (SMP)1. Make sense of problems and persevere in solving them.

2. Reason abstractly and quantitatively.

3. Construct viable arguments and critiques the reasoning of others.

4. Model with mathematics.

5. Use appropriate tools strategically.

6. Attend to precision.

7. Look for and make sense of structure.

8. Look for and express regularity in repeated reasoning.13

SMP Practice Activity

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Which Standard?

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Why is that a good model for this problem?

How can you use a simpler problem to help you find the answer?

What conclusions can you make from your model?

How would you change your model if…?

Will that method always work?

How do you know?

What do you think about what she said?

Who can tell us about a different method?

What do you think will happen if …?

When would that not be true?

Why do you agree/disagree with what he said?

What do you want to ask her about that method?

How does that drawing support your work?

What could you use to help you solve the problem?

What strategy could you use to make that calculation easier?

How would estimation help you solve that problem?

Why did you decide to use…?

How do you know your answer is reasonable?

How can you use math vocabulary in your explanation?

How do you know those answers are equivalent?

What does that mean?

What is a situation that could be represented by this equation?

What operation did you use to represent the situation?

Why does that operation represent the situation?

What properties did you use to find the answer?

How do you know your answer is reasonable?

What is the problem asking?How will you use that information?What other information do you need?Why did you choose that operation?What is another way to solve that problem?What did you do first? Why?What can you do if you don’t know how to solve a problem?Have you solved a problem similar to this one?When did you realize your first method would not work for this problem?How do you know your answer makes sense?

How did you discover that pattern?

What other patterns can you find?

What rule did you use to make this group?

Why can you use that property in this problem?

How is that like…?

What do you remember about…?

What happens when…?

What if you…instead of …?

What might be a shortcut for …?

SMP #4: Model with mathematics. SMP #3: Construct viable arguments and

critique the reasoning of others. SMP #1: Makes sense of problems and

persevere in solving them. SMP #2: Reason abstractly and quantitatively. SMP #8: Look for and express regularity in repeated reasoning.

SMP #7: Look for and make use of structure.

SMP #6: Attend to precision. SMP #5: Use appropriate tools strategically.

Productive Partners

1. L = Look at your partner.

2. L = Lean toward your partner.

3. L = Lower your voice.

4. L = Listen attentively.

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Use the 4 Ls:

Structured Student Interaction slides courtesy of Dr. Kate Kinsella,

San Francisco State University, Center for Teacher Efficacy http://blogs.egusd.net/win/

This poster & great other ELL STUFF!!!

SMP Practice Activity-Reflection Share

Use the 4 Ls: 1. L = Look 2. L = Lean 3. L = Lower 4. L = Listen

I feel confident about supporting my students with Standard for Mathematical Practice # ____, because I ___________.

The Standard for Mathematical Practice # ____ will be more challenging for me to implement right away because _______.

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6 x 98 =

21006

6 x 7⅔ = 326 x

or

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276

3

186

1812 x

588

46248

What is the mathematical concept that connects all three of these problems?

Getting Engaged with Learning: Starts with Thinking

Use the distributive property to evaluate these expressions.

8 x 199 = 8 3 2x 78 4

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Something I see in problem # ___ is ____________.

The first thing I would do to complete problem # ____ is _____________ because______________________.

Problem # ______ makes me wonder _________________.

Getting Engaged with Learning: Requires Learners Talking

#1.) #2.) #3.)

Students Engaged in the CCSS Classroom!

• ALL students communicating thinking• ALL students are doing most of the talking• ALL students discovering concepts• ALL students practicing applying concepts• ALL students learning from others• ALL students using errors as an opportunity to learn• ALL students using sentence frames and sentence stems to

practice expressing new ideas• Teachers questioning to support/encourage thinking • Teachers celebrating student thinking and learning

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Planning for Student Engagement SMPs-Go Math!

• Look at a lesson in chapter 1.

• Read the questions in the marginalia.

• How do these questions support the 8 Standards for Mathematical Practice?

• How will you get ALL students engaged?

• How will you get ALL students thinking?

• Which questions do you anticipate being challenging for students? What will you do?

• What is a specific engagement strategy you will teach your students in support of the SMP? 21

We will know our students are engaged in chapter ___ lesson ___ when they _________.

During the _______ section of Chapter ___ Lesson __, our students will respond to questions by __________.

We are planning on teaching our students to respond by ___________ because ____________.

______ told us they will ____________. Then _____ told us they will…..

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Group Share OutUsing 3 Ls:

L = Look at the speaker. L = Lean toward the speaker. L = Listen attentively.

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Supporting Our Community

YOU ARE NOT ALONE!

Parents & CCSS

• Parent University Model Update– Piloting this fall – Elementary Math Steering Committee– Goal is for District Model(For Schools to Use)

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Parents & CCSS

“Common Core? UGH!”“These kids couldn’t even do CA Standards; they’ll never be able to do these new standards!”

“They need to decide which subject they are assessing-reading, writing, or math?!”“This is impossibly hard!”

Have you heard?

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How do comments like these affect our work?

Parents & CCSS

•Supporting Parents-Supports Our Students– Positive messages– Recognizing “change” can be uncomfortable/scary– Encourage strategies for helping students to help

themselves and “think” – SMP– Patience, persistence, & positivity

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Before break…

Break

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A glimpse at being career ready…

Play

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How would you respond to this question?

“If my child already knows their math facts and how to multiply, why would you have them learn it another way?”

Let’s Practice

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48 x 53

Traditional Method #2 Method #3

53

48

40 + 8

50

+

3

40 + 850 + 3

Alternative ways to solve problems, lead students to a deeper math understanding and prepare them for higher level mathematics.

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2

14024

2,544

24120400

20002,544

2000 400

120 24

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Traditional Method #2 Method #3

3

110

5

13

3

31

5

16

3

110

5

13

30

5

13

3

1

10

2

1

30 + 1 + 2 +15

1

15

133

Alternative ways to solve problems, lead students to a deeper math understanding and prepare them for higher level mathematics. 31

The algebra connection

523 2 xxx

522 xx

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x 3x 22x x5

23x x6 15

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X3 + 5x2 +11x + 15

•Students need to develop skills & strategies that allow them to MAKE DECISIONS about the MOST EFFICIENT way to solve a problem

•Students need to develop a deeper (more rigorous) conceptual understanding of “number sense”

•Students need to develop skills and strategies that will prepare them for more advanced mathematical thinking and applications

•Students need to be able to clearly communicate why something works (or doesn’t work) and explain the reason for the decisions they make

•Students need to become mathematically proficient in order to be college and career ready 33

Why is learning multiple methods important?

Another Opportunity

Try Again!

How would you respond to this question?

“If my child already knows their math facts and how to multiply, why would you have them learn it another way?”

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Resources for Supporting Parents with CCSS & Go Math

• Go Math website

• EGUSD blog

• Standards for Mathematical Practice Questioning Examples (located in the Go Math Planning Guide)

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What resources What resources are provided to are provided to monitor, assess, monitor, assess,

and support and support student student

progress?progress?

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Assessment GuideAssessment GuidePrerequisite Diagnostic SkillsBeginning of the Year Test (BoY)Middle of the Year Test (MoY)End of the Year Test (EoY)Diagnostic Interview AssessmentsChapter Tests (2 formats)

Constructed ResponseExtended Constructed

ResponsePerformance AssessmentsCorrelations On-line Assessment 37

Show What You KnowShow What You Know

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Student Edition

Step 3: PracticeStep 3: Practice

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Mid-Chapter CheckpointMid-Chapter Checkpoint

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Chapter Review/TestChapter Review/Test

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Online

EGMAP Benchmark Assessments(Elk Grove Measure of Academic Progress)

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eCPL

AssessmentsAssessmentsDig in & DiscussDig in & Discuss

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• Which assessments will we use as a grade level team for common assessments?

• Will we use an assessment for identifying student needs to start the year? If so, which one?

• What are some of the advantages and disadvantages of forms A and B?

• Looking closely at chapter one and all assessment options, which assessment(s) will we use?

• How will we handle grading?

• When/How will our grade level use information from each assessment opportunity?

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Group Share OutUsing 3 Ls:

L = Look at the speaker. L = Lean toward the speaker. L = Listen attentively.

• The ______ assessment seems valuable to us because ______.

• We anticipate the ____ assessment giving us valuable feedback to guide our instruction.

• Another assessment that stood out for us was ____ because ______.

• We are going to try to use the ______ assessment regularly to give us instant feedback.

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Lesson DesignChapter 1, Lesson 1 & Most Difficult Lesson in Chapter 1

• What is the essential question?• What will kids have to know to answer that?• What is being taught and what do they need to already know?• Which additional support/knowledge do we need in order to be most

effective at helping our students conceptually understand?• How will we get ALL students talking and engaged in every part of lesson?• How will we support our English Language Learners?

– ELL components?

• How will we support our students who are below grade level or struggling?– RtI (Response to Intervention components)?

• When/How will we know our students are learning?

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Afternoon Agenda

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1:00-3:30 Continue with Go Math!

Lesson Planning at Your Site

Feedback to Inform our Next Steps

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Lunch!

Go Math! Planning!

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