1. AUGUST 28, 2013 Birmingham Public Schools K-5 Math

2. Purpose of Today Deepen our understanding of math instruction:  Standards-based questions  Good architecture of math lessons/instruction Connect math Common Core State Standards to instruction and learning

3. Housekeeping Building facilities Agenda: 8:00 – 11:40  Teacher-led PD LUNCH break – on your own 1:00 – 3:00  Math Expressions introduction  Representative from HMH

4. Connector Name Building & Grade What is your number one (and only one) goal for math instruction this year? (10 words or less)

5. Background of K-8 Math Review January 2013 – Math CAT Formed Approximately 50 members Reviewed:  Standards by Grade  Identified which are Critical – Important – worth being Familiar with (C – I – F)  Added BPS Standards to the Common Core where necessary  Assessments – types and timeline

6. Work of Math K-8 Review Evaluation of existing resources  Current materials were not sufficient Consensus was to review new resources  Text book publishers presented  Math CAT members evaluated materials based on the evaluation of important standards  Created and used a rubric for evaluation Selection of materials for Pilot:  Math Expressions: K-5  Big Ideas: 6-8

7. Current Status Full District Pilot: K-5 Opportunity to evaluate Math Expressions

8. Purpose of Today Deepen our understanding of math instruction:  Standards-based questions  Good architecture of math lessons/instruction Connect math Common Core State Standards to instruction and learning

9. Reminder: 8 Practices Make sense of problems and persevere in solving them. Reason abstractly and quantitatively. Construct viable arguments and critique the reasoning of others. Model with mathematics. Use appropriate tools strategically. Attend to precision. Look for an make use of structure. Look for and express regularity in repeated reasoning.

10. What will we do today: Look at math practices from a student perspective Grapple with student activities:  Standards-based questions  Math practices  Student mastery of standards  (Power Teacher grade book connection)

11. Exploring the 8 Standards of Practice Look over the 8 Practices What do you notice?

12. Connecting Place Value and Multiplication Activity Let’s explore some tasks to see where these standards are embedded Directions for exploration:  Count off by 6’s and think of a strategy to remember your number  Find the station that matches your number (your starting place)  Complete each task  Using your recording sheet, record the practice(s) embedded in the task, along with evidence

13. Close Now what do you notice about the 8 Practices? What questions do you still have?

14. Reflection Journal How will you incorporate the 8 math practices into your instruction this year?

15. Gimme a Break!

16. Standards-Based Questions Stop & Jot:  What is a standards-based question?

17. Definition:  Questions to guide inquiry during the unit of study.  Answers are not certain.  Answers are not scripted by the teacher.  No right/wrong answers.

18. Game:  Identify the standards-based questions.  10 standards – which questions work as essential questions?

19. No. 1 How do addition and subtraction relate? YES – this is an essential question.

20. No. 2 What is whooping cough? NO – this is not an essential question.

21. No. 3 What’s it like to live in Hong Kong? NO – this is not an essential question.

22. No. 4 How does disease affect schools? YES – this is an essential question

23. No. 5 Which city in Southeast Asia is the best place to live? YES – this is an essential question.

24. No. 6 How are multiplication and division related? YES – this is an essential question.

25. No. 7 Why do we use numbers and not letters? YES – this is an essential question.

26. No. 8 Can you use different strategies to master multiplication and division facts? NO – this is not an essential question.

27. No. 9 How do you know if the “correct” answer is not the best solution? YES – this is an essential question.

28. No. 10 How does understanding place value help you solve double-digit addition and subtraction problems? YES – this is an essential question.

29. No. 10++ Why do we have to teach math this year?