1. A Little Humor February 2012 Elementary Math PD Day District of Columbia Public Schools | December 2012 1 What does this comic make you think about?

2.  Shift 1: FOCUS  Shift 2: COHERENCE  Shift 3: FLUENCY  Shift 4: DEEP UNDERSTANDING  Shift 5: APPLICATION  Shift 6: DUAL INTENSITY Six Key Instructional Shifts for CCSSM December 14, 2012 Elementary Math PD Day: Deep Understanding 2 District of Columbia Public Schools | December 2012 The shifts of fluency, deep understanding, application and intensity are often grouped together and referred to as RIGOR

3. Deep Understanding Defined December 14, 2012 Elementary Math PD Day: Deep Understanding 3 District of Columbia Public Schools | December 2012  Teach more than “how to get the answer” and instead support students’ ability to access concepts from a number of perspectives so that Students are able to see math as more than a set of mnemonics or discrete procedures. Students demonstrate deep conceptual understanding of core math concepts by applying them to new situations as well as writing and speaking about their understanding.

4. Experiential Learning February 15, 2013 Elementary Math PD Day: Application 4 District of Columbia Public Schools | February 2013 Handout #5a

5. Experiential Learning February 15, 2013 Elementary Math PD Day: Application 5 District of Columbia Public Schools | February 2013 Handout #5b

6. Deep(er) Understanding: A Continuum December 14, 2012 Elementary Math PD Day: Deep Understanding 6 District of Columbia Public Schools | December 2012 Rote UnderstandingDeeper Understanding

7. Tenants of a Math Task December 14, 2012 Elementary Math PD Day: Deep Understanding 7 District of Columbia Public Schools | December 2012  The problem begins where the students are. The task is both challenging and accessible. There is no specified solution pathway.  The problematic or engaging aspect of the problem must be due to the mathematics that the students are to learn. There is a clear learning outcome.  The problem must require justifications and explanations for answers and methods. Student to student discussion is encouraged.

8. Math Task Planning December 14, 2012 Elementary Math PD Day: Deep Understanding 8 District of Columbia Public Schools | December 2012  “Set a low floor for entry, a high ceiling for exit. Write problems that require a simple first step but which stretch for miles.“ (Dan Meyer, 2012)  http://blog.mrmeyer.com/?p=12141

9. Defining a Math Task February 15, 2013 Elementary Math PD Day: Application 9 District of Columbia Public Schools | February 2013 Handout #10

10. Math Block: Problem Solving Model December 14, 2012 Elementary Math PD Day: Deep Understanding 10 District of Columbia Public Schools | December 2012 TimeMathematics Component and Brief Description 5 minutes Warm Up 10 – 15 minutes Introduction/Set Up for Learning 20 – 30 minutes Problem Solving 20 minutes Sharing/Presentation 10 minutes Closing 10 – 15 minutes Fluency Practice

11. Math Block: Math Task Model December 14, 2012 Elementary Math PD Day: Deep Understanding 11 District of Columbia Public Schools | December 2012 Handout #10

12. College and Career Readiness February 15, 2013 Elementary Math PD Day: Application 12 District of Columbia Public Schools | February 2013 The pathway to college and career readiness begins with our youngest students. We must prepare our students for the demands of the real world

13. KEY TAKE-AWAY 2 February 15, 2013 Elementary Math PD Day: Application 13 District of Columbia Public Schools | February 2013 We must include a wider variety of math task structures in our work with students. A critical part of this shift is that students will be able to apply their mathematical understanding to unique situations, thus requiring us to expand what we ask students to do. Handout #11

14. Math Differentiation at the Cluster  Deep Understanding math tasks that challenge all students ( weekly, grades 1-8)  Fluency- First in Math (grades 1-8)  Fluency- UMathX (grades 1-8)  Math Buddies (grades 1-5)  Problem Solving Journals (grades 3-8)  Math Resource/ Lab (grades 3-8)  Accelerated Math which differentiates activities and student practice for their level (piloted in 5 th grade, coming soon to grades 1-4)  Progress monitoring for important fluency skills (example: 2 digit addition and subtraction in second grade)  Mathalicious (grades 4-8)  Study Island (grades 6-8) District of Columbia Public Schools | May 18, 2012 14