1. MPs: Math Practice Standards grades 6-8 (CCSS) Welcome…

2. Presenter notes for MP Intro 6 th Grade Teachers - Mathematical Practices – (also focus on Multi-digit decimal operations) 7 th /8 th Grade Teachers - Mathematical Practices- (also focus on Fluency with rational numbers/arithmetic)

3. Today’s Plan: Make MATH PRACTICES a common household “math-class” word. Experience a range of differentiated activities and discover related MPs. Use Online resources with tasks & MPs. Understand the role of MP Standards in your CCSS curriculum. Access additional online resources (videos) Share and Plan next steps.

4. AGENDA (Forms, Activity Workbooks): 1.“Cut the Cake” (p.1) (form-1, page 4) and Math Practice Standards, page 3 1.21 st.Century Assembly Line/Pass it On: “Geometry” (p.2) and/or “Trip to the Zoo” pages (p.3-5) (both form-2, page 5) 1.“How do you Get to School?” (p.6) “How do you spend Saturday?” (p.7) NCTM Illuminations (Select from middle-school tasks) (p.8-9) (all form-3, p. 6) 1.“Scrambled Comics” (form-2, page 5) (p.10 + cut-up puzzle) 2.Map and Trip, and blank grid (form-2, page 5) (p.11, 12) 3.“As the Crow Flies” (form-2, page 5) (p.13-14) 1.“Ski Indoors” from IDE (form-3, page 5) (p.15-16) 2.“Run Forest Run,” created by M. Gaeta (form-3, page 5) (p.17-22) 1. EngageNY: grades 3-8 (online) (form-4, page 7: select your grade) 2. 3-HS (online: Dana Toolbox) (form-4, page 7: select course) 3. Online Resources (with videos) 1. Action Plan and Feedback (forms-5 and 6, pages 8-9)

5. DIRECTIONS FORM-1 Page-4 p.1 #1-CUT the CAKE

6. Standards of Mathematical Practices Standards of Mathematical Practices (MP) 1. Make sense of problems and persevere in solving them. 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. Construct viable arguments and critique the reasoning of others. Model with mathematics. Attend to precision. WHAT’S NEW? More detail page-4 and link.

7. PARCC Design: Blueprint Considerations

8. SA MS/HS– PD Session 3| April 4., 2011 Examination of BLUEPRINTS http://www.parcconline.org/assessment-blueprints-test- specs Scroll down Select your grade or course; use as a reference Use PBA and EOY for list of Standards that could be included on those assessments + Evidence Statements + Math Practices + Calculator or Not + other expectations. Note: up to 15% of each test could include standards from the two previous grade levels. Often, multiple standards are included in one questions. (See these grades, too)

9. Master Claim: On-Track for college and career readiness. The degree to which a student is college and career ready (or “on- track” to being ready) in mathematics. The student solves grade-level /course-level problems in mathematics as set forth in the Standards for Mathematical Content with connections to the Standards for Mathematical Practice. Sub-Claim A: Major Content 1 with Connections to Practices The student solves problems involving the Major Content 1 for her grade/course with connections to the Standards for Mathematical Practice. Sub-Claim B: Additional & Supporting Content 2 with Connections to Practices The student solves problems involving the Additional and Supporting Content 2 for her grade/course with connections to the Standards for Mathematical Practice. Sub-Claim E: Fluency in applicable grades (3-6) The student demonstrates fluency as set forth in the Standards for Mathematical Content in her grade. Claims Structure: Mathematics grades 3-HS Sub-Claim C: Highlighted Practices MP.3,6 with Connections to Content 3 (expressing mathematical reasoning) The student expresses grade/course- level appropriate mathematical reasoning by constructing viable arguments, critiquing the reasoning of others, and/or attending to precision when making mathematical statements. Sub-Claim D: Highlighted Practice MP. 4 with Connections to Content (modeling/application) The student solves real-world problems with a degree of difficulty appropriate to the grade/course by applying knowledge and skills articulated in the standards for the current grade/course (or for more complex problems, knowledge and skills articulated in the standards for previous grades/courses), engaging particularly in the Modeling practice, and where helpful making sense of problems and persevering to solve them (MP. 1),reasoning abstractly and quantitatively (MP. 2), using appropriate tools strategically (MP.5), looking for and making use of structure (MP.7), and/or looking for and expressing regularity in repeated reasoning (MP.8). Total Exam Score Points: 82 (Grades 3-8), 97 or 107(HS) Total Exam Score Points: 82 (Grades 3-8), 97 or 107(HS)

10. DIRECTIONS FORM-2 Page-5, p. 2, 3-5) #2- 21 st. Century Assembly Line or PASS IT ON

11. #3- HOW DO YOU GET TO SCHOOL (Form-3: from NCTM Illuminations) Page-6, p. 6

12. #4- HOW DO YOU SPEND SATURDAY? (Form-3: from NCTM Illuminations) Page-6, p.7

13. Need HS … NCTM Illuminations for Algebra I (Form-3: from NCTM Illuminations) Page-6, pages 8-9

14. #5- SCRAMBLED COMICS DIRECTIONS and ENVELOPES (Form-3) Page-5, page-10 work in groups of 2 or 3.

15. DIRECTIONS FORM-2 Page-5, Activity sheet page-11 Work alone or with a partner. #6- MAP N GRID: PLAN your TRIP

16. QUESTIONS

17. Grade 6-to-HS: Calculator and non-calculator sections Gr. 6-7 allows for online 4-function calculator with square root Gr. 8 allows for online scientific calculator Algebra/HS allows for TI-84 type graphing calculator (2014-15 students may use a hand-held calculator)

18. For updates on PARCC Calculator use and related administrative policy requirements go to: http://www.parcconline.org/assessment-administration-guidance For additional CCSS/PARCC resources see Dr. Robert Price’s site: https://fcserver.nvnet.org/~price/?OpenItemURL=S068EED54 (Note: Dr. Price is Director of Curriculum and Instruction at Old Tappan and serves on a national PARCC committee.)

19. #7- AS THE CROW FLIES DIRECTIONS FORM-2 (page 5,) (Activity sheet pages12-14)

20. As The Crow Flies Activity Packet (pages:13-14) CCSS takes what seems so usual, just a bit further. School Your house Friend’s House

21. As The Crow Flies Activity CCSS takes what seems so usual, just a bit further. School Your house Friend’s House

22. As The Crow Flies Activity CCSS takes what seems so usual, just a bit further. School Your house Friend’s House

23. As The Crow Flies Activity CCSS takes what seems so usual, just a bit further. School Your house Friend’s House

24. SKI INDOORS DIRECTIONS FORM-2 (page-5) ACTIVITY SHEET (p. 15-16)

25. RUN FOREST RUN FORM 2, page 5 ACTIVITY SHEETS pages 17-22

26. See your GRADE/COURSE MPs / Standards (online access)

27. BLUEPRINTS ALGEBRA II SAMPLE

28. Evident Statements: Grade 6 SAMPLE Gr.6: Which standards PBA type? EOY type? Gr.7: Which type test(s) Probability and Statistics, Geometry? Gr.8: Which type test(s) Probability and Statistics, Geometry? Algebra: Which standards probably EOY only?; See NJ Model Curriculum Unit-I test: Recognize question types ACTIVITY link next

29. LINK: http://www.parcconline.org/assessments/test-design/mathematics/math- test-specifications-documentshttp://www.parcconline.org/assessments/test-design/mathematics/math- test-specifications-documents SCREEN SHOT:

30. Go Online to PARCC BLUEPRINTS http://www.parcconline.org/parcc- releases-assessment-blueprints- and-test-specifications-documents Scroll down to find your grade- level or course. Select PBA or EOY (see MPs)

31. PVRSD Math TF – Work Session 1 | November 18, 2010 Understanding Common Core Math Standards is to understand MATH PRACTICE Standards…!

32. 32 Grade Focus Areas in Support of Rich Instruction and Expectations of Fluency and Conceptual Understanding K–2 Addition and subtraction - concepts, skills, and problem solving and place value 3–5 Multiplication and division of whole numbers and fractions – concepts, skills, and problem solving 6 Ratios and proportional reasoning; early expressions and equations 7 Ratios and proportional reasoning; arithmetic of rational numbers 8 Linear algebra, linear functions Focus Areas in Mathematics (CCSS)

33. 33 Grade Focus Areas in Support of Rich Instruction and Expectations of Fluency and Conceptual Understanding K–2 Add/subtract within 5/ 10/ 20 (K.OA.5, 1.OA.6, 2.OA.2) Add/subtract within 100 (2.NBT.5) Know single-digit sums within 20 (2.OA.2) 3 Multiply/divide within 100 (know single-digit products from memory) (3.OA.7) Add/subtract within 1000 (3.NBT.2) 4 Add/subtract within 1,000,000 (4.NBT.4) 5 Multi-digit division (5.NBT.5) 6 Multi-digit division (6.NS.2) Multi-digit decimal operations (6.NS.3) Required Fluencies K-6 without calculators

34. 34 ALG I Focus Areas in Support of Rich Instruction and Expectations of Fluency and Conceptual Understanding UNIT-1 Relationships Between Quantities and Reasoning with Equations UNIT-2 Linear Relationships UNIT-3 Expressions and Equations UNIT-4 Quadratic Functions and Modeling UNIT-5 Functions and Descriptive Statistics Focus Areas in Mathematics (CCSS)- MS/HS

35. #9- Grades 3-8: EngageNY (online resources) (Link:) https://www.engageny.org/resource/new-york-state-common-core- sample-questionscommon-core-sample-questions (Link:) Use Form-4 Page-7

36. #10- Gr.3-HS: Experience Online Tasks *DANA CENTER Toolbox for Types I, II, III (hardcopy tasks with Math Practice standards or link online at Dana Center Toolbox Math) Use Form-4 Page-7 Resources, Prototypes, MS, select a task.

37. Grades 3, 4, 5, 6, 7, 8, Algebra: Experience Online INTERACTIVE EOY Test (an extra resource) http://parcc.pearson.com/practice-tests/math/ http://parcc.pearson.com/practice-tests/math/ Use Form-4 Page-7

38. Links to Model Math Curriculum Sites Sample Assessments by grade: http://achievethecore.org/dashboard/300/search/1/2/0/1/2/3/4/5/6/7/ 8/9/10/11/12 Common Core and PARCC Accommodation Features http://www.parcconline.org/parcc-accessibility-features-and- accommodations-manual Common Core Resources to use with students http://www.illustrativemathematics.org Dana Center Resources http://ccsstoolbox.agilemind.com/resources_samples.html

39. MATH PRACTICES VIDEOS: what it looks like in the classroom 1- Make sense of problems and persevere in solving them (grades 1-12) http://www.insidemathematics.org/common-core-resources/mathematical- practice-standards/standard-1-make-sense-of-problems-persevere-in-solving-them 2- Reason abstractly and quantitatively (grades 5-12) http://www.insidemathematics.org/common-core-resources/mathematical- practice-standards/standard-2-reason-abstractly-quantitatively 3- Construct viable arguments and critique the reasoning of others (grades 1-12) http://www.insidemathematics.org/common-core-resources/mathematical- practice-standards/standard-3-construct-viable-arguments-critique-the-reasoning- of-others

40. MATH PRACTICES VIDEOS: what it looks like in the classroom 4- Model with mathematics (grades 1, 5, 7-8, 9-10) http://www.insidemathematics.org/common-core-resources/mathematical- practice-standards/standard-4-model-with-mathematics 5- Use appropriate tools strategically (grades 5-6, 9-10, 9-12) http://www.insidemathematics.org/common-core-resources/mathematical- practice-standards/standard-5-use-appropriate-tools-strategically 6- Attend to precision (grades 5-6, 6, 7, 9-10, 9-12) http://www.insidemathematics.org/common-core-resources/mathematical- practice-standards/standard-6-attend-to-precision

41. MATH PRACTICES VIDEOS: what it looks like in the classroom 7- Look and make use of structure (grades 1, 4, 5-6, 9-10, 9-12) http://www.insidemathematics.org/common-core-resources/mathematical- practice-standards/standard-7-look-for-make-use-of-structure 8- Look for and express regularity in repeated reasoning (grades 2, 4, 5-6, 7-8, 9-10) http://www.insidemathematics.org/common-core-resources/mathematical- practice-standards/standard-8-look-for-express-regularity-in-repeated-reasoning

42. Activity-workbook form-5 ( Page-8) Action Planning and Next Steps Goals Action Planning Next Steps

43. Questions? Concerns (silly question)? Discussion/Debrief

44. FEEDBACK (workbook form-6, page-9) The three most useful things I learned today: Two things I would share with a colleague: One question that I have:

45. Sincere thanks for your participation, collaboration and dedicated efforts!!! Judy edleaderk12@hushmail.com