1. W ELCOME E LEMENTARY M ATHEMATICS E DUCATORS & P RINCIPALS Day 3 Educator Effectiveness Academy Summer 2011

2. D AY 3 The participant will: Continue to reflect on how the Standards for Mathematical Practice will be infused into daily instruction in the mathematics classroom. Continue to investigate the content of the Common Core State Standards for Mathematics (CCSSM) and related documents.

3. Find Someone Who Outcome: The participant will refine his/her understanding of the Common Core State Standards and the associated vocabulary.

4. Mix and mingle, ask each other one question on the handout. Record the correct answer and the name of respondent Move to a new person and ask another question. Continue until the handout is complete. F IND S OMEONE W HO

5. Find someone who can tell you how many Standards there are for Standards of Mathematical Practice. Find someone who can name two domains in grade 4. Find someone who can tell you the difference between a Domain and a Cluster. Find someone who can name 2 different standards of mathematical practice. Find someone who can tell you what the code 7.RP.2a stands for. Find someone who can tell you what should be infused into daily mathematics instruction. Find someone who can tell you where to find the domain of Counting and Cardinality. Find someone who can tell you the name of your facilitator/teacher. Find someone who can tell you where the domain of functions is introduced. John Doe answer Your Name Goes Here Record name and answer

6. Learning Progression of a Standard Outcome: The participant will develop a learning progression that includes a selected standard.

7. L EARNING P ROGRESSION OF A S TANDARD 1. In your group, discuss what a student must know before learning the targeted standard and what knowledge the targeted standard will support in later coursework. 2. Find the “Targeted Standard” in the appropriate grade in the Common Core State Standards for Mathematics or the appropriate Frameworks. 3. Search the different grade levels before and after, for standards that fall into a Learning Progression with this standard. 4. Record your findings on the provided tab le.

8. Course Standard Code(s) The StandardRationale Prekindergarten PKMDSort objects into categories and compare quantities Kindergarten KMD3 Classify objects into given categories and count to tell how many are in each category. 1st Grade 1MD4 Organize data into three categories. Interpret data by asking which category has more/less. 2nd Grade 2MD9Make line plot to represent measurement data 3rd Grade 3MD3Scaled picture graph and scaled bar graph to represent a data set 4th Grade 4MD4Line plots used for solving fraction addition and subtraction problems 5 th Grade 5MD2 Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8). Use operations on fractions for this grade to solve problems involving information presented in line plots. 6 th Grade 6SP3Measure of Center versus Measure of Variation in a data set 7 th Grade 7SP3Use a dot plot to show mean absolute deviation. 8 th Grade Sample Response

9. The Common Core State Standards for Mathematics were developed with consideration for research-based learning progressions that detail what is known today about the development of students’ mathematical knowledge, skill, and understanding over time. Examination of selected standards that exemplify a learning progression from one grade/course to another is intended to provide evidence of this fact. S UMMARY

10. Principals Welcome to Session 2

11. Day 3 Outcomes for Session 2 The participant will: Identify the Standards for Mathematical Practice that would be employed while completing a selected rich open-ended mathematics task Identify standards that need support and offer suggestions regarding the types of support that would be useful

12. Standards for Mathematical Practice 8 Corners Outcome The participant will identify the Standards for Mathematics Practice that would be employed while completing a selected rich open-ended mathematics task.

13. At the end of your party, there were two boxes of pizza with some pieces left over. Box A had two slices of a medium cheese pizza left over that had been cut into eight equal pieces. Box B had two slices of a medium cheese pizza left over that was cut in six equal pieces.  Which box do you want to take home and why? Justify your response using models and pictures.

14. Share Why did you make your selection?

15. Toolkit Input Outcome The participant will identify standards that need support and offer suggestions regarding the types of support that would be useful.

16. Review your assigned Domain Independently, select 5 Standards that are in need of support Record your selections on your “Individual Worksheet” Toolkit Input

17. RankingStandard CodeRationale 1 2 3 4 5 Individual Worksheet

18. As a group: Reach consensus on a “Top 5 List” for your group and record your results on the Group Toolkit Input form Suggest Toolkit components that would support the “Top 5 List” Toolkit Input

19. Grade Level/Domain or Course/Unit Top 5 Standards in Need of Supporting Documents (Record the Code for the Standard) Top 3 Toolkit Items that Need to be Created to Support this Standard Additional Comments 1 2 Group- Toolkit Input Form Grade 4 Geometry 4.G.2 Lessons Seeds Lesson ideas to help students make sense of this standard.

20. What are your overall impressions of the standards that you reviewed?

21. Principals Welcome to Session 3

22. Day 3 Outcomes for Session 3 The participant will: Make connections between the message delivered by a motivational speaker and the Standards for Mathematical Practice Formulate a plan for training teachers at their school

23. Dan Meyer Video Outcome The participant will make connections between the message delivered by a motivational speaker and the Standards for Mathematical Practice

24. While watching the video, look for connections between Dan Meyer’s message and the Standards for Mathematical Practice Independently answer the provided questions Share responses with your table group Dan Meyer Video

25. How does Dan Meyer’s philosophy on instruction compare to the Standards for Mathematical Practice?

26. Reflection Outcome The participant will formulate a plan for training teachers at their school.

27. Independently, use the guiding questions to prepare discussion points to share with your school team Share discussion points with members of your group Reflection

29. What should be included in upcoming Educator Effectiveness Academy sessions/webinars to help with the transition to the Common Core State Standards? Exit Ticket