4th Grade Mathematics Common Core Standards Preparing Students for College and Career Readiness 2013 4th Grade Mathematics Common Core Standards Kathy Blackburn, K-12 EL Instructional Coach Curriculum/Professional Learning Naiomi Hughes, Teacher Leader Elliott Ranch Elementary Ryan Merold, Teacher Leader

Productive Partners Use the 4 Ls: L = Look at your partner. Working Draft: Last revised 4/22/2017 Productive Partners Use the 4 Ls: L = Look at your partner. L = Lean toward your partner. L = Lower your voice. L = Listen attentively. Structured Student Interaction slides courtesy of Dr. Kate Kinsella, San Francisco State University, Center for Teacher Efficacy TM & © Scholastic Inc. All rights reserved. 9/1/11

Partnering Preparation Checklist Arrange seating conducive to partnering Pair students appropriately Implement a procedure for absentee partners Teach expectations for partnering (4Ls) Pre-assign partner roles (1/2, A/B) Analyze lesson for optimal partner tasks Prepare visible and lesson-specific references Prepare lesson-specific language support (starter/frame, word bank, grammar target) Kate Kinsella, Ed.D. 6.7.11

Brain Teasers Ex: 16 O in a P Ex: 16 Ounces in a Pound 1. 26 L in the A 2. 7 W of the W 3. 1001 A N 4. 12 M of the Y 5. 1 D at a T 6. 8 P in the S S 7. 24 H in a D 8. 29 D in F in a L Y 9. 18 H on a G C 10. 3 B M (S H T R) Ex: 16 Ounces in a Pound 1. 26 Letters in the Alphabet 2. 7 Wonders of the World 3. 1001 Arabian Nights 4. 12 Months of the Year 5. 1 Day at a Time 6. 8 Planets in the Solar System 7. 24 Hours in a Day 8. 29 Days in February in a Leap Year 9. 18 Holes on a Golf Course 10. 3 Blind Mice (See How They Run)

Structured Interaction Partner A will go first. Read your sentences fluently using the frame. Make eye contact and speak with expression. Keep discussing until time is up. If you don’t have a second idea, use the teacher’s idea or repeat your idea. Be prepared to share your partner’s response. A strategy I used to solve the brain teasers was ____________. It was successful/unsuccessful because ________. Kate Kinsella, Ed.D. 6.7.11

Outcomes of a Viable Instructional Routine Efficient lesson delivery and use of time Both students and teachers devote “cognitive capital” to the content rather than the process Maximized student engagement and thereby learning Dr. K. Kinsella, Dr. K. Feldman July 2010

Norms Be invested. Collaborate with colleagues. Avoid sidebar conversations. Turn your cell phone to silent. Please step outside if you have an emergency and need to text.

Overview Yesterday: We took a close look at the relationships between CCSS math rationale, content standards, and Standards for Mathematical Practice and the instructional shifts these will require.

Overview Day 2: Teachers will become familiar with the components of Go Math, be able to use the program as a tool to teach CCSS, and understand how to design a CCSS math lesson. Day 3: Teachers will take a look at assessment options, parents and CCSS-M, and continue with lesson design.

Today’s Outcomes Build an understanding of: The components of the Go Math curriculum Which components are critical in year 1 The importance of planning Lesson design

Common Core Organization

Characteristics Fewer and more Rigorous content Aligned with College and Career expectations Application of Higher-order Skills Built on strengths of Current State Standards Internationally Benchmarked

Let’s take a look at the student materials Write-In Student Book Standards Practice Book Write-On/Wipe-Off Math Boards

Multi-Page Lessons

Standards Practice Book

Estimate the product 96 x 34

Planning Guide Teacher Editions Grab-n-Go Centers Kit Manipulatives RtI Collection ELL Activity Guide Technology Assessment Guide

Go Math Component Stations

Structured Interaction Use the 4 Ls: L = Look at your partner. 3. L = Lower your voice. L = Lean toward your partner. 4. L = Listen attentively. One GoMath! component I am interested in learning more about is ______. I believe it will benefit my students by __________.

Break

Delving into our Teacher Editions

Daily Pacing Chart – Chapter 1 Chapter at a Glance Daily Pacing Chart – Chapter 1 Introduction Instruction Assessment Total 1 7 2 10

Teaching for Depth

Developing Math Vocabulary

Show What You Know

Critical Areas at a Glance

Critical Area Projects

Structured Interaction Use the 4 Ls: L = Look at your partner. 3 Structured Interaction Use the 4 Ls: L = Look at your partner. 3. L = Lower your voice. L = Lean toward your partner. 4. L = Listen attentively. Partner A: Partner B: As I read the ______ section, I noticed ______. I have a question about ____. I am wondering ___. The section ____ stood out for me because ______. One question I have concerns ______. I want more information about ___.

What is the Instructional Routine for Every Lesson?

Teacher Leader Walk Through of a Lesson

Lesson at a Glance

Differentiate Instruction

Differentiate Instruction

Step 1: Engage Step 2: Teach and Talk

Step 3: Practice

Common Errors

Problem Solving Step 4: Summarize

Structured Interaction Use the 4 Ls: L = Look at your partner. 3 Structured Interaction Use the 4 Ls: L = Look at your partner. 3. L = Lower your voice. L = Lean toward your partner. 4. L = Listen attentively. Partner A: Partner B: One way GoMath! is similar to Scott Foresman is ____. I agree/disagree based on __. One way I see myself adjusting my instruction is ____. I agree/disagree based on ____. One way the two programs are different is _____. In terms of adjusting instruction, I am considering ________.

Lunch

Technology Time Let’s go over to the computer lab…

Lesson Design Chapter 1, Lesson 1 & Most Difficult Lesson in Chapter 1 What is the essential question? What will kids have to know to answer that? What is being taught and what do they need to already know? Which pieces are going to be most effective to get kids to the end task? How will you know they learned?

Feedback to inform next steps…