CII Council for Instructional Improvement San Mateo County Office of Education Friday, January 9, 2015

AGENDA ●Welcome and Announcements ●Presentations from each of the Math Collaboratives ●Break ●Rubric Tool ●Collaborative Work Session ●Bringing it all Together ●SVCF Common Core Toolkit & Website Presentation

Announcements ●SBAC Updates ○January 15 - Release of Interim Comprehensive Assessments & Using the Interim Assessments Webinar ○January 27 - Release of Interim Assessment Blocks ○January 28, 11:30-2:30 - Webinar viewing party at SMCOE ●Math Resource Library at SMCOE ●Elevate Math and Science Information Session January 26, 2015, 4:00 - 6:00 ●Assessment Fair March 10, 2015, 3:00 - 5:30

Math Collaborative Presentations

How Close to 100? ●Play with a partner ●Take turns rolling the dice and multiplying the digits ○Write the multiplication number sentence ○Draw an array on the grid to pictorially represent the multiplication ○Explain your rationale to your partner ●Game ends when both players have rolled the dice and cannot fit any more arrays on the grid

Rubric Tool

Connecting to the CCSS-M: Operations and Algebraic Thinking GRADE 2: Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns. GRADE 3: Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem. GRADE 4: Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 × 7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5. Represent verbal statements of multiplicative comparisons as multiplication equations.

Connecting to the CCSS-M: Standards for Mathematical Practice 1. Make sense of problems and persevere in solving them ●Students make conjectures and plan a strategy 2. Reason abstractly and quantitatively ●Students discuss or use representations to make sense of quantities and their relationships 3. Construct viable arguments and critique the reasoning of others ●Students listen to the solution strategy of others, discuss alternative solutions, and defend their ideas 6. Attend to precision ●Students provide carefully formulated explanations ●Students measure accurately

Connecting to the CCSS-M: Other Factors Material Alignment ●Evidence of tasks with multiple entry points that can be solved using a variety of solution strategies or representations Assessment ●Formative assessment of students’ mathematical understandings Professional Learning ●PLCs about student understandings at and across grades Community Communication ●Activity focused parent nights to support parents to understand the types of activities that their students are engaging in

Collaborative Work Session - Give and Get 1.Find a group consisting of 4 individuals from different districts. 2.Look at each other’s rubrics and notice how their strengths and weaknesses correspond to yours. 3.Considering the categories where one individual is at a higher stage than the other, discuss strategies that have been implemented to reach that higher stage. 4.Groups can also consider the guiding questions. Guiding Questions 1. What is going well with your implementation? 2. Where are your challenges? 3. How are you addressing challenges?

Bringing it Together ●What resonated? ●What are some interesting solution strategies? ●What ideas do you have for moving forward? ●How can the County Office be supportive?