1. Welcome 6th Grade Teachers!
While waiting for everyone to sign in, please complete the Math Warm-Up Activity on your desk. (Feel free to collaborate with your neighbors. We will use your responses throughout the morning. )

2. 6th Grades Mathematics Common Core State Standards and Go Math!
Preparing Students for College and Career Readiness
Pre-Service 2013
6th Grades Mathematics Common Core State Standards and Go Math!
Jodie Cooper-Hoffman, K-12 Instructional Coach
Curriculum/Professional Learning
Sara Engelman, Teacher Leader
Dillard Elementary
Joe Zavada, Teacher Leader
Castello Elementary

3. Welcome Back!

5. Students Reflect: CCSS-m & Go Math!

6. Please step outside if you have an emergency and need to text.
Norms
Be invested.
Collaborate with colleagues.
Avoid sidebar conversations.
Turn your cell phone to silent.
Please step outside if you have an emergency and need to text.

7. Overview Spring/Summer Trainings
Day 1:
CCSS math
Rationale
Content standards
Standards for Mathematical Practice
Instructional shifts required

8. Overview Spring/Summer Trainings
Day 2:
Go Math!
Components
Online Resources
Daily Lesson Design
CCSS & Marginalia
Field Testers
Sharing of Experiences
Tips and Traps

9. Overview Spring / Summer Trainings
Day 3: Pre-Service (Today )
Student Engagement
Class vs. Individual
Standards for Mathematical Practice
Parents & CCSS
Parent University Models
Supporting Parents
Assessments
GoMath! Options
District Shifts
Lesson Planning

10. Turning up our dimmer switch

11. Today’s Outcomes Build our understanding of:
Student engagement - what math will look/sound like in CCSS classrooms
Assessments that are available and which will best fit our instruction in year one of implementation
Parents’ needs with the CCSS-Math transition
CCSS-M planning and lesson design

12. Review of the 8 Standards for Mathematical Practice

13. Standards for Mathematical Practice (SMP)
Make sense of problems and persevere in solving them.
Reason abstractly and quantitatively.
Construct viable arguments and critiques the reasoning of others.
Model with mathematics.
Use appropriate tools strategically.
Attend to precision.
Look for and make sense of structure.
Look for and express regularity in repeated reasoning.

14. SMP Practice Activity

15. SMP #2: Reason abstractly and quantitatively.
Which Standard?
SMP #2: Reason abstractly and quantitatively.
SMP #6: Attend to precision.
SMP #5: Use appropriate tools strategically.
SMP #7: Look for and make use of structure.
SMP #8: Look for and express regularity in repeated reasoning.
SMP #3: Construct viable arguments and critique the reasoning of others.
SMP #1: Makes sense of problems and persevere in solving them.
SMP #4: Model with mathematics.
Will that method always work?
How do you know?
What do you think about what she said?
Who can tell us about a different method?
What do you think will happen if …?
When would that not be true?
Why do you agree/disagree with what he said?
What do you want to ask her about that method?
How does that drawing support your work?
What is the problem asking?
How will you use that information?
What other information do you need?
Why did you choose that operation?
What is another way to solve that problem?
What did you do first? Why?
What can you do if you don’t know how to solve a problem?
Have you solved a problem similar to this one?
When did you realize your first method would not work for this problem?
How do you know your answer makes sense?
What is a situation that could be represented by this equation?
What operation did you use to represent the situation?
Why does that operation represent the situation?
What properties did you use to find the answer?
How do you know your answer is reasonable?
How do you know your answer is reasonable?
How can you use math vocabulary in your explanation?
How do you know those answers are equivalent?
What does that mean?
What could you use to help you solve the problem?
What strategy could you use to make that calculation easier?
How would estimation help you solve that problem?
Why did you decide to use…?
Why is that a good model for this problem?
How can you use a simpler problem to help you find the answer?
What conclusions can you make from your model?
How would you change your model if…?
What do you remember about…?
What happens when…?
What if you…instead of …?
What might be a shortcut for …?
How did you discover that pattern?
What other patterns can you find?
What rule did you use to make this group?
Why can you use that property in this problem?
How is that like…?

16. This poster & great other ELL STUFF!!!
Working Draft: Last revised 4/25/2017
Productive Partners
Use the 4 Ls:
L = Look at your partner.
L = Lean toward your partner.
L = Lower your voice.
L = Listen attentively.
This poster & great other ELL STUFF!!!
Structured Student Interaction slides courtesy of Dr. Kate Kinsella,
San Francisco State University, Center for Teacher Efficacy
TM & © Scholastic Inc. All rights reserved. 9/1/11

17. SMP Practice Activity-Reflection Share
Use the 4 Ls:
1. L = Look L = Lean L = Lower L = Listen
I feel confident about supporting my students with Standard for Mathematical Practice # ____, because I ___________.
The Standard for Mathematical Practice # ____ will be more challenging for me to implement right away because _______.

18. Getting Engaged with Learning: Starts with Thinking
What is the mathematical concept that connects all three of these problems?
6 x 98 =
6 x 7⅔ =

19. Use the distributive property to evaluate these expressions.
Getting Engaged with Learning:
Requires Learners Talking
Use the distributive property to evaluate these expressions.
#1.)
#2.)
#3.)
8 x 199 =
Something I see in problem # ___ is ____________.
The first thing I would do to complete problem # ____ is _____________ because______________________.
Problem # ______ makes me wonder _________________.

20. Students Engaged in the CCSS Classroom!
ALL students communicating thinking
ALL students are doing most of the talking
ALL students discovering concepts
ALL students practicing applying concepts
ALL students learning from others
ALL students using errors as an opportunity to learn
ALL students using sentence frames and sentence stems to practice expressing new ideas
Teachers questioning to support/encourage thinking
Teachers celebrating student thinking and learning

21. Planning for Student Engagement SMPs-Go Math!
Look at a lesson in chapter 1.
Read the questions in the marginalia.
How do these questions support the 8 Standards for Mathematical Practice?
How will you get ALL students engaged?
How will you get ALL students thinking?
Which questions do you anticipate being challenging for students? What will you do?
What is a specific engagement strategy you will teach your students in support of the SMP?

22. Group Share Out Using 3 Ls: L = Look at the speaker
Group Share Out Using 3 Ls: L = Look at the speaker. L = Lean toward the speaker. L = Listen attentively.
We will know our students are engaged in chapter ___ lesson ___ when they _________.
During the _______ section of Chapter ___ Lesson __, our students will respond to questions by __________.
We are planning on teaching our students to respond by ___________ because ____________.
______ told us they will ____________. Then _____ told us they will…..

23. Supporting Our Community
YOU ARE NOT ALONE!

24. Parents & CCSS Parent University Model Update Piloting this fall
Elementary Math Steering Committee
Goal is for District Model(For Schools to Use)

25. Parents & CCSS
Have you heard?
“They need to decide which subject they are assessing-reading, writing, or math?!”
“These kids couldn’t even do CA Standards; they’ll never be able to do these new standards!”
“Common Core? UGH!”
“This is impossibly hard!”
How do comments like these affect our work?

26. Parents & CCSS Supporting Parents-Supports Our Students
Positive messages
Recognizing “change” can be uncomfortable/scary
Encourage strategies for helping students to help themselves and “think” – SMP
Patience, persistence, & positivity 
Before break…

27. Break

28. A glimpse at being career ready…
Play

29. Let’s Practice How would you respond to this question?
“If my child already knows their math facts and how to multiply, why would you have them learn it another way?”

30. Traditional Method #2 Method #3 48 x 53
+ 8 50 + 3
2000
400 24 14 4
Alternative ways to solve problems, lead students to a deeper math understanding and prepare them for higher level mathematics.
120
120 24 24
400
2,544
2000
2,544

31. Traditional Method #2 Method #330 2 1
30 +
1 +
2 +
Alternative ways to solve problems, lead students to a deeper math understanding and prepare them for higher level mathematics.

32. The algebra connection
X3 + 5x2 +11x + 15

33. Why is learning multiple methods important?
Students need to develop skills & strategies that allow them to MAKE DECISIONS about the MOST EFFICIENT way to solve a problem
Students need to develop a deeper (more rigorous) conceptual understanding of “number sense”
Students need to develop skills and strategies that will prepare them for more advanced mathematical thinking and applications
Students need to be able to clearly communicate why something works (or doesn’t work) and explain the reason for the decisions they make
Students need to become mathematically proficient in order to be college and career ready

34. Another Opportunity  How would you respond to this question?
Try Again!
How would you respond to this question?
“If my child already knows their math facts and how to multiply, why would you have them learn it another way?”

35. Resources for Supporting Parents with CCSS & Go Math
Go Math website
EGUSD blog
Standards for Mathematical Practice
Questioning Examples
(located in the Go Math Planning Guide)

36. What resources are provided to monitor, assess, and support student progress?

37. Assessment Guide Prerequisite Diagnostic Skills
Beginning of the Year Test (BoY)
Middle of the Year Test (MoY)
End of the Year Test (EoY)
Diagnostic Interview Assessments
Chapter Tests (2 formats)
Constructed Response
Extended Constructed Response
Performance Assessments
Correlations
On-line Assessment

38. Show What You Know
Student Edition

39. Step 3: Practice

40. Mid-Chapter Checkpoint

41. Chapter Review/Test

42. Online

43. EGMAP Benchmark Assessments (Elk Grove Measure of Academic Progress)
eCPL

44. Assessments
Dig in & Discuss

45. Questions to Guide Grade Level Discussion
Which assessments will we use as a grade level team for common assessments?
Will we use an assessment for identifying student needs to start the year? If so, which one?
What are some of the advantages and disadvantages of forms A and B?
Looking closely at chapter one and all assessment options, which assessment(s) will we use?
How will we handle grading?
When/How will our grade level use information from each assessment opportunity?

46. Group Share Out Using 3 Ls: L = Look at the speaker
Group Share Out Using 3 Ls: L = Look at the speaker. L = Lean toward the speaker. L = Listen attentively.
The ______ assessment seems valuable to us because ______.
We anticipate the ____ assessment giving us valuable feedback to guide our instruction.
Another assessment that stood out for us was ____ because ______.
We are going to try to use the ______ assessment regularly to give us instant feedback.

47. Lesson Design Chapter 1, Lesson 1 & Most Difficult Lesson in Chapter 1
What is the essential question?
What will kids have to know to answer that?
What is being taught and what do they need to already know?
Which additional support/knowledge do we need in order to be most effective at helping our students conceptually understand?
How will we get ALL students talking and engaged in every part of lesson?
How will we support our English Language Learners?
ELL components?
How will we support our students who are below grade level or struggling?
RtI (Response to Intervention components)?
When/How will we know our students are learning?

48. 1:00-3:30 Continue with Go Math! Lesson Planning at Your Site 
Afternoon Agenda
1:00-3:30 Continue with Go Math! Lesson Planning at Your Site 

49. Feedback to Inform our Next Steps

50. Lunch!
Go Math! Planning!