Wake County Public Schools Elementary Mathematics

Code of Cooperation  Be present and prepared  Seek solutions  Maintain our vision  Celebrate successes  Speak honestly and openly  Value each other’s contributions and learning style  Turn cell phones to vibrate

an understanding of the Standards and Mathematical Practices an opportunity to experience activities & a video that models the Standards and Mathematical Practices an opportunity to understand your role as a math intervention teacher. Today, participants will have:

 in-mathematics-overview/

Before CCSS-M: “Mile-wide, inch deep” Silos Memorizing procedures without understanding “Naked” math “Math Wars” With CCSS-M: Focus Coherence Procedural Fluency Deep Conceptual Understanding Applications (Modeling) Balanced Emphasis Adapted from and

Content Standards:  WHAT the students are learning Practice Standards:  HOW the students are learning 1 st Half 2 nd Half

The Mathematical Practices are listed on each grade level overview.

1. Read the standard. 2. What is the teacher doing? What are students doing? 3. Examples from activity.

1. Make sense of problems & persevere in solving them 2. Reason abstractly & quantitatively 3. Construct viable arguments & critique the reasoning of others 4. Model with mathematics 5. Use appropriate tools strategically 6. Attend to precision 7. Look for & make use of structure 8. Look for & express regularity in repeated reasoning

How does the activity promote this Practice Standard?

Content Standards StandardsClustersDomains

StandardsStandards

Clusters

Domain

K Counting and Cardinality Operations and Algebraic Thinking Operations and Algebraic Thinking Expressions and Equations Algebra Number & Operations in Base Ten Number & Operations  Base Ten  Fractions The Number System Number and Quantity Measurement and Data Measurement and Data Geometry Statistics and Probability Ratio and Proportional Relationships Functions Modeling

1.NBT.2a4.G.1

1.NBT.2a4.G.1 Grade Level

1.NBT.2a4.G.1 Domain

1.NBT.2a4.G.1 Standard

As a group, decide at which grade level each math concept would be taught.

 Let’s review the answers.  What adjustments need to be made?

 Take a moment to reflect on this activity.  What challenges did you face?  What are some notable changes you see?  How would this activity benefit teachers?

Complete the handout as you are viewing the video.

Your Role as Math Leaders

 Explicit Vocabulary Instruction  Use of visuals and manipulatives  Cooperative Learning Groups  Models  Sentence Frames  Pacing  Speech  Wait Time  Activating Prior Knowledge and/or Building of Background Knowledge

Resources are Aligned to components of Math Expressions Proof drawings Whiteboards Ask questions to others Appropriate vocabulary Calculators or other technology Manipulatives Math Talk Student Leaders Explain solutions Lead discussions Assist others Rigor/ Relevance

Standard I – Demonstrate Leadership Standard II – Establish respectful environment Standard III – Know the content they teach Standard IV – Facilitate learning for students Standard V – Reflect on their practice

Common Core Resource page on the Title I Wiki

Grade Level Overviews

Sample Scope & Sequence

 One video per grade level  Posted to C-MAPP

DPI Unpacking Document re/standards/common-core-tools/

 Classroom Discussions: Seeing Math Discourse in Action  Each school has the book  Can be ordered from Math Solutions  Posters can be ordered from the Print Shop  8 individual posters OR 1 large poster that includes all 8  Great resource for ALL classrooms  Each school receives 1 poster

an understanding of the Standards and Mathematical Practices an opportunity to experience activities & a video that models the Standards and Mathematical Practices an opportunity to understand your role as a math intervention teacher. Today, participants will have: