CONTENT Please pick up: Part 1 Cover page for your binder Side title for your binder Pack of dividers Table of contents page Grade level CCSS document Put cover and side title on your binder. Put dividers in binder Table of contents goes in the front of your binder Grade level CCSS document goes behind the first tab of your binder

Mathematics Standards Standards for Content Standards for Practice Greater balance of concept and skill development Greater access for all students New focus on Mathematical Modeling Problem Solving Reasoning The CCSS for mathematics has two parts. The standards for content and the standards for practice It is important for us to find a balance between the content standards and the practice standards. Last year at our roll out we asked you to focus on the practice standards. This year, we will continue to work on the practices but do more with content. We have to shift from the GLCEs to the CCSS. The CCSS provides students with Balance of concept and skill development Better understanding of models, problem solving and the ability to reason 2 2 2

Grouping the Practices Reasoning and explaining William McCallum Standards for Mathematical Practice Tucson, April 2011 Modeling and Using tools This is Bill McCallum’s interpretation of the Mathematical Practices. Bill McCullum is one of the lead writers of the math CCSS. Practices 1 and 6 are the umbrella practices. They are part of most everything we do in our math classrooms. Practices 2 and 3 are grouped together and have to do with reasoning and explaining. Practices 4 and 5 are grouped together and have to do with modeling and using tools. Practices 7 and 8 are grouped togetehr and have to do with seeing structure and making generalizations. A copy of this slide is provided for teachers to put under the practice tab of their Math Curriculum Binder. Seeing structure and generalizing 3

Practice Posters The above photos are from math classrooms at MS-E and MS-C that are using the posters in their classroom Please post the practice posters for your grade level in your room. At the end of the session you can give them away as a door prize

Sort Activity Sort the cards into two groups Group 1: Content that is new to your grade level Group 2: Content that you have already been teaching at your grade level What did you notice? Materials: Cards with standards on them (9 packs of cards are prepared) Teachers will work in building grade level pairs to sort the standards. Standards are cut out and ready to be sorted Some groups may choose to sort into 3 groups instead of 2 (give directions on the slide, discuss why they added a third category during share out) a. Content that is new b. Content that needs to be more rigorous, but the topic is currently in the grade level c. Content that we are already teaching at the grade level. Give teachers 10 -12 minutes to sort at their tables. Have grade levels share out briefly: Ask “What did you notice about the content standards for your grade level?”

What does this standard mean? Kindergarten K.OA.4 For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equation. FACILITATORS: Only do the slide with your grade level standard.  You will need to flip to the correct grade level standard. Have a teacher read the standard out loud. Give teachers 5 minutes to unpack this standard on their own. Give teachers 3 minutes to talk with a table partner. Share ideas as a whole group. What would be a sample problem? What would the models look like for this problem? Record ideas from staff on chart paper. Focus on the different models.

What does this standard mean? First Grade 1.OA.2 Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. FACILITATORS: Only do the slide with your grade level standard.  You will need to flip to the correct grade level standard. Have a teacher read the standard out loud. Give teachers 5 minutes to unpack this standard on their own. Give teachers 3 minutes to talk with a table partner. Share ideas as a whole group. What would be a sample problem? What would the models look like for this problem? Record ideas from staff on chart paper. Focus on the different models.

What does this standard mean? Second Grade 2.OA.1 Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem. FACILITATORS: Only do the slide with your grade level standard.  You will need to flip to the correct grade level standard. Have a teacher read the standard out loud. Give teachers 5 minutes to unpack this standard on their own. Give teachers 3 minutes to talk with a table partner. Share ideas as a whole group. What would be a sample problem? What would the models look like for this problem? Record ideas from staff on chart paper. Focus on the different models.

What does this standard mean? Third Grade 3.OA.9 Identify arithmetic patterns (including patterns in the addition table or multiplication table), and explain them using properties of operations. For example, observe that 4 times a number is always even, and explain why 4 times a number can be decomposed into two equal addends. FACILITATORS: Only do the slide with your grade level standard.  You will need to flip to the correct grade level standard. Have a teacher read the standard out loud. Give teachers 5 minutes to unpack this standard on their own. Give teachers 3 minutes to talk with a table partner. Share ideas as a whole group. What would be a sample problem? What would the models look like for this problem? Record ideas from staff on chart paper. Focus on the different models.

What does this standard mean? Fourth Grade 4.NBT.5 Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. FACILITATORS: Only do the slide with your grade level standard.  You will need to flip to the correct grade level standard. Have a teacher read the standard out loud. Give teachers 5 minutes to unpack this standard on their own. Give teachers 3 minutes to talk with a table partner. Share ideas as a whole group. What would be a sample problem? What would the models look like for this problem? Record ideas from staff on chart paper. Focus on the different models.

What does this standard mean? Fifth Grade 5.NBT.6. Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. FACILITATORS: Only do the slide with your grade level standard.  You will need to flip to the correct grade level standard. Have a teacher read the standard out loud. Give teachers 5 minutes to unpack this standard on their own. Give teachers 3 minutes to talk with a table partner. Share ideas as a whole group. What would be a sample problem? What would the models look like for this problem? Record ideas from staff on chart paper. Focus on the different models.

Let’s Unpack this Standard http://lcpselementary.weebly.com/ Use Elmo to show the grade level standard in the unpacking document, discuss the multiple models that are included. Hand out a copy of the North Carolina unpacked standards for your grade level. These will be placed in the “Content” tab of your CCSS Elementary Math binder. Facilitators have a copy of the unpacked standard from the slide above to use on the document camera in the box of materials. Show teachers how to get to the unpacked standard on the weebly: Click on the link above Click on the Common Core State Standards Tab The unpacked standards are the 2nd and 3rd links in the Common Core Column (Teachers were given a copy of the North Carolina Document.)

Choose a Standard to Unpack Choose one content card that is new to you Write down what you think it means Review the unpacked standards for this standard Think about resources you have or would need to teach this standard Do this if time permits. It will take about 15 minutes. Materials: Copy of Unpacking Standards worksheet for each teacher Materials: Standard sheet The purpose of this activity is for teachers to interact with the unpacked standards document. We want them to see how useful the document is for giving ideas about the standards and how to teach them. Share out as a group.

Building Binders Pass out the first big idea packet to participants. Ask teachers to place it under the appropriate tab in the binder. There are 3 key items in each big idea packet. They are the “unit” “lesson” and “formative assessment” . Have the teachers hi-light the words “unit” “lesson” and “formative assessment” on the top of the appropriate pages. Continue steps 1-3 for all of the big ideas. You will have 5 big ideas to pass out today. We will be looking closely at the measurement big idea in the next session. It is important for materials to be placed under the correct tabs. Make sure to keep referring to the table of contents.

Part 2 Big Ideas Don’t forget to give teachers a break! 

Critical Areas and Big Ideas The CCSS has defined critical areas for each grade level. (see first page of grade level CCSS) Each grade level has big ideas that they will be focusing instruction on. The big ideas were defined by the MAISA team. Show critical area in common core document on doc cam. This is found on the first page of your curriculum. Teachers put a copy of this in their binder when they walked in to your first session this morning. Please give time to read the first page of the CCSS content page. LCPS teachers have big ideas for each grade level to focus their instruction on. The big ideas came from MAISA team (see next slide for details on MAISA).

K-12 MAISA Unit Development & Implementation 2010-2011 One unit per grade level developed in Mathematics and ELA 2011-2012 Professional development to support classroom implementation of one unit Four units developed in both content areas 2012-2013 Professional development to support classroom implementation of four units Three units developed in both content areas 2013-2014 Professional development to support classroom implementation of three units Full CCSS implementation in 2013 - 2014! National assessment launch in spring 2014 – 2015! This slide shows MAISA’s suggestion for a timeline for CCSS implementation. The Big Idea unit list is in the plastic sleeve behind the table of contents. CCSSI (Common Core State Standards Initiative) is a state initiative. Each region is involved in the initiative. The units/lessons are being piloted in Oakland. The units and the unit titles are being developed by the MAISA (Michigan Association of Intermediate School Administrators) leadership team.  They are referred to as the MAISA units. The lessons are being field tested and revised through Oakland for the state MAISA project. Amanda Milewski from the MISD is our MAISA representative in the team. Hope this helps!

Common Core State Standards The goal of the Common Core State Standards Initiative (CCSSI) is to provide support and direction for educators as they move toward full implementation: CCSS are organized into an aligned curriculum of coherent units of study. The resources are particularly designed to highlight needed shifts in content related and pedagogical practices. Unit Template Highlight Lesson Formative Assessment Resources (video, sample student work, rubrics, instructional websites, etc.) The units are in a constant state of revision. 18

Atlas Curriculum Mapping Units, Hi-light Lessons, Formative Assessments and other resources are available in Atlas by Rubicon. http://lcpselementary.weebly.com/ Click browse tab Make sure to select common core From the weebly: Choose the CCSS Resource tab. The link to the units is on the bottom right of the page. You will want to filter using: School Type: leave it as it is School: Choose Common Core Grade: Choose your grade level Subject: Choose Mathematics

Exploring a New Unit of Study Read through the Unit and consider the following questions: Think carefully about the connecting lines in the concept maps. What might it look and sound like to help students make these mathematical connections? Identify aspects of the mathematics that are likely to be challenging for your students. Identify resources to support struggling students as you teach this unit. Be prepared to share your thinking with your colleagues. Give teachers 5 minutes to review the Measurement Unit Map. Ask teachers what they noticed. Here are some things that should come out of the conversation: Graphic Organizer: point out that it reads like a paragraph Unit abstract: This is the graphic organizer in paragraph form Links to documents: These are live links that can be found on the Atlas site (see next slide) Content Standards: A list of the standards that the MAISA team thinks fits under the big idea Unit Level Standards: There are some units that have additional standards included. Sometimes they come from the grade above, sometimes from the grade below, sometimes they are in addition to the grade level standards. These are standards that the writers felt were appropriate for the grade level. Essential Questions: These are questions you can use to focus your instruction. You can also include them as your target that you write on the board for your students. Key Concepts: A list of concepts that are included in the unit. Note: this is not a list of vocabulary terms Intellectual Processes: These are the Math practices that are focused on in the unit Assessment Task: This is one task that can be used as a formative assessment during the unit. They sometimes have student work in the links Lesson Sequence: This is a link the hilight lesson for the unit Resources: These are interactive and lesson resources for teachers to use to supplement the Big Idea. Literature connections are ofter included here. Professional Resources: These are articles and books that the writers compiled about the big idea.

Let’s Do the Math! Highlight Lesson Do the math for the lesson. Tell the teachers to put their student hats on. Facilitate the lesson as if you are the teacher.

Formative Assessment The formative assessment that is available would fit somewhere within the big idea, but does not necessarily go with the content of the lesson. Have teachers review the formative assessment in the Measurement Unit. How is this similar/different from an assessment on measurement that you have given in the past? What ideas can you share about assessing measurement?

Thinking about our unit: What are students expected to be able to do? What tools should they be using? Is there a particular model that will help them understand the concept? Find a volunteer to describe the mathematics that was taking place in your Measurement Unit. You will need this information for the Trajectory piece a the end of the day.

Weebly http://lcpselementary.weebly.com/ If time permits. Explore the websites available on the weebly.

Break!

Trajectories

Connections Across Grade Levels: Exploring a Trajectory Measurement Across the Grades: Kindergarten 1st Grade 2nd Grade 3rd Grade 4th Grade 5th Grade Each grade level focused their learning today on the Big Idea of Measurement. The CCSS is designed to have a trajectory of learning that spans multiple grade levels. As we are sharing out, I would like the right side of the tables to think about the impact trajectories has on our instruction. I would like the left side of the tables to think about the impact has on formative assessment and accessibility. Let’s share how the concept of measurement grows in grades K-5 starting with Kindergarten. Please share your thoughts on: What are students expected to be able to do? What tools should they be using? Is there a particular model that will help them understand the concept? Find a volunteer to describe the mathematics that was taking place in your Measurement Unit. Continue the discussion with grades 1-5. 27 27

Learning Trajectories Across Grades What do you notice about the development of the mathematics? 2. How might understanding this mathematical trajectory impact instruction, particularly issues of accessibility and formative assessment? Share with elbow partners what they noticed about development of mathematics Share with face partners about impact of trajectories on assessment/instruction. Share thoughts as whole group 28

Learning Trajectories and the Common Core State Standards “A teacher or test designer seeing exclusively within the grade level will miss the point [of the number line]. Multi-grade progression views of standards can avoid many misuses of standards” (p.43).

Questions

Contact Information Nicole Leitz: K-8 Mathematics Coach leitzni@lc-ps.org Trish Dunn: K-8 Mathematics Coach dunntr@lc-ps.org Angela Szczepanski: Elementary Math Administrator szczean@lc-ps.org 31 31

Reflections and Sign Out Please complete the reflection. Leave them at the sign out table. Thank you for coming!