Understanding the Common Core State Standards in Practice

Slides:



Advertisements
Similar presentations
Learning Outcomes Participants will be able to analyze assessments
Advertisements

Math Fellows Please sit in groups of 3 to 4 by grade band ◦Bring Student Work (3-6 pieces to share)
The Network of Dynamic Learning Communities C 107 F N Increasing Rigor February 5, 2011.
CCSS Verbs of Math: Habits of a Mathematical Thinker July , 2013.
WORKING TOGETHER ACROSS THE CURRICULUM CCSS ELA and Literacy In Content Areas.
Digging into the Instructional Design Laura Maly Bernard Rahming Cynthia Cuellar Rodriguez MTL Session, September 20, 2011.
Designing a Continuum of Learning to Assess Mathematical Practice NCSM April, 2011.
© 2012 Common Core, Inc. All rights reserved. commoncore.org NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Units Module Analysis Grade 5—Module 3.
Common Core Leadership in Mathematics Project, University of Wisconsin-Milwaukee, Addition and Subtraction of Fractions Part 1 Class 3 October.
Common Core Leadership in Mathematics Project, University of Wisconsin-Milwaukee, Summer Institute 2011 Addition and Subtraction of Fractions Part 2 Class.
Guided Math: Environment of Numeracy and Math Warm-Ups August 10, 2012 “Do things better than they have ever been done before.”
Tools for Instruction and Assessment for the Maryland College- and Career-Ready Standards Time to Revisit Tools that will Inform Instruction.
Grade 3-8 PARCC Math: Let’s Get Ready ! PARCC Math Readiness and Action Planning January 16, 2015 Sponsors:
{ Problem Solving Dr. Melanie Maxwell & Dr. Stephen Sher Pythagoras Project Common Core SMP Event July 29 – August 2, 2013 Transitioning from Teacher Problem.
Portfolios: A Useful Resource For All Cynthia Cuellar Astrid Fossum Beth Schefelker The Milwaukee Mathematics Partnership (MMP), an initiative of the Milwaukee.
Food For Thought “… twenty-first-century citizens need mathematics. But the mathematics that people need is not the sort of math learned in most classrooms.
© 2013 UNIVERSITY OF PITTSBURGH Selecting and Sequencing Students’ Solution Paths to Maximize Student Learning Supporting Rigorous Mathematics Teaching.
Task 4 Mathematics Boot Camp Fall, 2015.
1 Improving Teaching and Learning Through Questioning Lee Ann Pruske Bernard Rahming Rosann Hollinger Sharonda M. Harris March 16 & 18, 2010 MTL Meeting.
SCHOOL IMPROVEMENT SPECIALIST TRAINING SEPTEMBER 14, 2011.
Protocols for Mathematics Performance Tasks PD Protocol: Preparing for the Performance Task Classroom Protocol: Scaffolding Performance Tasks PD Protocol:
CCSS 101: Standards for Mathematical Practice Class 3 March 14, 2011.
CCSS Mathematics Fellows Tamara Smith Regional Mathematics Coordinator Olympic ESD Complete the Math Task on the Table.
Examining the CCSS in Practice through lesson plans and student work Class 3 Part 1 March 14, 2011.
A Look at Standards for Mathematical Practice Gr. 3-5 Class 1 January 31, 2011.
Class 4: Part 1 Common Core State Standards (CCSS) Class April 4, 2011.
Introduction to Curriculum Topic Study – Bridging the Gap Between Standards and Practice.
Addition and Subtraction of Fractions Part 2
THIS (Change) Is For the Good Kansas State Curriculum Vs. Common Core Curriculum.
SCS TNCore Rollout 2013 Study Group #4 Using Assessing and Advancing Questions to Arrive At Essential Understandings: Part 2- Asking Advancing Questions.
CCSS 101: Standards for Mathematical Practice Class 3 March 14, 2011.
1 Math CAMPPP 2011 Breakout 3 Proportional Reasoning.
Candidate Support. Working Agreements Attend cohort meetings you have agreed upon. Start and end on time; come on time and stay for the whole time. Contribute.
Identify the purpose of interactive notebooks Examine the components of an interactive notebook Look at sample notebooks Identify the Common Core Standards.
Connected Math (CMP). Inquiry Based Learning student-centered approach which engages students investigating real world questions Research shows that student.
Comparing Fractions Follow-up at the Building from Virginia Simpson’s work Early Release Roseburg Public Schools-Elementary October 2013.
CMSP: Finding our Mathematical Roots Lee Ann Pruske Beth Schefelker MTL Meeting October 18, 2011.
Promoting Perseverance in Mathematics Borough Instructional Leads for Mathematics Math Team Department of STEM December 3, 2015.
Analyzing Terminology Adapted from Coos Bay SD.  Form groups of three or four  Receive verb cards  Using the cards, sort the verbs any way you like.
Leadership Session Leadership of self linked with a system of formative assessment Cynthia Cuellar Astrid Fossum Janis Freckmann Connie Laughlin.
Strategies That Support Differentiated Processing
Math CAMPPP 2011 Math at the Beach!!! Grade 5-8 Sandra Fraser
Adapting Module Tasks at the Lesson Level
Strategies That Support Differentiated Processing
Use the next 10 minutes to share.... Goal…
CCSS-M: Fractions Part 1
Task 4 Mathematics Boot Camp Fall, 2016.
Common Core Aligned Writing
Framing Success with Effective Lesson Objectives and Demonstrations of Learning Introductions, logistics/housekeeping.
Core Mathematics Partnership Building Mathematical Knowledge and
Connecticut Core Standards for Mathematics
CCRS Meeting # 3 Planning for Mathematical Rigor
Connecticut Core Standards for Mathematics
Connecticut Core Standards for Mathematics
Deeper Investigations of the Standards: Iowa Core Mathematics
CCSS 101: Standards for Mathematical Practice
Connecticut Core Standards for Mathematics
Connecticut Core Standards for Mathematics
Connecticut Core Standards for Mathematics
Analyzing Math Tasks Through the UDL Framework
K–8 Session 1: Exploring the Critical Areas
Tuesday December 13, 2011 Common Core Leadership in Mathematics (CCLM)
SUPPORTING THE Progress Report in MATH
Connecticut Core Standards for Mathematics
Connecticut Core Standards for Mathematics
Our Leadership Journey
Adapting Module Tasks at the Lesson Level
Connecticut Core Standards for Mathematics
Overview of Best, First Instruction
How do our beliefs affect our math instruction and our student’s learning? October 11, :00pm – 5:15pm Please read through the norms for courageous.
Presentation transcript:

Understanding the Common Core State Standards in Practice Class 2 Part 1 February 28, 2011

Journal Review by Your Peers Read and react to each other’s journal entries about the Standards for Mathematical Practice Use Post-it-Notes to record your comments in each journal Pass the journals to the right until you get your own journal back Discuss as a group – What stands out after reading all the journals? 15 minutes for this section. About 3 minutes per post-it reflection

Learning Intentions We Are Learning To … analyze students’ thinking on a Continuum of Student Thinking and Understanding, and advance students’ thinking by asking good questions and making adaptations and modifications to move students to the next stage or stages Part One Learning Intentions and Success Criteria

Success Criteria We will know we are successful when we can understand the components of the Continuum of Student Thinking and Understanding and fill in the form after analyzing student work

Common Core State Standards Alignment Present your task to the teachers at your table What did you see and hear when your students worked on this task? Summarize the work that you brought for this task 20 minutes for this section – 4 – 5 minutes per person depending on how many teachers are at a table

A Wisconsin Graphic of CCSS There are eight Standards for Mathematical Practice . Refer to pages in their handout. We will begin by focusing on Math Practice #1

Exploring Addition of Fractions ½ ¾ 1 1 ¼ 1 ½   Choose a target number from this set that is less than 1 or more than 1 Make a model of that number using your fraction strips to serve as a reference. Using your fraction strips find combinations to represent your target number. Start with combinations of 2 fractions, then 3, then 4, etc. Record your combinations. Also record any conjectures your group makes as you work on the task.  If you feel that you have explored all combinations for your first target number, pick a second one. Pass out the Whole Continuum Form …Say “We will revisit this task from the first class and use student work to understand Part 2 and Part 3 of the Continuum.” 30 minutes for this whole part (slides 7-10) Task will vary in the different grade band rooms

Understanding understanding Some of the standards start with the word Understand What does that verb mean in these math standards? What does understanding mean in CCSS. Look at 3-5 fraction standards to see where this word is used. Understanding is a complex mental activity. Refer to Understanding handout for major components.

Student Work Samples Sort / organize the 5 samples to fit the continuum design – discuss with your colleagues the criteria used in placement of the samples. (Individual and small groups) Teachers look over student work to get an idea about the range of understanding exhibited about the task

Asking Questions The type of question you ask will depend on student understanding and engagement. Refer to the handout to find sample questions for the various levels on the Continuum.

Completing the Form Be sure teachers understand the components of Part 2 and Part 3 As a group, they fill in the rest of the formm