Common Core State Standards Mathematics Strategies for Addressing Rigor in the Mathematics Common Core Part One Secondary Math Oct. 9, 2013

Agenda Welcome/Introductions/Norms Goals Book Study Guided Activity Collaborative Planning Reflection and Next steps Logistics

Norms Be professional Draft 10-4-2013

Transfer Goal - Teachers will develop an understanding of how to increase instructional rigor to appropriately plan lessons utilizing the CCSSM, CPSD math curriculum guides, and assessment data results. Acquisition Goals Build understanding of the Rigor within the lesson Appropriate use of the performance tasks in the classroom Integrating the Standards of Mathematical Practice in lessons.

Structure of the Early Release Estimated Time October 9 – Mathematics Focus 15 min Opening Book Study 60 min Guided Activity Collaborative Planning 25 min Share Out/Reflection/Close Approximate 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.

Defining Rigor … Authentic rigor includes high expectations for students, increased support for students, and increased demonstration of learning by students. Rigor is creating an environment in which each student is expected to learn at high levels, each student is supported so he or she can learn at high levels, and each student demonstrates learning at high levels. Rigor includes what you teach, but it is also how you teach and how students show you they have learned the content. The Common Core State Standards are an excellent starting point, but there are instruction aspects to consider. RIGOR IS FOR EVERYONE by Barbara Blackburn Ph.D.

MATHEMATICAL SHIFT 3 : RIGOR What the Student Does… What the Teacher Does… Practice math skills with an intensity that results in fluency Show, through numerous ways, mastery of material at a deep level Use mathematical practices to demonstrate understanding of different material and concepts Apply math in other content areas and situations, as relevant Choose the right math concept to solve a problem when not necessarily prompted to do so Practice math concepts with an intensity that forces application in novel situations Push students to know basic skills at a greater level of fluency Focus on the listed fluencies by grade level Ask yourself what mastery/proficiency really looks like and means Plan for progressions of levels of understanding Spend time to gain the depth of understanding Become flexible and comfortable in own depth of content knowledge Apply math including areas where it’s not directly required (i.e. Science) Provide students with real world experiences and opportunities to apply what they have learned Be ambitious in demands for fluency and practice, as well as the range of application Review of prior knowledge. California’s Common Core State Standards: Toolkit | Overview

Gift from the District…………… Navigating the Mathematics CCSS book Read pages 78-82 Strategies for addressing rigor in CCSSM Pay special attention to Exhibit 4.1

Your Word Problems Pair up with someone from another building and look at your word problems. Discuss/Evaluate whether or not the problem you brought address the criteria stated in Exhibit 4.1 what would you alter/add to address more criteria Share out findings:

Improving Mathematical Problem Solving Plan Prepare Problems Use routine and non-routine problems Consider context and language Draw on students’ experiences and interests Problem Solving Strategies Act Problem Solving Instruction Teach multiple strategies Demonstrate visual representations Explain mathematical concepts and notation Reflect and Debrief Use prompts to stimulate reflections Elicit Students’ thinking Compare different strategies Reflect Reflect on process Reflect on problems Debrief with other

Resources today from me P drive: Teaching and Learning Curriculum 2013-14 Mathematics Middle School Math High School Math 8th grade Curriculum guide One page overview and units CA’s some CA’s some Performance Tasks Slide 14: Discuss Task #1 Read slide: What mathematical concepts are being addressed in this lesson? To what extent are individual students demonstrating proficiency with either of the two practice standards that we just studied? What is your evidence? How do the instructional decisions support student learning?   Facilitate a whole group discussion of the questions after viewing the video.

Resources today from me Scientific Notation Packet (from last 8th grade conversation) Additional to add through out the year Did anyone else bring something to share? Performance Task on Solving Ones I have found from looking searching Some good, some ok, some not sure really performance task Share your thoughts Progression documents on Expressions and Solving (Common Core) k

Resources today from me Solving learning activities How do you solve multi-step equations? Worksheet TNS file How do you solve multi-step inequalities? How do you solve? with absolute value Puzzle Complete the Table Absolute Value notes

Early Release Collaborative Planning Using the upcoming unit and/or lessons, intentionally identify the places where you will incorporate problem solving skills by adding word problems. Review the recommended performance tasks in the upcoming units and incorporate the Standards of Mathematical Practice. Enhance the task to target higher cognitive level. Identify what the mathematical practice/s will look like during instruction.

Activate Prior Knowledge Be Sure the Problem is Understood PLAN – Preparing Students Activate Prior Knowledge Be Sure the Problem is Understood Establish Clear Expectations ACT – Student Work Let Go! Notice Student Mathematical Thinking Provide Appropriate Support Provide Worthwhile Extensions REFLECT – Class Discussion Promote a Mathematical Community of Learners Listen Actively without Evaluation Summarize Main Ideas and Identify Future Problems Draft 10-4-2013

UPSC Understand the problem Plan a strategy Solve Check http://www.youtube.com/watch?v=EW2083hpq4Y

Reflection What do you see as being able to implement immediately in your classroom? What challenges do you see in engaging students in the math? What needs do you have to support engaging students in the math? Distribute Practices Handout C.   Ask participants to answer the following questions on their Reflection Sheet: What practices do you see as being able to implement immediately in your classroom? What challenges to you see in engaging students in the math practices? What needs to you have to support engaging students in the math practices? (e.g. - content knowledge, activities, coaching, etc.?) How will you communicate these needs to school, district, and state leadership? Ask participants to share reflections (optional). Adjourn Draft 10-4-2013