NCCTM Leadership Conference October 24, 2012 DPI UPDATE

NC Assessment Schedule 2014 – 2015 SBAC, Common Exams, and Math I EOC

COMMON EXAMS (MSLs) Local Option Math II and Local Option Math III (CCSS-M) Geometry and Algebra II (2003 SCoS and CCSS-M) Geometry and Algebra II (CCSS-M) Integrated Mathematics III (CCSS-M) AFM, Discrete, and Pre-Cal (2003 SCoS)

Resources Reborn Lessons for Learning On the Wiki

http://www.ncdpi.wikispaces.net This is the website for mathematics. We are posting presentations here (). The site also contains links to most requested documents. You do not have to join to be able to access the materials. www.ncdpi.wikispaces.net

Student Achievement Partners Three Shifts Focus, Coherence, Rigor Student Achievement Partners Focus Task

Smarter Balanced Assessment Consortium NC Educators CCSS Progressions Research Major Work of the Grade Smarter Balanced Assessment Consortium NC Department of Public Instruction The Major Work of the Grade has been identified for North Carolina based on information provided by NC educators, NCDPI, and SBAC.

The Major Work identifies the primary focus for each grade level, at the cluster level. The supporting/additional work is very important- but while not the focus of that grade, it supports the major work.

Accessible Mathematics 10 Instructional Shifts That Raise Student Achievement © 2012 Karen A. Blase and Dean L. Fixsen

Steven Leinwand © 2012 Karen A. Blase and Dean L. Fixsen

“IGNITE”

”It's Instruction Stupid" Did you get all that? Good news! He wrote a book, “Accessible Mathematics”. We’ll discuss some of those instructional shifts he talked about in this resource after the break. ”It's Instruction Stupid"

Making the Case for K-5

Making the Case for K-5 “If a student leaves second grade not knowing math, he leaves 12th grade not knowing math.” Robert R….

Mathematics is the gate keeper! What Do We Know? Mathematics is the gate keeper!

What Do We Know? “If you have a problem with Algebra in your schools, you have to fix it in K-4.” Kathy Richardson

What Do We Know? “Using 6 longitudinal data sets,…….the results show that early math skills have the greatest predictive power (of future academic success), followed by reading and attention skills.” Developmental Psychology 2007, Vol. 43

Research Students are shown this number Research Students are shown this number. Teacher points to the 6 and says, “Can you show me this many?” 16 Constance Kamii has done extensive research on how young children learn mathematics. Here is a task frequently used to assess understanding of tens and ones. Students are given a pile of counters, usually blocks. Students usually are successful, and count our 6 blocks.

Research The teacher points to the 1 in the tens place and asks, “Can you show me this many?” 16 Kamii found that essentially no first graders could correctly complete this task.

Research By third grade nearly half the students still do not ‘get’ this concept of place value.. 16 Many 3-5 graders still do not give the correct answer.

More research - It gets worse! A number contains 18 tens, 2 hundreds, and 4 ones. What is that number? Grayson Wheatly’s research with 5,000 middle schoolers were given the following task:This task was posed to 5,000 5-8 graders. Some students gave this answer. Others knew the tens had to be in the middle, so….. Many gave this answer, knowing about decimals, and that you could only have 3 digits if a number was in the hundreds. Around 50% of the middle school students gave the correct answer.

More research - It gets worse! A number contains 18 tens, 2 hundreds, and 4 ones. What is that number? 1824 Grayson Wheatly’s research with 5,000 middle schoolers were given the following task:This task was posed to 5,000 5-8 graders. Some students gave this answer. Others knew the tens had to be in the middle, so….. Many gave this answer, knowing about decimals, and that you could only have 3 digits if a number was in the hundreds. Around 50% of the middle school students gave the correct answer.

More research - It gets worse! A number contains 18 tens, 2 hundreds, and 4 ones. What is that number? 1824 2184 Grayson Wheatly’s research with 5,000 middle schoolers were given the following task:This task was posed to 5,000 5-8 graders. Some students gave this answer. Others knew the tens had to be in the middle, so….. Many gave this answer, knowing about decimals, and that you could only have 3 digits if a number was in the hundreds. Around 50% of the middle school students gave the correct answer.

More research - It gets worse! A number contains 18 tens, 2 hundreds, and 4 ones. What is that number? 1824 2184 218.4 Grayson Wheatly’s research with 5,000 middle schoolers were given the following task:This task was posed to 5,000 5-8 graders. Some students gave this answer. Others knew the tens had to be in the middle, so….. Many gave this answer, knowing about decimals, and that you could only have 3 digits if a number was in the hundreds. Around 50% of the middle school students gave the correct answer.

More research - It gets worse! A number contains 18 tens, 2 hundreds, and 4 ones. What is that number? 1824 2184 218.4 384 Grayson Wheatly’s research with 5,000 middle schoolers were given the following task:This task was posed to 5,000 5-8 graders. Some students gave this answer. Others knew the tens had to be in the middle, so….. Many gave this answer, knowing about decimals, and that you could only have 3 digits if a number was in the hundreds. Around 50% of the middle school students gave the correct answer.

And worse 35 x25 175 70 245 Deborah Ball Deborah Ball has done extensive research on the mathematics teachers need to understand to teach math well. Here are 2 multiplication problems with wrong answers. There are no mistakes in basic facts. This is the result of teaching procedures without understanding.

And worse 35 x25 255 800 1055 Deborah Ball Deborah Ball has done extensive research on the mathematics teachers need to understand to teach math well. Here are 2 multiplication problems with wrong answers. There are no mistakes in basic facts. This is the result of teaching procedures without understanding.

8 + 4 = [ ] + 5 Thinking Mathematically: Integrating Arithmetic & Algebra in Elementary School Carpenter, Franke, & Levi Heinemann, 2003 Think for a minute about your answer to this problem, and what students in 1-6 grade might think the answer is.

Percent Responding with Answers 8 + 4 = [ ] + 5 Percent Responding with Answers Grade 7 12 17 12 & 17 1st - 2nd 3rd - 4th 5th - 6th Across the top you see the various answers students offered…this was constructed response.

Percent Responding with Answers 8 + 4 = [ ] + 5 Percent Responding with Answers Grade 7 12 17 12 & 17 1st - 2nd 5 58 13 8 3rd - 4th 5th - 6th We can see that 5 percent of 1-2 graders produced the correct answer. However, 58 percent thought the answer was 12. How did they get that?

Percent Responding with Answers 8 + 4 = [ ] + 5 Percent Responding with Answers Grade 7 12 17 12 & 17 1st - 2nd 5 58 13 8 3rd - 4th 9 49 25 10 5th - 6th Now we look at 3-4. 2% more were right. Why do 12 % more students think 17 is correct????

Percent Responding with Answers 8 + 4 = [ ] + 5 Percent Responding with Answers Grade 7 12 17 12 & 17 1st - 2nd 5 58 13 8 3rd - 4th 9 49 25 10 5th - 6th 2 76 21 Now 5th -6th grades. The good news is that very few still think there are 2 answers. The bad news is that we are down to 2 % getting the right answer. Procedures memorized but not understood are getting in the way.

How about Fractions? Estimate the answer to 12/13 + 7/8. D. 21 A. 1

How about Fractions? Estimate the answer to 12/13 + 7/8. D. 21 Only 24% of 13 year olds answered correctly. Equal numbers of students chose the other answers. NAEP

Teaching for Understanding Let’s do some Math!

In Conclusion..

DPI Contact Information Kitty Rutherford Elementary Mathematics Consultant 919-807-3934 kitty.rutherford@dpi.nc.gov Johannah Maynor Secondary Mathematics Consultant 919-807-2842 johannah.maynor@dpi.nc.gov Barbara Bissell K – 12 Mathematics Section Chief 919-807-3838 barbara.bissell@dpi.nc.gov Susan Hart K-12 Program Assistant 919-807-3846 susan.hart@dpi.nc.gov http://www.ncdpi.wikispaces.net