1. Math in the Common Core Era: Helping All Students Succeed
Archdiocese of Dubuque
October 1, 2015

2. Standards for Teaching and Learning Mathematics

3. Knowledge of Mathematics and General Pedagogy
Teachers should have a deep knowledge of –
Sound and significant mathematics
Theories of student intellectual development across the spectrum of diverse learners
Modes of instruction and assessment
Effective communication and motivational strategies

4. Knowledge of Student Mathematical Learning
Teachers must know and recognize the importance of –
Ways students learn mathematics;
Supporting students as they struggle to make sense of mathematical concepts and procedures
Ways to help students build on informal mathematical understandings
Ways to stimulate engagement and to use the standards for mathematical practice

5. Worthwhile Mathematical Tasks
Teachers should design experiences and pose tasks that –
Engage students’ intellect
Develop mathematical understandings and skills
Stimulate students to make connections and develop a coherent framework for mathematical ideas
Call for problem formulation, solving, and mathematical reasoning

6. That’s a lot of words, what does this mean for me?
Fluency: knowing how a number can be composed and decomposed and then using that information to be efficient and flexible when solving the problem through the use of strategies.
Rigor: the development of conceptual understanding, procedural skill and fluency, and application with equal intensity.
Rigor is defined as the development of conceptual understanding, procedural skill and fluency, and application with equal intensity.
New York CCSS Instructional Practice Guide: Supplement for Reflection over the Course Year, achievethecore.org, p 1

7. Without talking,
without writing,
without counting
one by one,
how many unit
squares are in the
shaded portion
surrounding the
figure?

8. Solve the following:
– x ÷ 12

9. Whole Number Computation
For each probe, choose the method that closely matches how you would solve the problem.
Then discuss the other methods with your partner.

10. Number Talks
Third Grade:

11. Number Talks: Key Components
Classroom Environment and Community
Classroom Discussions
Changing the Role of the Teacher
Role of Mental Math
Purposeful Computation Problems

12. Talk Moves
Revoicing Wait Time Repeating Turn-and-Talk Reasoning Revise Adding On
Give participants handout with the Talk Moves from Elham and Allison’s book.
Discuss how the talk moves are used to guide classroom discussions.

13. MTSS
Tier 2: Intervention

14. Standard Treatment Protocol
What is that?

15. Screeners
Who should administer? When should this occur? Why should it be used? How will the results be used? What can be used?

16. What can be used? K-1: Number Knowledge Test Number Sense Screener
2-5: Delaware Screeners
Boulder Valley, CO (K-5)
6-8: Math Reasoning Inventory
Resource

17. Intervention Plan
Who should administer? When should this occur? Why should it be used? How will the results be used? What can be used?

18. What can be used? K-1: Number Sense Intervention 1-8: Do the Math
5-10: Trans Math
K-12: Engage NY

19. Progress Monitoring
Exit Tickets in the Engage NY curriculum at the end of each lesson can be used for progress monitoring. The following rubric with each exit ticket question could be used after every 3 lessons for a total of 9 points.
Student has a full understanding of the question
(3)
Student has a good understanding of the question making minimal mistakes
(2)
Student has a partial understanding of the question
(1)
Student has no understanding of the question
(0)
Lesson 1
Lesson 2
Lesson 3

20. Diagnostic Assessments
Grades K-2 Kathy Richardson Grades 2-8 Cognition-Based Assessment and Teaching