Good Morning Task 1: Find a seat and complete the pre-quest Task 2: When finished -Turn to your neighbor and discuss (talk) the questions/your responses for 1 minute. Note: Index cards on tables for questions that can be answered later today or in another session. Teacher Rubric: assessment, routines Teacher Rubric: Learning environment students know the routine/expectations student knowledge, engaging students, students self-assess pacing- 21 st Century Learning Skills Presenter R. Hecht

Focus Key Instructional Shifts in Math How many shifts are there? 6 Math Common Core supports choral reading followed by questioning comprehension. (RWD) Let ’ s read together the underlined statements in Shift 1 -3 Mathematics. Teacher Rubrics: directions TR: Objective as Learning Target TR: Knowledge of own content & Research based strategies

Focus – Coherence - Rigor Where do the standards focus? Major work (70 %) of each grade level WHY??? So students know why (conceptual) not just how Become fluent with basic skills And can apply skills to solve problems outside the classroom in real life situations How does that relate to New CC State Assessment? 40% of the 3 rd grade CCSA will require fluency in basic skills 80 % of the new CCSA depends on fluency of skills in students ’ “ heads ” prior to completing the tasks w/RWD TR: Teacher ’ s content knowledge, Assessment

Coherence (linking topics ) The Plan is Each year teachers will build new understandings based on the knowledge foundations built the year before. So.. Less time reviewing the material from year before. Each standard is not a new event-it is meant to be an extension of the year before You will find a gap this year but narrower curriculum will allow for time to teach these skills this year Use the supporting (20%) and additional (10%) to link focus topics to other areas and real life applications Teacher Rubric: uses researched based strategies /materials/resources

Coherence Example: Grade 3 The standards make explicit connections at a single grade Multiplication & division AREA Properties of Operation 3.AO.5 3.MD.7A 3.MD.7C TR: Instructional Strategies

Rigor Teacher helps students understand that math is more than steps and procedures How: Procedural skills and fluency is HW and SPRINTS Teacher provides opportunities to apply math in real world context: center work Use math in other core subjects: Science: volume, measuring, recording data, graphing Teacher Rubric: Knowledge of content TR: Instructional strategies

Fluencies “ The standards require speed and accuracy in calculation with addition, subtraction, multiplication and division ” Don ’ t throw away tricks like the multiplying by nine tricks – it means continuing to build a conceptual understanding until the students don ’ t need it Research: Fluency in basic facts will make students more successful X polynomials in algebra or understanding linearity, transforming expressions (7-12) And Multiplying and Dividing Fractions (k-6)

Research: Final Report of the National Mathematics Advisory Panel (2008, p. 18) “ The coherence and sequential nature of mathematics dictate the foundational skills that are necessary for the learning of algebra. ” “ The most important foundational skill not presently developed appears to be proficiency with fractions (including decimals, percents, and negative fractions). ” “ So, The teaching of fractions must be acknowledged as critically important and improved before an increase in student achievement in algebra can be expected. ” Elementary teachers are the cornerstone of this success Note: Grade level fluencies include your grade plus all those before you TR: research

Content Emphases by Cluster Focus: Major Cluster work 70% Supporting Cluster Work 20 % Additional Cluster Work 10% Coherence: know the grade below and above yours Rigor: use Supporting and Additional to apply Major Cluster Note: Check out your grade levels Emphases in this mornings packet. Resource: –

Caution! The standards are not about “ gap analysis ” Not about buying a new series Not a march through the standards or a checklist Not about breaking apart each standard Keep what you already teach if supports the CCSSM and apply the shifts to it

Take the Quest again…. 1.How many shifts are there in CSSM? 2.What are the 3 Key instruction shifts? (F, C, R) 3.What does refer to…? 4.What is the major fluency (ies) of my grade level? 5.Name the 3 Cluster types. 6.Why must students be fluent in +, -, x, basic facts? 7.What does elementary math have to do with secondary school? 8.Why are Elementary teachers so important? 9. Do I have to throw everything I did out and start over? Highly Effective