1. Public Schools of Robeson County Common Core State Standards 6 – 12 Mathematics SESSION 3 January 23, 2012 Welcome Back!!! Aaron Locklear Curriculum Specialist, LSHS Catrina Bailey Curriculum Specialist, SRHS Annette Kenworthy Mathematics teacher, PSHS

2. STARTER 9/14/20159/14/2015 page 2 What do you learn the most from participating in the Vertical Alignment Activity? Think-Pair-Share  1) Think silently for one minute  2) Share with your shoulder partner  3) Share with your group

3. Sequence of Session  Starter  Session Logistics  VIDEO  “Standards of Mathematical Practice” activity  Alignment textbook activity  Closure: PLUS/DELTA 9/14/2015 page 3

4. - Be Yourself - Value Differences - Maintain Professionalism - Participate Actively - Enjoy Yourself Norms

5. Parking Lot Technology Session Materials 9/14/2015 page 5 “Train the Trainer” Model

6. Learning Objectives 1.To explore and discuss the eight CCSS Standards for Mathematical Practices 2.To explore rich tasks that lend themselves to the implementation of the CCSS. 3.To utilize your math textbook as a resource to teach the Common Core State Standards. 9/14/2015 page 6

7. 9/14/2015 page 7 The Pursuit of Excellence! On a piece of paper, list a few words or phrases that describe an excellent mathematics classroom. cc: Microsoft.com

8. Jigsaw 9/14/2015 page 8

9. 1. Make sense of problems and persevere in solving them. Standards for Mathematical Practices 2.Reason abstractly and quantitatively. 3.Construct viable arguments and critique the reasoning of others. 4. Model with mathematics. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning. 9/14/2015 page 9 These mathematical practices need to be implemented NOW

10. View of the Mathematical Practices 9/14/2015 page 10 Students as Mathematicians cc: Microsoft.com

11. Mathematical practices describe the habits of mathematically proficient students … Who is doing the talking? Who is doing the math? - Cathy Seely 9/14/2015 page 11

12. ACTIVITY: Mathematical Practices In your groups: * Read description of the given mathematical practice *Discuss within your group *Determine examples of lessons, activities, etc. that fit your practice; record on chart paper *Describe how it looks in the classroom  What is the teacher doing?  What are the students doing?

13. 1. Make sense of problems and persevere in solving them. 9/14/2015 page 13

14. 9/14/2015 page 14 Teacher Actions (Cause)Student Practice (Effect) 1.Make sense of problems and persevere in solving them. DO STUDENTS: Use multiple representations (verbal descriptions, symbolic, tables, graphs, etc.)? Check their answers using different methods? Continually ask, “Does this make sense?” Understand the approaches of others and identify correspondences between different approaches? Mathematical Practices

15. 9/14/2015 page 15 2. Reason abstractly and quantitatively. 2. Reason abstractly and quantitatively. cc: onlinemathtutor.org

16. 9/14/2015 page 16 Teacher Actions (Cause)Student Practice (Effect) Reason abstractly and quantitatively. 2. Reason abstractly and quantitatively. DO STUDENTS: Make sense of quantities and their relationships in problem situations? Decontextualize a problem? Contextualize a problem? Create a coherent representation of the problem, consider the units involved, and attend to the meaning of quantities? Mathematical Practices

17. 9/14/2015 page 17 3. Construct viable arguments and critique the reasoning of others. 3. Construct viable arguments and critique the reasoning of others.

18. 9/14/2015 page 18 Teacher Actions (Cause)Student Practice (Effect) 3.Construct viable arguments and critique the reasoning of others. DO STUDENTS: Make conjectures and build a logical progression of statements to explore the truth of their conjectures? Analyze situations and recognize and use counter examples? Justify their conclusions, communicate them to others, and respond to arguments of others? Hear or read arguments of others and decide whether they make sense, and ask useful questions to clarify or improve the argument? Mathematical Practices

19. 4. Model with mathematics. 4. Model with mathematics. 9/14/2015 page 19

20. 9/14/2015 page 20 Teacher Actions (Cause)Student Practice (Effect) 4.Model with mathematics. DO STUDENTS: Apply the mathematics they know to solve problems in everyday life? Apply what they know and make assumptions and approximations to simplify a complicated situation as an initial approach? Identify important quantities in a practical situation? Analyze relationships mathematically to draw conclusions? Interpret their mathematical results in the context of the situation and reflect on whether the results make sense? Mathematical Practices

21. 5. Use appropriate tools strategically. 5. Use appropriate tools strategically. 9/14/2015 page 21

22. 9/14/2015 page 22 Teacher Actions (Cause)Student Practice (Effect) 5.Use appropriate tools strategically. DO STUDENTS: Consider the available tools when solving mathematical problems? Know the tools appropriate for their grade or course to make sound decisions about when each of these tools might be helpful? Identify relevant external mathematical resources and use them to pose or solve problems? Use technological tools to explore and deepen their understanding of concepts? Mathematical Practices

23. 6. Attend to precision. 9/14/2015 page 23

24. 9/14/2015 page 24 Teacher Actions (Cause)Student Practice (Effect) Attend to precision. 6. Attend to precision. DO STUDENTS: Communicate precisely to others? Use clear definitions? Use the equal sign consistently and appropriately? Calculate accurately and efficiently? Mathematical Practices

25. 7. Look for and make use of structure. Where’s the math?

26. 9/14/2015 page 26 Teacher Actions (Cause)Student Practice (Effect) 7. Look for and make use of structure. structure. DO STUDENTS: Look closely to determine a pattern or structure? Utilize properties? Decompose and recombine numbers and expressions? Mathematical Practices

27. 8. Look for and express regularity in repeated reasoning.

28. 9/14/2015 page 28 Teacher Actions (Cause)Student Practice (Effect). Look for and express regularity in repeated reasoning. 8. Look for and express regularity in repeated reasoning. DO STUDENTS: Notice if calculations are repeated, and look both for general methods and for shortcuts? Maintain oversight of the process, while attending to the details? Continually evaluate the reasonableness of their intermediate result? Mathematical Practices

29. The value of the common core is only as good as the implementation of the mathematical practices. -- Jere Confrey 9/14/2015 page 29

30. Alignment of CCSS and your textbook Middle School Teachers: Middle School Teachers: -use your pacing guide and crosswalk to find those NCSCOS objectives that align with CCSS and write the page number you can use to teach that standard High School Teachers: High School Teachers: -use your Core-Plus alignment documents to write the standard in your book on the pages that align with each investigation.

31. Summative Assessment websites: http://www.ncpublicschools.org/acre /assessment/online/ http://www.ncpublicschools.org/acre /assessment/online/ www.k12.wa.us/smarter/

32. 1. A Call for Change - November 18, 2011 2. Understanding the Standards December 20, 2011 3. NC Professional Teaching Standards January 14, 2012 4. NC Falcon - February 28, 2012 5. Revised Bloom's Taxonomy March 23, 2012 6. Designing Local Curriculum May 20, 2012 The due dates are the same for all Robeson County teachers and administrators NC EDUCATION Modules https://center.ncsu.edu/nc/login/index.php https://center.ncsu.edu/nc/login/index.php

33. 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) www.robeson.edmodo.comwww.robeson.edmodo.com 2) If you have a current account, login with your credentials. If not, then select “I’m a Teacher” and enter Edmodo school code (email attachment) 3) Click “join” and enter code i9oi0e to join Mathematics Group-grades 6-12

34. REMINDERS: Remember to train your staff before our next session on Feb. 10 Go to Edmodo, print the Standards for Mathematical Practice activity and today’s agenda, train your staff, and add these copies to your CCSS binder Did you sign in and write your new email? Parking Lot questions PLUS/DELTA Next meeting: Feb 10

35. 9/14/2015 page 35 Aaron.locklear@robeson.k12.nc.usAaron.locklear@robeson.k12.nc.us Aaron Locklear Annette.kenworthy@robeson.k12.nc.usAnnette.kenworthy@robeson.k12.nc.us Annette Kenworthy Catrina.bailey@robeson.k12.nc.usCatrina.bailey@robeson.k12.nc.us Catrina Bailey