Elementary Liaison Meeting January, 2015 Presenter: Simi Minhas CFN 204

Let’s Do the Math Please solve the math tasks Sheep and Ducks- 2 nd grade Fencing- 7 th grade

Agenda Using Learning Progressions to Inform Instruction Break Number Talk Videos and Resources Planning Using Number Talk and Number Strings

4 What are the Progression Documents? “The progressions documents tell the story of how the mathematics in a particular domain, let's say the fractions domain, progress. You can detect that from reading the standards…But the progressions documents have examples, and they have more narrative explanation. So those are useful documents if you want to understand this idea that the mathematics does progress, and that what you're teaching in grade 3 you're teaching for a reason so that kids going into grade 4 will be able to do what they're supposed to do there.” Bill MacCallum, as quoted from:

5 Guiding Questions How can the progressions documents be useful and in what ways can they be used effectively? How can we use the progressions documents to build a shared understanding of how people learn mathematics?

Common Core State Standards K-12 Mathematics Progression of Domains

What are Learning Progressions? A learning progression is not a list Learning progressions reflect: – levels of thinking – big ideas – topics Learning progressions also reflect on: – mathematical processes – mathematical practices – attitudes

8 Some thoughts on the progressions “Standards are a bit like the growth chart in a doctor’s office: they provide a reference point, but no child follows the chart exactly. By the same token, standards provide a chart against which to measure growth in childrens’ knowledge.” The Structure is the Standards Phil Daro, Bill McCallum, Jason Zimba

Why Learning Progressions? Mathematical development – end in mind – sequential learning – certain concepts and skills must be learned before others Expectations – appropriate grade level behavior – behaviors from the previous and next levels

Protocol Each group will read the assigned reading. Participants till take notes on the note taking sheet if needed. (25 minutes) Participants will debrief with their group, using the questions on the note-taking sheet. (10 minutes) Groups will chart the key ideas for their specific grade level. (15 minutes) Each group will present their findings.

Using Progressions to Inform Instruction-Whole group Discussion How could learning progressions influence instruction? What are some things that you had to attend to? What are some ways that we can differentiate instruction based on the reading? What are the implications for planning for instruction at the school level? How might you assess student understanding specifically related to ELLs and SWDs?

Number Talks Resources Strategies for addition and subtraction Different ways of presenting strings Sample number strings The landscape of learning - alignment to progressions.

Number Talks How does math discussion strengthen accuracy? Based on the reading, how can teachers facilitate number fluency? How does math discussion help students learn flexibility in math? How can you implement some of the teaching practices discussed in the reading, to teach at a deeper level? Participants will discuss key ideas and learning in small groups, chart their ideas, and share with the whole group.

Important Links m m guides-for-english-language-arts-and- mathematics guides-for-english-language-arts-and- mathematics york-state-common-core-sample-questions york-state-common-core-sample-questions mberStrings4.3-4.pdf mberStrings4.3-4.pdf

Collaboration/Planning Participants will collaborate and share best practices They will plan for implementing ‘Number Strings’ in their classrooms or school. They will create number strings for their appropriate grade levels.

Questions and Feedback Questions Concerns Next steps Feedback: Please fill out the feedback forms