1. Common Core State Standards Mathematics
Strategies for Addressing Rigor in the Mathematics Common Core
Part One Secondary Math
Oct. 9, 2013

2. Agenda Welcome/Introductions/Norms Goals Book Study Guided Activity
Collaborative Planning
Reflection and Next steps
Logistics

3. Norms
Be professional
Draft

4. Transfer Goal - Teachers will develop an understanding of how to increase instructional rigor to appropriately plan lessons utilizing the CCSSM, CPSD math curriculum guides, and assessment data results.
Acquisition Goals
Build understanding of the
Rigor within the lesson
Appropriate use of the performance tasks in the classroom
Integrating the Standards of Mathematical Practice in lessons.

5. Structure of the Early Release
Estimated Time
October 9 – Mathematics Focus
15 min
Opening
Book Study
60 min
Guided Activity
Collaborative Planning
25 min
Share Out/Reflection/Close
Approximate time structure of the K-5 Oct. 23 early release focusing on mathematics. Buildings have different start time. This structure is based on a building starting at 12:30 and ending at 3:00 pm.
The Book Study is led by the principal.
The GLS will lead the Guided Activity with her/his grade level team only. The principal will introduce the Guided Activity (PPT slides), then the GLS will facilitate the Guided Activity session from start to finish. A copy of any product from the activity will be submitted to the building CT and/or Teaching & Learning Office, c/o Maria Flores.
Collaborative Planning – Grade level team will collaboratively plan incorporating the learning from the Book Study and the Guided Activity into the upcoming unit and/or lessons.

6. Defining Rigor …
Authentic rigor includes high expectations for students, increased support for students, and increased demonstration of learning by students.
Rigor is creating an environment in which each student is expected to learn at high levels, each student is supported so he or she can learn at high levels, and each student demonstrates learning at high levels.
Rigor includes what you teach, but it is also how you teach and how students show you they have learned the content. The Common Core State Standards are an excellent starting point, but there are instruction aspects to consider.
RIGOR IS FOR EVERYONE by Barbara Blackburn Ph.D.

7. MATHEMATICAL SHIFT 3 : RIGOR
What the Student Does…
What the Teacher Does…
Practice math skills with an intensity that results in fluency
Show, through numerous ways, mastery of material at a deep level
Use mathematical practices to demonstrate understanding of different material and concepts
Apply math in other content areas and situations, as relevant
Choose the right math concept to solve a problem when not necessarily prompted to do so
Practice math concepts with an intensity that forces application in novel situations
Push students to know basic skills at a greater level of fluency
Focus on the listed fluencies by grade level
Ask yourself what mastery/proficiency really looks like and means
Plan for progressions of levels of understanding
Spend time to gain the depth of understanding
Become flexible and comfortable in own depth of content knowledge
Apply math including areas where it’s not directly required (i.e. Science)
Provide students with real world experiences and opportunities to apply what they have learned
Be ambitious in demands for fluency and practice, as well as the range of application
Review of prior knowledge.
California’s Common Core State Standards: Toolkit | Overview

8. Gift from the District…………… Navigating the Mathematics CCSS book
Read pages 78-82
Strategies for addressing rigor in CCSSM
Pay special attention to Exhibit 4.1

9. Your Word Problems
Pair up with someone from another building and look at your word problems.
Discuss/Evaluate
whether or not the problem you brought address the criteria stated in Exhibit 4.1
what would you alter/add to address more criteria
Share out findings:

10. Improving Mathematical Problem Solving
Plan
Prepare Problems
Use routine and non-routine problems
Consider context and language
Draw on students’ experiences and interests
Problem Solving Strategies
Act
Problem Solving Instruction
Teach multiple strategies
Demonstrate visual representations
Explain mathematical concepts and notation
Reflect and Debrief
Use prompts to stimulate reflections
Elicit Students’ thinking
Compare different strategies
Reflect
Reflect on process
Reflect on problems
Debrief with other

11. Resources today from me
P drive:
Teaching and Learning
Curriculum
Mathematics
Middle School Math High School Math
8th grade Curriculum guide
One page overview and units CA’s some
CA’s some
Performance Tasks
Slide 14: Discuss Task #1
Read slide:
What mathematical concepts are being addressed in this lesson?
To what extent are individual students demonstrating proficiency with either of the two practice standards that we just studied? What is your evidence?
How do the instructional decisions support student learning?
Facilitate a whole group discussion of the questions after viewing the video.

12. Resources today from me
Scientific Notation Packet (from last 8th grade conversation)
Additional to add through out the year
Did anyone else bring something to share?
Performance Task on Solving
Ones I have found from looking searching
Some good, some ok, some not sure really performance task
Share your thoughts
Progression documents on Expressions and Solving (Common Core) k

13. Resources today from me
Solving learning activities
How do you solve multi-step equations?
Worksheet
TNS file
How do you solve multi-step inequalities?
How do you solve? with absolute value
Puzzle
Complete the Table
Absolute Value notes

14. Early Release Collaborative Planning
Using the upcoming unit and/or lessons, intentionally identify the places where you will incorporate problem solving skills by adding word problems.
Review the recommended performance tasks in the upcoming units and incorporate the Standards of Mathematical Practice. Enhance the task to target higher cognitive level. Identify what the mathematical practice/s will look like during instruction.

15. Activate Prior Knowledge Be Sure the Problem is Understood
PLAN – Preparing Students
Activate Prior Knowledge
Be Sure the Problem is Understood
Establish Clear Expectations
ACT – Student Work
Let Go!
Notice Student Mathematical Thinking
Provide Appropriate Support
Provide Worthwhile Extensions
REFLECT – Class Discussion
Promote a Mathematical Community of Learners
Listen Actively without Evaluation
Summarize Main Ideas and Identify Future Problems
Draft

16. UPSC Understand the problem Plan a strategy Solve Check

17. Reflection
What do you see as being able to implement immediately in your classroom?
What challenges do you see in engaging students in the math?
What needs do you have to support engaging students in the math?
Distribute Practices Handout C.
Ask participants to answer the following questions on their Reflection Sheet:
What practices do you see as being able to implement immediately in your classroom?
What challenges to you see in engaging students in the math practices?
What needs to you have to support engaging students in the math practices? (e.g. - content knowledge, activities, coaching, etc.?)
How will you communicate these needs to school, district, and state leadership?
Ask participants to share reflections (optional).
Adjourn
Draft