Implementing the Common Core Standards Day 2

Welcome Kate Arvo- Traverse Bay Intermediate ISD Traverse City, MI karvo@tbaisd.org Parking Lot- Located on the back wall for questions SB-CEUs- Must sign in and out to receive credit Group Norms- Participate fully/actively Listen for understanding Encourage all ideas and voices Honor time commitments

Session Agenda Identifying Common Core State Standards and Mathematical Practices Revisited. The Six Shifts in Common Core Mathematics Fraction Progressions in Grades 3-5 Assessment Time to Process and Plan

Activities You will work through a series of six activities. At each activity station, read through the activity card, identify the CCSS-M that the activity targets and the Mathematical Practices needed to complete the activity. Record your answers on the sheet provided. When the time is up, move to the next station and repeat the process. Be prepared to discuss your findings.

Six Instructional Shifts in CCSS-M Focus Coherence Fluency Deep Understanding Applications Dual Intensity

Focus Shift #1: Teachers use the power of the eraser and significantly narrow and deepen the scope of how time and energy is spent in the math classroom. They do so in order to focus deeply on only the concepts that are prioritized in the standards so that students reach strong foundational knowledge and deep conceptual understanding and are able to transfer mathematical skills and understanding across concepts and grades.

Where to focus

How to Focus

Shift 1 Video As you watch the Shift 1- Focus video, consider the questions on the corresponding worksheet. You will have time following the video to record your answers.

Focus With a grade-level partner: Examine your grade-level Common Core Standards. Identify and highlight the ‘focus’ standards. Those standards that require 70% of the instructional focus and are necessary for fluency and understanding. Identify the ‘rethink and link’ standards that make up 20% of the instructional focus. All remaining standards are ‘sample’ standards.

Focus What are the implications for our school/ department/ district as we implement Shift 1? What will this mean that we have to change about our practice? What challenges will we face as we make this shift? What would I excise this semester in order to make room for these areas of focus?

Six Instructional Shifts in CCSS-M Focus Coherence Fluency Deep Understanding Applications Dual Intensity

Shifts 2- 6

Shifts 2- 6 Where should we begin? What are the implications for our school/ district as we implement Shifts 2- 6? What will this mean we have to change about our practice? What challenges will we face as we make these shifts? What can we do about the need for student fluencies? How could our school have fun with fluency work? What can we, as adults, do to ensure our own deep understanding of the focus areas in order to become better educators?

Fraction Progressions Read the 3-5 Number and Operations- Fractions Progression Document silently. Consider the following questions: How does the progression document complement the Six Shifts in Math? How will knowing about fraction progression across the grade levels influence your teaching of fractions?

Additional Resources The CCSS: Grades 3-5 Domain Progressions for Mathematics can be found at the Connecticut State Department website : http://www.sde.ct.gov/sde/cwp/view.asp?a=2618&q=322622 Examples and exemplars can be found at the Arizona Department of Education site: http://www.azed.gov/standards-practices/ mathematics-standards/

Assessment for Learning Why are formative assessments sometimes called performance tasks? How are formative assessments different than unit lessons? How are they the same? What role does the teacher take in effective formative assessment? What role does the student take? Should assessment drive the lessons or the lessons drive the assessment?

Buttons Task Draw pattern 4 next to pattern 3. Gita plays with her grandmother’s collection of black & white buttons. She arranges them in patterns. Her first 3 patterns are shown below. Pattern #1 Pattern #2 Pattern #3 Pattern #4 Draw pattern 4 next to pattern 3. How many white buttons does Gita need for Pattern 5 and Pattern 6? Explain how you figured this out. How many buttons in all does Gita need to make Pattern 11? Explain how you figured this out. Gita thinks she needs 69 buttons in all to make Pattern 24. How do you know that she is not correct? How many buttons does she need to make Pattern 24? Let participants know that we will use this task to explore the CCSS Content and Practice Standards. First we will do the task and discuss it, then we will look to see how a teacher used this task in his fifth grade. Pass out copies of the Button Task to teachers. Consider modeling the pattern on a document camera with counters as you preview the four questions, then move to the next slide for directions on how to proceed with the task. Make graph paper, colored counters or square tiles available to teachers to use as they work on the task. CTB/McGraw-Hill; Mathematics Assessment Resource Services, 2003

Button Task Individually complete parts 1 - 3. Then work with a partner to compare your work and complete part 4. Look for as many ways to solve parts 3 and 4 as possible. Consider each of the following questions and be prepared to share your thinking with the group: What mathematics content is needed to complete the task? Which mathematical practices are needed to complete the task? Have participants follow the directions on the slide, working first individually, then in pairs on the Button Task. Whole Group Discussion: Depending on available time, consider selecting two or three papers with interesting solution strategies and or representations to share with participants before you begin the discussion of question 3. Don’t linger on the discussion of the task solution strategies, remember the focus of today’s session is the Standards for Mathematical Practice so save time for that part of the discussion. Chart the comments from participants regarding both the mathematical content and practices needed to successfully complete the task. You may also what to push the conversation by asking which elements of the task and/or the way the task was facilitated, triggered students to use specific practices. CTB/McGraw-Hill; Mathematics Assessment Resource Services, 2003

Learner A Pictorial Representation What does Learner A see staying the same? What does Learner A see changing? Draw a picture to show how Learner A sees this pattern growing through the first 3 stages. Color coding and modeling with square tiles may come in handy. Verbal Representation Describe in your own words how Learner A sees this pattern growing. Be sure to mention what is staying the same and what is changing.

Learner B Pictorial Representation What does Learner B see staying the same? What does Learner B see changing? Draw a picture to show how Learner B sees this pattern growing through the first 3 stages. Color coding and modeling with square tiles may come in handy. Verbal Representation Describe in your own words how Learner B sees this pattern growing. Be sure to mention what is staying the same and what is changing.

Assessment Discussion Discuss with your partner how you could use the “Key Strategies” for formative assessment to guide or instruct Students A and B.

End of Day Reflections 1. Are there any aspects of your own thinking and/or practice that our work today has caused you to consider or reconsider? Explain. 2. Are there any aspects of your students’ mathematical learning that our work today has caused you to consider or reconsider? Explain.