1. Common Core State Standards
NCCTM Leadership Conference
Kitty Rutherford
Chat , chat

2. Who’s in the Room”

3. Norms Listen as an Ally Value Differences Maintain Professionalism
Participate Actively
Thumbs up if you agree with these norms. Are there other norms we need to add so that we have the best possible learning experience for all?
9/18/2018 • page 3

4. Dr. Phil Daro “In Person” (Almost)
Listen to Phil “We are adding and taking our the math”
Goal of Japanese teacher is different than the goal of the American teacher
American Teacher is about students getting the answer
Japanese Teacher is about what’s the math students need to learn
Phil talks about
1. Answer getting
2. Making sense of the problem
3. Making sense of the math
“Daddy I don’t have time to understand it, I just want to get it right for the math test.”
“What the hell does the butterfly method have to do with mathematics, it clutters the math, it has nothing to do with math”. (answer getting)
Portion problems – nine equations are equalivante
FOIL Distributive property - only works with binomial vs. trinomials
Mile wide inch deep – someone is doing this to us – we(teachers) are doing it to themselves. We are adding (FOIL, butterfly, etc…) and leaving out the math!
© 2012 Karen A. Blase and Dean L. Fixsen

5. Why do students have to do math problems?
To get answers because Homeland Security needs them, pronto.
I had to, why shouldn’t they?
So they will listen in class.
d. To learn mathematics.
Why do students have to do math problems? D
Move to next slide for the correct answer – to learn mathematics

6. “Answer Getting vs. Learning Mathematics”
United States:
“How can I teach my kids to get the answer to this problem?”
Japan:
“How can I use this problem to teach the mathematics of this unit?”
It’s not just about getting the
ACT (vs. SAT)folks held a meeting – someone from the company was there to talk about the ACT. People had opportunity to work problems in different content areas science, ELA and math.
I did both reading sections and I made the math portion I was expected to find the average of 9 numbers with out the calculator. People didn’t remember how to do the math but people had no trouble completed the reading section – people read all the time.
We have to use math problems to bring out the math.

7. “The Butterfly Method”
Click on the butterfly to get the video clip about comparing fractions – Understanding Comparing Fractions
Video created by Amy Lehew from Charlotte

8. Let’s Define the Problem.
We in the mathematics world are all about problem solving. If we want to follow best practices, develop the mathematical Practices, help students develop 21st century skills, we have to move beyond the traditional teaching model.

9. First Grade The Leader The Ethics Police
The “I’m Finished First” Winners
The Do-Overs
read

10. Middle School
Rows of 5, all eyes on the chalk board, blue overhead marker smeared from palm to elbow…. Students asleep or praying for a fire drill.

11. Instruction Must Change
TIMSS and other international measures
Common Core State Standards
N.C. Teacher Evaluation Process
Add TIMSS slide, equality chart, read from NCTEP

12. Types of Math Problems Presented
How Teachers Implemented
Making Connections Math Problems
Types of Math Problems Presented
To highlight how the math task framework plays out in the United States – this TIMSS research shows what types of task we use in the United States as well as how they are implemented. Although we are in line with other high achieving countries in terms of the number of high level tasks we use, we do not implement any of them at a high level. We tend to take the struggle out of the mathematics in our country.
The results of the recent TIMSS video study provide additional evidence of the relationship between the cognitive demands of mathematical tasks and student achievement. In this study, a random sample of 100 8th grade mathematics classes from each of six countries (Australia, the Czech Republic, Hong Kong, Japan, the Netherlands, Switzerland) and the United States, were videotaped during the 1999 school year. The six countries were selected because each performed significantly higher than the U.S. on the TIMSS 1995 mathematics achievement test for eighth grade (Stigler & Hiebert, 2004). The study revealed that the higher-achieving countries implemented a greater percentage of making connections tasks in ways that maintained the demands of the task. With the exception of Japan, higher-achieving countries did not use a greater percentage of high-level tasks than in the U.S. All other countries were, however, more successful in not reducing these tasks into procedural exercises. Hence, the key distinguishing feature between instruction in the U.S. and instruction in high achieving countries is that students in U.S. classrooms “rarely spend time engaged in the serious study of mathematical concepts” (Stigler & Hiebert, 2004, p. 16).
Approximately 17% of the problem statements in the U.S. suggested a focus on mathematical connections or relationships. This percentage is within the range of many higher-achieving countries (i.e., Hong Kong, Czech Republic, Australia).
Virtually none of the making-connections problems in the U.S. were discussed in a way that made the mathematical connections or relationships visible for students. Mostly, they turned into opportunities to apply procedures. Or, they became problems in which even less mathematical content was visible (i.e., only the answer was given).
Other findings from the TIMSS research are addressed on the next slides.
SAS Secondary Mathematics Teacher Leadership Academy, Year 1

13. Lesson Comparison United States and Japan
The emphasis on skill acquisition is evident in the steps most common in U.S. classrooms
The emphasis on understanding is evident in the steps of a typical Japanese lesson
Teacher instructs students in concept or skill
Teacher solves example problems with class
Students practice on their own while teacher assists individual students
Teacher poses a thought provoking problem
Students and teachers explore the problem
Various students present ideas or solutions to the class
Teacher summarizes the class solutions
Students solve similar problems
Think about the practices!

14. US Data / Hong Kong US students ranked near the bottom.
US students ‘covered’ 80% of TIMSS content.
US students were outperformed by students not taught the same objectives.
Hong Kong had the highest scores in the most recent TIMSS.
Hong Kong students were taught 45% of objectives tested.
Hong Kong students outperformed US students on US content that they were not taught.

15. Why is change necessary?

16. 8 + 4 = [ ] + 5
Think for a minute about your answer to this problem, and what students in 1-6 grade might think the answer is.
What goes in the box? What might students say?
Children’s Mathematics: Cognitively Guided Instruction (CGI), by Carpenter, Fennema, Franke, Levi & Empson, 1999

17. Percent Responding with Answers
8 + 4 = [ ] + 5
Percent Responding with Answers
Grade 7 12 17
12 & 17
1st - 2nd
3rd - 4th
5th - 6th
Across the top you see the various answers students offered: 7, 12, 17, 12 & 17.
How did they get each of these responses?
Thinking Mathematically: Integrating Arithmetic & Algebra in Elementary School.
Carpenter, Franke, & Levi
Heinemann, 2003

18. Percent Responding with Answers
8 + 4 = [ ] + 5
Percent Responding with Answers
Grade 7 12 17
12 & 17
1st - 2nd 5 58 13 8
3rd - 4th
5th - 6th
We can see that 5 percent of 1-2 graders produced the correct answer.
However, 58 percent thought the answer was 12.
How did they get that?
Thinking Mathematically: Integrating Arithmetic & Algebra in Elementary School.
Carpenter, Franke, & Levi
Heinemann, 2003

19. Percent Responding with Answers
8 + 4 = [ ] + 5
Percent Responding with Answers
Grade 7 12 17
12 & 17
1st - 2nd 5 58 13 8
3rd - 4th 9 49 25 10
5th - 6th
Now we look at % more were right.
Why do 12 % more students think 17 is correct?
Thinking Mathematically: Integrating Arithmetic & Algebra in Elementary School.
Carpenter, Franke, & Levi
Heinemann, 2003

20. Percent Responding with Answers
8 + 4 = [ ] + 5
Percent Responding with Answers
Grade 7 12 17
12 & 17
1st - 2nd 5 58 13 8
3rd - 4th 9 49 25 10
5th - 6th 2 76 21
Now 5th -6th grades. The good news is that very few still think there are 2 answers. The bad news is that we are down to 2 % getting the right answer. Procedures memorized but not understood are getting in the way.
Barbara Bissell used this in Charlotte as a benchmark assessment and only 25% of 3rd and 4th grade students got it right.
Dr. Drew Polly at UNCC replicated this study for 6th grade, and none of the students got the correct the answer.
Thinking Mathematically: Integrating Arithmetic & Algebra in Elementary School.
Carpenter, Franke, & Levi
Heinemann, 2003

21. Estimate the answer to (12/13) + (7/8)19 21
Only 24% of 13 year olds answered correctly. Equal numbers of students chose the other answers.
NAEP

22. How are you feeling?

23. Let’s Do Some Math!

24. The Famous Horse Problem
A farmer buys a horse for $60.
Later he sells it for $70.
He buys it back for $80.
Finally, he sells it for $90.

25. Students were given this problem:
4th grade students in reform math classes solved it with no problem. Sixth graders in traditional classes responded that they hadn’t been taught that yet.
Dr. Ben Klein, Mathematics Professor
Davidson College

26. Research Students are shown this number
Research Students are shown this number. Teacher points to the 6 and says, “Can you show me this many?” 16
Constance Kamii has done extensive research on how young children learn mathematics. Here is a task frequently used to assess understanding of tens and ones. Students usually are successful, and count our 6 blocks.

27. Research When the teacher points to the 1 in the tens place and asks, “Can you show me this many?”16
Kamii found that essentially no first graders could correctly complete this task.

28. Research By third grade nearly half the students still do not ‘get’ this concept.16
Many 3-5 graders still do not give the correct answer.

29. More research - It gets worse!
A number contains 18 tens, 2 hundreds, and 4 ones.
What is that number?
2824
1824
Grayson Wheatly’s research with 5,000 middle-school students were given the following task:
Some students gave this answer.
Others knew the tens had to be in the middle, so…..
Many gave this answer, knowing about decimals, and that you could only have 3 digits if a number was in the hundreds.
Around 50% of the middle school students gave the correct answer.
384
218.4

30. Standards for Mathematical Practices
Make sense of problems and persevere in solving them.
Reason abstractly and quantitatively.
Construct viable arguments and critique the reasoning of others.
Model with mathematics.
Use appropriate tools strategically
Attend to precision.
Look for and make use of structure.
Look for and express regularity in repeated reasoning.
Survey group for familiarity.
Refer task completed in algebra
Find this in your standards
Carry across all grade levels
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 practices are similar to the mathematical processes that NCTM addresses in the Process Standards in Principles and Standards for School Mathematics.
These can be implemented now even before content goes into effect.

31. Overarching habits of mind of a productive Mathematical Thinker
Practices are grouped into sub groups: reasoning & explaining; modeling and using tools; seeing structure and generalizing
Gray represent overarching habits of mind of a productive Mathematical Thinker
© 2012 Karen A. Blase and Dean L. Fixsen

32. “What task can I give that will build student understanding?”
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
Let’s think about this task, did it help students build understanding?
How about the practices, can you specific example of practices used?

34. Announcements

36. Major Work

38. Common Core State Standards: One Page Layouts

39. Unpacking
Document

40. K-6 Lessons for Learning

41. K-5 Grade Level Unit or Collection of Lessons

42. Navigation Alignment

43. Realigning Games to CCSS

44. AIG Lessons

46. The same thing as what’s one the wiki except in print form

47. K-2 Assessments Formative Assessments on Wiki
Mid-Year Benchmark Assessment
Summative Assessment

48. The North Carolina Elementary Mathematics Add-On License Project
For more information on EMAoL offerings contact:
ASU
Kathleen Lynch Davis
appstate.edu
ECU
Sid Rachlin
ecu.edu
NCSU
Paola Sztajn
UNC
Susan Friel
.unc.edu
UNCC
Drew Polly
uncc.edu
UNCG
Kerri Richardson
UNCW
Tracy Hargrove
uncw.edu

53. Contact Information
Kitty Rutherford
Website:

54. What questions do you have?