STANDARDS FOR MATHEMATICAL PRACTICE Fran Gibson

2 WELCOME!! Find a seat. Make a name tent.

3 NORMS We can learn from one another. No question is a waste of time. Challenge your thinking. Confusion is part of the journey.

4 What is the Common Core?

5 Overarching Goals for K-12 CCSS Ensure that our students are: Meeting college and work expectations. Prepared to succeed in our global economy and society. Provided with rigorous content and applications of higher knowledge through higher order thinking skills.

6 Standards Within the CCSS Standards for Mathematical Practice Recur throughout the grades Standards for Mathematical Content Differ at each grade level in grades K-8 Written for each domain within the high school conceptual categories

7 Research Foundation Strands of Mathematical Proficiency Strategic Competence Adaptive Reasoning Conceptual Understanding Productive Disposition Procedural Fluency NRC (2001). Adding It Up. Washington, D.C. National Academies Press.

8 SBAC Practice Test Gr. 3,4,5

9 Research Foundation Strands of Mathematical Proficiency Strategic Competence Adaptive Reasoning Conceptual Understanding Productive Disposition Procedural Fluency NRC (2001). Adding It Up. Washington, D.C. National Academies Press.

10 Why bother?

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

12 Standards for Mathematical Practice In your group: Write the title of your Math Practice on the top of your chart paper Make a t chart under the title Label the columns with TEACHER and STUDENT

13 The Common Core Classroom With your group, find your standard on the Howard County, MD Standards for Mathematical Practice document. Read the student behavior column and discuss with your group Think of a statement/phrase (or two) describing the math student you are reading about. Write your descriptions on the STUDENT side of your poster.

14 CA Mathematics Framework Look over your SMP progression Discuss with your group: What scaffolds do you see? What themes are evident?

15 CA Mathematics Framework After reading over your math practice: Add to the descriptions of the STUDENTS at your grade level.

16 The Common Core Classroom How do we do it? Teacher Behaviors – Howard County KATM Questions Classroom Structures to get students talking

17 The Common Core classroom Take a look at the Howard County Teacher column and the KATM questions. Read the Teacher strategy column Describe the math teacher you are reading about. Write in the TEACHER column. Add any powerful questions (KATM) in the TEACHER column. What are you doing already? What are you setting a goal to do?

18 Teaching Behavior Shifts

19 Teaching Behavior Shifts

20 Observe for Standards for Math Practice In your group, look over your Math Practice Standard Decide who will be observing the teacher and who will be observing the students Collect 1-2 pieces of evidence showing your Standard for Mathematical Practice Share your evidence with the group

21 Standards for Mathematical Practice Add any observable data from the video to either the STUDENT or TEACHER side of your poster. Post your Standard for Mathematical practice.

22 Why Bother?

23 BREAK + 5 On your break: Take a break Use 5 minutes to walk around and look at the Standards for Math Practice

24 Common Core Classroom Structures

25 Warm Up Grade 5 SBAC

26 Think Pair Share Work quietly the task alone – you will get 30 – 60 seconds to solve on your own. When timer goes off, talk to your group about your solution. You will have 1-2 minutes to come up with an agreed upon table solution. Write table answer on white board. At signal, hold up white board.

27 Think Pair Share

28 TeachingChannel.org

29 Choose Three Ways Work alone for 4 minutes solving the problem in as many ways as possible. At the timer, share your strategy with your table (6- 8 minutes). Collect a strategy – if a strategy shared makes sense to you, write it down. If someone writes down your strategy, ask them a question to make sure they understand it!

30 Constructive Struggling Grade 5 SBAC A baker used 12 cups of batter to make muffins. It took ⅔ cup of batter to make 1 muffin. How many muffins did the baker make? Solve in 3 ways or more!!

31 Choose 3 Ways

32 TeachingChannel.org

33 STARTS What if some students cannot start the problem? How can a class structure support starting, without doing it for the students? How can we support Constructive Struggling?

34 Starts My mom is having a garage sale and getting all her kids to help. I have 2 brothers and 2 sisters. She plans to pay each of us $3.50 for helping her. How much money will she need so she has enough to pay all of us?

35 STARTS

36 Zoey problem Zoey inflated 24 balloons for decorations at the middle school dance. If Zoey inflated 15% of the balloons that are needed for the dance, how many balloons are there in total? Solve the problem and verify using a visual model.

37 What’s next? What question(s) would you ask to figure out where this student is stuck and how to support him/her?

38 Starts Natalie’s example

39 This is how I checked my answer…. This is how I solved it….

40 What do these people have in common? Bill Gates Frank Lloyd Wright Steve Jobs James Cameron Mark Zuckerberg Ellen DeGeneres Tom Hanks Russell Simmons Ted Turner Oprah F. Scott Fitzgerald Ralph Lauren Walt Disney

41 Did your adjectives include college drop-out? Bill Gates Frank Lloyd Wright Steve Jobs James Cameron Mark Zuckerberg Ellen DeGeneres Tom Hanks Russell Simmons Ted Turner Oprah F. Scott Fitzgerald Ralph Lauren Walt Disney

42 What opportunities are we allowing for students to become great thinkers in our own classrooms?

43 Depth of Knowledge (DOK) Levels

44 Smarter Balanced Grade 4 DOK 2

45 Smarter Balanced Grade 4 DOK 2

46 What are strategies that students might use to show their understandings?

47 Looking at Student Understanding

48 Why did they get it wrong? What do I do now?

Repeated addition Is it more than 1 or less than one? What was I thinking? Fraction of a whole (set) Model on a number line or Reteach algorithm

50 Questions and Evaluation With your group: Discuss any questions or wonders you have about today. Tell your group what you will be trying (or have been trying) with your class. Fill out the evaluation and leave on table.