1. Georgia Performance Standards
Grades Mathematics
Days 3 and 4:
Classroom Implementation

2. Carmen H. Smith Massie McAdoo, Ph.D. (404) 463-1746
Massie McAdoo, Ph.D.
(404)
Georgia Department of Education
1754 Twin Towers East, Atlanta, Georgia 30334

3. Getting Acquainted Name Card: Name or nickname
Contact Information:
If you have not been receiving the s please write your name, grade(s) you work with, and address

4. Group Norms and Housekeeping
Ask questions
Work toward solutions
Honor confidentiality
Meet commitments or let others know if you are struggling
Housekeeping:
Parking Lot
Phone calls
Rest rooms
Breaks
Lunch

5. Plan to Attend!
The National Council of Teachers of Mathematics Annual Conference will be in Atlanta March 21-24, 2007.
Member cost: $205
Non-member cost: $281

6. GCTM Annual Conference at Rock Eagle: October 17-19, 2007
Apply to be a speaker and/or plan to attend!

7. Other Announcements?

8. Redelivery Reflections
At your table, discuss the following 3
items and list them on your chart paper.
Successes
Questions
Concerns

9. Standards Based Education Model
GPS
Stage 1
Identify Desired Results
(Big Ideas) Enduring Understandings 
Essential Questions 
Skills and Knowledge
(one or more)
Standards
Elements
Stage 2
Determine Acceptable Evidence
(Design Balanced Assessments)
(To assess student progress toward desired results)
All above, plus
Tasks
Student Work
Teacher
Commentary
Participant’s Guide, page 8
Stage 3
Plan Learning Experiences and Instruction
(to support student success on assessments,
leading to desired results)
All above

10. Overview of Days 3 and 4 Describing the Standards-Based Classroom
Facilitating the Standards-Based Classroom
Designing Lessons to Support the
Standards-Based Classroom

11. standards-based mathematics classroom look like?
Essential Question1
What does a
standards-based mathematics classroom look like?

12. Math Lab Lesson What did you hear in the news bulletin?
Why are some of those things still regarded as controversial?

13. DOG WASH
Four girls offered to wash the neighbor's dog for $5.00. They didn't know how to divide the money. The dog owner said: "I will pay 4/5 of the total amount equally to the four of you. The first one to tell me how much money each child should receive will get 1/2 of the other 1/5 of the cost in addition to their portion of the original 4/5".
If someone gave the dog owner the right answer, how did the money get divided up between the children?
Did the dog owner pay the full price that the children asked? Why or why not?
Write to help explain your best thinking using words, numbers, or pictures.

14. Birthday Cookout
Be able to explain and describe what you see happening during this lesson and task.
Think about what needs to take place before children would be able to perform this task.

15. How many people asked for chicken? How many people asked for steak?
Bob turned 60 this year! His family celebrated by having a cookout. Marcy took orders and found one fifth as many people wanted chicken as wanted steaks, one fourth as many people wanted steaks as wanted hot dogs, and one half as many people wanted hot dogs as wanted hamburgers. She gave her son-in-law, the chef, an order for 80 hamburgers.
How many people asked for chicken?
How many people asked for steak?
How many asked for hot-dogs?
What percent of the guests ordered each type of entrée?
Write to help explain your best thinking using words,
numbers, or pictures. Be prepared to share!

16. The Standards What are the…….
Key content standards
Related content standards
Process standards
Concepts and skills to maintain

17. What did you see in this lesson?

18. What should we see? Warm-up Mini lesson, opening, setting the stage
Work period, activity period
Summary, closing

19. Role of the teacher: Plan authentic learning experiences.
Provide solid foundations in math to promote application of skills and knowledge
Talk less, listen more.

20. Role of the teacher:
Circulate through the classroom, facilitating math discussions.
Provide clarification when necessary.
Ask questions that encourage reasoning and making connections.

21. Role of the teacher:
Establish classroom procedures to promote effective management of small groups of differentiated learners.
Participate in ongoing assessments of all learners.

22. Role of the students:
Work individually, in pairs, or small groups to complete a task.
Gather data, share ideas, look for patterns, make conjectures, and utilize problem-solving strategies.

23. Role of the students: look for solutions.
Explore mathematical relationships and make connections to real life experiences.
Ask questions and
look for solutions.

24. What does the teacher do?
TRADITIONAL STANDARDS-BASED
textbook guides instruction
standards and curriculum map guide instruction
spends most of the time telling – whole group
spends most of the time facilitating – small group
seeks the “ONE” right answer from students
asks more open-ended / application questions

25. What does the teacher do?
TRADITIONAL STANDARDS-BASED
teaches only specific procedures
encourages students to use problem solving strategies
encourages students’ questions, explanations, and discussions
discourages student interaction/discussion
asks mostly knowledge-level questions
asks more high-level questions

26. What do the students do? TRADITIONAL STANDARDS-BASED work alone
work in flexible groups or pairs
focus on only getting the right answer
use reasoning to justify their answers and solutions
memorize facts for tests
understand and apply concepts, as well as, facts
Let’s compare the traditional classroom to the standards-based classroom. Remember that these are generalizations!!
solve problems and look for real life connections
practice procedures

27. What do the students do? TRADITIONAL STANDARDS-BASED
use pencil, paper, and worksheets
use manipulatives, graphic organizers, and games
show knowledge by writing down numbers
show knowledge both orally and written
one way to show an answer
use multiple representations for solutions (pictures, models, diagrams, words, etc.

28. What does a standards-based elementary school math classroom look like?
Flexible cooperative groups of children
Hands-on learning experiences
“Productive” noise
Differentiated student tasks and products
Student work with teacher commentary
Multiple representations of solutions
Manipulatives, graphic organizers, charts, and graphs
Minimal number of worksheets / skill and drill

29. More and Less LESS whole-class teacher-directed instruction
LESS student passivity, sitting, listening, receiving
LESS attempts by teachers to cover large amounts of material
LESS rote memorization of facts and details
LESS stress on competition and grades
MORE experiential, inductive, hands-on learning
MORE active learning with all the attendant noise of students doing, talking, collaborating
MORE deep study of a smaller number of topics
MORE responsibility transferred to students for their work: goal-setting, record-keeping, monitoring, evaluation
MORE choice for students; e.g., picking their own books, etc.
MORE attention to affective needs and varying cognitive styles of students
MORE cooperative, collaborative activity.
E. D. Hirsch Jr, 1986

30. What does a standards-based mathematics classroom look like?
Essential Question 2
What does a standards-based mathematics classroom look like?

31. BASEBALL PIZZA PARTY
Your table is going to Mellow Mushroom restaurant to celebrate your baseball team’s big win. You order food for your entire table. The restaurant charges a 6% tax for all food items, and since everyone loved the service, you decide to tip the recommended 20% to your waiter / waitress.
Remember to write out your table’s order and to show all of your work.
Calculate the total amount for the check (be sure to include tax and tip!)
Write all of your work on a poster and be prepared to share.

32. Baseball Pizza Party Example:
Two large all-meat pizzas for $9.99 each = $19.98
Two medium veggie pizzas for $7.88 each = $15.76
Four large waffle fries for $1.79 each = $7.16
Four large drinks = $3.96
Huge ice cream cake = $12.88
Subtotal = $59.74
6% tax = 0.06 X $59.74 = $3.58
Total (with tax) = $63.32
20% tip = 0.20 X $63.32 = $12.66
Total Cost (with 20% tip and 6% tax) = $75.98

33. Well Facilitated Classrooms
Teachers must:
foster student involvement and cooperation in all classroom activities;
establish a productive working environment.

34. Table Talk
What needs to be done in order to foster student involvement and cooperation in all classroom activities?
Be prepared to share.

35. “It takes just as much energy to achieve positive results as it does to achieve negative results. So why waste your energy on failing when that same amount of energy…

36. … can help you and your students
SUCCEED.”
Harry K. Wong 1998

37. “Parents are sending us the best kids they have
“Parents are sending us the best kids they have. They are not keeping the good ones at home.”
- Larry Lezotte

38. Routines
These are things that students automatically do without the teacher needing to prompt or supervise.

39. Procedures These must be explained in a clear and concise manner.
These must be rehearsed, practiced, done over and over and over again until they become routines!
These must be reinforced by reminding the students of the expectation and experiencing it.

40. “We are what we repeatedly do
“We are what we repeatedly do. Excellence, therefore, is not an act but a habit.”
---Aristotle

41. What is important when developing a lesson plan?
Essential Question 3
What is important when developing a lesson plan?

42. What is important? A focus on learning, rather than teaching
Bringing the “big ideas” to life
A focus on learning, rather than teaching
Helping students to understand, not just remember the understanding of others
Incorporating a variety of different teaching strategies

43. Instructional Planning
Be extremely familiar with grade-level standards
Lessons
Identify standards
Determine acceptable evidence
Plan instruction

44. Criteria for Good Tasks
Involves significant mathematics
Can be solved in a variety of ways
Elicits a range of responses
Requires communication
Stimulates best performance
Lends itself to a scoring rubric

45. Making Instructional Decisions
How will we hook and hold student interest?
Where are we going? Why? What is expected?
How will we equip students to explore and experience?
Consider
How will we organize and sequence the learning?
How will we help students rethink, rehearse, revise, and refine?
How will we tailor learning to varied needs, interests, styles?
How will students self-evaluate and reflect on their learning?

46. Multiple Representations
Pictures
Tables
Words
Symbols
Graphs
Demonstrate activities that can be used to support the given standard:
Arrays (Pictures)
Collections (Words)
Repeated Addition (Symbols)
Multiplication Table (Tables)
Function/ Input-Output Chart (Graphs)

47. As you work this task, keep in mind what needs to be done to
Polygon Percent Task!
As you work this task, keep in mind what needs to be done to
foster student involvement and cooperation in all classroom activities; and
establish a productive working environment.

48. Polygon Percent Task
Cut out the hexagons, triangles, rhombuses, and trapezoids to make your designs.
Use polygons to make designs that cover part of the pattern (there are 60 triangles in the design).
Make designs that cover at least three of these percentages of the pattern: 20%, 25%, 40%, 50%, 75%, 80%.
Activity from :

49. “Mighty is geometry; joined with art, resistless.”
-Euripides

50. UNITS
ARE
JUST
BIG
PICTURES

51. My Perfect Saturday Dog Wash Birthday Cookout Baseball Pizza Party
Polygon Percents
My Perfect Saturday

52. Pick a Unit Work with a partner or a small group.
Decide on a unit for your lesson.
Use a task from any previous day of training, one that you currently use in your own class, or is in one of the resources you brought today as your desired result or assessment.
Use the four parts of a good lesson to design a lesson.

53. Sharing Our Lessons
Jigsaw Groups

54. Wrapping Up What have you learned over the past two days?
What do you need next?
How will you redeliver this module on classroom implementation?

55. Discussion of Redelivery Action Plan
Determine your goal for redelivery.
Determine time allotted.
Develop timeline of activities.
List resources and ideas.

56. Days of Training Implementation Year One Implementation Year Two
Day One: Standards, Content, and Curriculum Mapping
Day Two:  Assessment
Days Three and Four: Classroom Implementation
Implementation Year Two
Day Five: Differentiation
Day Six: Examining Student Work
Day Seven: On-line Survey
We don’t have to do it all today!

57. Assignment
Bring student work for the tasks worked today or your own personal tasks along with completed permission forms.
Bring four copies of another task from the 3-5 Framework and four copies of student work for that task along with permission forms.

58. Student Work Sample

59. Contact Information
Carmen H. Smith
(404)
Massie McAdoo, Ph.D.
(404)
Georgia Department of Education
1754 Twin Towers East
Atlanta, Georgia 30334

60. You deserve it. Everyday not only in our world’s present,
Give Yourself a Hand
You deserve it. Everyday
you make a difference,
not only in our world’s present,
but also in its future!