1. Welcome Back!!! Aaron Locklear Curriculum Specialist, LSHS
Public Schools of Robeson County Common Core State Standards 6 – 12 Mathematics SESSION 6
June 11, 2012
8:00-11:00am
Welcome Back!!!
Aaron Locklear Curriculum Specialist, LSHS
Catrina Bailey Curriculum Specialist, SRHS
Annette Kenworthy Mathematics teacher, PSHS
Welcome back!!!

2. STARTER Think-Pair-Share 1) Think for one minute
How familiar are you with the Common Core Standards for Mathematical Practice?
Think-Pair-Share
1) Think for one minute
2) Share with your shoulder partner
3) Share with your group

3. Sequence of Session Starter Session Logistics
Total Instructional Alignment recap
Review of Previous CCSS Workshops
Reflection Activity
Closure…Evaluation of CCSS Workshops
This is the sequence of today’s session. One break will occur approximately at 9:30am

4. “Train the Trainer” Model
Session Materials
Parking Lot
Technology
Train the Trainer Model: This concludes our “Train the Trainer” series of workshops .
Technology: Please silence or turn off cell phones.
During your training sessions at your school with your math teachers, have lap tops or desktops available so that
each teacher will be able to go online to the view the math video and access resources.
Session Materials: Teacher edition textbook; Crosswalks for Middle School teachers; Core-Plus alignment document for high school teachers; Sticky notes are at each table; Math 1 standards for high school and CCSS standards for Middle school teachers.
Parking Lot: Use the post-its to write questions you have throughout today’s session. You may have questions that are not specifically related to the presentation. We would like for you to place the post-it note on the flip chart before you leave and the questions will be addressed at next session.
Also, at the end of this session, we will ask you to reflect on the PLUS and DELTA. You may want to make note of these as we go through the session.

5. Learning Objectives
1. To create a Total Instructional Alignment guide for a Common Core State Standard. 2. To review and discuss the major themes of previous CCSS sessions. 3. To explore rich tasks that lend themselves to the CCSS implementation 4. To summarize how we can use what we have learned to implement the standards.

6. TOTAL INSTRUCTIONAL ALIGNMENT
A process to ensure that what we are teaching, what we are assessing and how we are teaching are congruent.

7. Instructional Task Analysis
The task analysis should begin with a verb (preferably a Revised Bloom’s) and the task should be measurable.
What knowledge and skills are needed in order for the student to master the learning standard?
Sequence in order to simple to complex
The last task should be a restatement of the standard.

8. Total Instructional Alignment Activity
For your specific standard complete only the:
Mathematical Practices
Clarifying Objective
Instructional Task Analysis
Essential Vocabulary
6th th 8th High School
6.RP.3 7.RP.2 8.F.2 F.IF.6
Write info on large template chart paper

9. 10 min BREAK

10. Domain
corestandards.org
Grade Level
Cluster
Standards

11. What comes to mind?

12. Mathematics Crosswalks
Grey shading in the NCSCOS column means that the CCSS standards are new to that grade/course; grey shading in the CCSS column indicates that no CCSS standard aligned with the 2003 standard. Sometimes the comment New, means that the material was not in the 2003 SCOS at any grade level or course.
Leave the powerpoint and go to the actual documents. Show a middle school document and a high school document

13. Crosswalk Documents A comparison
between the Common Core State Standards and the North Carolina Standard Course of Study. They inform educators about how the current standards align with the CCSS Standards.

14. Unpacking Documents
The purpose of the Unpacking Documents is to increase student achievement by ensuring educators understand the new standards.
These documents is an effort to answer a simple question “What does this standard mean that a student must know and be able to do?” and to ensure the description is helpful, specific and comprehensive for educators.

15. Unpacking Documents

17. Standards for Mathematical Practices
1. Make sense of problems and persevere in solving them.
Reason abstractly and quantitatively.
Construct viable arguments and critique the reasoning of
others.
4. Model with mathematics.
5. Use appropriate tools strategically.
6. Attend to precision.
The 8 Standards of Mathematical Practices are across all grade levels of mathematics (K-12) and describe habits of a mathematically expert student
The Common Core proposes a set of mathematical practices that all teachers should develop in their students. These 8 practices are similar to the math processes that NCTM addresses in the Process Standards in Principles and Standards for School Mathematics
These Mathematical Practices need to be implemented NOW
7. Look for and make use of structure.
8. Look for and express regularity in repeated reasoning.

18. Middle School Standards
Geometry G
Solve real-life and mathematical problems involving angle measure, area, surface area, and volume.
4. Know the formulas for the area and circumference of a circle and use them to solve problems; give an informal derivation of the relationship between the circumference and area of a circle.
Remember the Area of a Circle activity….who was doing the talking and who was doing the math?
How did the activity reflect the 8 mathematical practices?

19. Discovering the Area of A Circle
Method 1:
Enclose the circle in a square.
Draw two perpendicular diameters.
What is the size of each of the 4 smaller
squares?
Cover the circle in lima beans.
Using the beans covering the circle, cover
the squares.
How does the area of the circle compare to
the squares?
Participants are separated in groups of 2 and given small lima beans and the area of a circle grid paper activity sheet (will be available on Edmodo,labeled Discovering the Formula for Area of a Circle)
Participants should not be told that the beans will take up 3 squares and a little more, but given ample time to discover the relationship by exploring with their partner. The facilitator will walk around and pose questions to the each partner to allow for deeper thinking to discover where the formula came from.

20. Revised Bloom’s Taxonomy
Original
Revised
Evaluation
Synthesis
Analysis
Application
Comprehension
Knowledge
Creating
Evaluating
Analyzing
Applying
Understanding
Remembering
THE ORIGINAL PYRAMID DID NOT FULLY ILLUSTRATE THE FACT THAT AS ONE MOVES UP THE HIERARCHY, MORE IS LEARNED, THUS, EXPANDING THE KNOWLEDGE GAINED. THE INVERTED PYRAMID MORE CLOSELY DEPICTS THIS EXPANDING KNOWLEDGE.
Noun
Verb

21. Talking Tables Meeting the CCSS standards
Which of the 8 mathematical practices apply to the “Discovering the Area of a Circle” activity?
Which verbs relate to Revised Blooms Taxonomy relate to this activity?
How do you move students beyond the “remembering” level of Revised Bloom’s Taxonomy?
Discovery learning and not just memorizing the formula

22. Who is doing the talking?
Mathematical practices describe the habits of mathematically proficient students…
Who is doing the talking?
Who is doing the math?
- Cathy Seely
Note that, the standards for Mathematical practice describe the habits of mathematically proficient students…
So how do we help kids develop these behaviors?
In your math class, who is doing the talking? Who is doing the math?

23. What comes to your mind when you see the following types of Math Assessment sample items?

24.
You can see the rigor in this activity

26. 6th grade standard Statistics and Probability 6.SP
Summarize and describe distributions.
4. Display numerical data in plots on a number line, including dot plots, histograms, and box plots.
Remember the Area of a Circle activity….who was doing the talking and who was doing the math?
How did the activity reflect the 8 mathematical practices?

30. RIGOR and CCSS
The CCSS explicitly call for, and integrate, higher-order thinking skills as a means to achieving career and college readiness for all students.
resources/publications/p21-common-core-toolkit

31. Sample Forms of Next Generation Assessments
Sample forms of the new READY EOC assessments for English II, Algebra I/Integrated I, and Biology will be available on the web early fall 2012.
Sample forms of the new READY EOG assessments in English Language Arts, Mathematics, and Science will be available late winter They will be available on the current released forms web page bility/testing/releasedforms

32. Rigor through Standards

33. “I think that’s right, let me check”

34. “How can I explain clearly so they will understand?”
When planning, ask
“What task can I give that will build student understanding?” rather than
“How can I explain clearly so they will understand?”
Grayson Wheatley, NCCTM, 2002

35. “Place Mat” Activity Topic: Ways to Implement the CCSS Directions
Separate flip chart into parts (based on # in group)
Each person in group gets a place
Write down what you learned about the topic
Read each person’s response in your group
Pick top 5 and place in
middle of “place mat”
Share with audience
place mat

36. EDMODO
Edmodo is a free and secure social networking platform for teachers, students, parents, and administrators.
Trainees must have an account to access all training powerpoints, activities,etc: 1)
2) If you have a current account, login
with your credentials. If not, then
select “I’m a Teacher” and enter
Edmodo school code (ask your office staff)
3) Click “join” and enter code i9oi0e to
join Mathematics Group-grades 6-12
Edmodo is a social network for educators that is similar to Facebook. It is a way to communicate to other educators in Robeson County. We have chosen to place our agenda, powerpoint, and acitivities on Edmodo for our participants to access and use to train the staff at his/her school. Please be sure that each math teacher has set up an account and is able to access our materials from each training from the 6-12 Common Core math group.

37. Questions and Comments
To obtain copies for you and your staff, go to Edmodo and print the activity and today’s agenda to add to your CCSS binder
PLUS/DELTA
Parking Lot questions
Next meeting: March 23
Aaron Locklear
Annette Kenworthy
Catrina Bailey
5/24/2018 • page 37

38. REMINDERS: Did you sign in? Parking Lot questions Workshop Evaluation
What suggestions do you have for future professional development next year for the Common Core State Standards?
HAVE A GREAT SUMMER

39. Group Dynamics for CCSS
What worked?
What did not work?
Group Dynamics for CCSS