1. Elementary Math Common Core
September 2013
Welcome participants to training.
All participants should have the following materials:
-Handouts of this Power Point
-Common Core Math Terms Handout
-Unpacking Document Template 2nd Grade
-Unpacking Document Template (blank)
-Highlighter
-1st Quarter Math Placemat
-Reflection
OPTION:
*Coaches/Trainers – If you want to print off particular standards for each grade level, you may access unpacking documents
with Chapter 1 standards already printed on the OCSD Common Core Math webpage. You may find this
information in the JULY PD.
Go to OCSD Common Core Math page
On the right side, under Professional development click on July PD
3rd box down titled Chapter 1 Standard Chunks

2. Recognize Common Core Math terms
Learning Objective:
Recognize Common Core Math terms
Unpack the Common Core Standards using the Know-Understand-Do Method (KUD)
Success Criteria:
Unpack Common Core Standards using Unpacking Standards Document/Graphic Organizer
Say: This training is about what teachers need to know to add the strategy of Unpacking Standards using KUD Graphic Organizer while lesson planning.
Read Learning Goals and Success Criteria

3. Terms to Know…
Say: These are terms we will be becoming more familiar with in the next few months of Professional Development.
Please ask participants to bring this sheet with them to the next Early Release.
Presenter will share that today’s training will only focus on the term –Unpacking Standards.

4. Unpacking Standards Why Unpack?
Standards require a close read and analyze for meaning
Standards are rarely taught in isolation
Not all standards are equal in rigor
Explain:
Bullet 1
Before you can figure out where you are going, you need to know what is being required of both you and your students by understanding the standards.
A standard must be treated like any nonfiction text that must be closely read and analyzed for meaning. The practice meaning of a standard is not self-evident even if the writing is clear and we will see this as we unpack a standard during this training.
Bullet 2
Standards are rarely taught in isolation . Often, several standards can be addressed by a single rich task.
Bullet 3
Not all standards are equal. Different standards require different learning goals (ex: acquisition, meaning-making, transfer)

5. Questions to Ponder What does it mean to “really understand”?
What are indicators of knowledge without understanding?
What are concrete indicators of really understanding something?
What can the person with understanding do that the person with only knowledge cannot do?
Have participants read the questions on the slide.
3 mins. Table Talk : Discuss the answers to the questions.
Explain/Discuss whole group:
What is the difference between to know and to understand?
-Doing something correctly is not necessarily evidence of understanding. To
understand is to have done it in the right way,
often reflecting in being able to explain why a particular skill, strategy, or
knowledge is or is not appropriate in a particular circumstance.
Understanding is about transferring what we
have learned to a new set of circumstances.
-To understand a topic or subject is to be able to use knowledge and skill wisely
and effectively.

6. Be Able to KNOW and UNDERSTAND
What We Want Students To Understand
What We Want Students To Know
Vocabulary
Definitions
Concepts
Key facts
Critical details
Laws, formulas
Decoding
Computation
Communication skills – listening, speaking, writing
Thinking skills – compare, confer, analyze
Research – inquiry, investigate
Say: When you are unpacking standards using the KUD (Know, Understand, Do) method:
What we want students to” know” is the prior information or background knowledge.
What we want students to “understand” is the how to solve math problems.

7. Students will be able to Student friendly language (Teaching Point)
Standard
What students
need to know
(nouns)
What students are
able to understand
(verbs)
Students will be able to
Student friendly language (Teaching Point)
MACC.2.OA.3.3 Determine whether a group of objects (up to 20) has an odd or even number of members, e.g.; by pairing objects or counting them by 2’s; write an equation to express an even number as a sum of two equal addends.
Blank unpacking form
Put in info from one done and have it come in piece by piece
Review each section and say:
This is a sample Unpacking Document/Graphic Organizer. It is a different format than presented during previous ELA trainings. You are encouraged to use the document that you are most comfortable with. As presenter describes document, click for each column, and an arrow will appear for each column.
At the last column (Student friendly language/SFL), say: Why can’t we just use an I can../SFL statement? To develop solid understanding of the standard the teacher needs to unpack the standard because it may not plainly state what you the teacher needs to include in their lesson development to meet students understanding.
Say: Notice checkmark, this pertains to the OCSD Teacher Evaluation System-1a-Demonstrating Knowledge of Content. Unpacking standards will help build the teacher’s knowledge of the content they are teaching.
Click again, an arrow will appear at the standard column to point out how to recognize that this standard is a 2nd grade standard. Say: Read MACC.2.OA.3.3 silently.
Say: Let’s look at the 2nd column on your Unpacking Standards document/graphic organizer. Click, arrow will appear. “What students need to know (nouns)”, Think: when Unpacking Standards-“I am looking for nouns that identify the content students will be learning.” These can be thought of as knowing things or facts. Questions to ask yourself: “What specific input do you need in order to develop understanding?”
2 mins Table Talk: Participants turn and talk about “what students need to know (nouns)”.
Some participants may feel comfortable underlining/highlighting information to help organize their thinking, just as students may need to use this strategy when reading a close read.
This document/graphic organizer can be found on OCSD CC Math webpage, under July PD. 1a

8. Standard
What students
need to know
(nouns)
MACC.2.OA.3.3 Determine whether a group of objects (up to 20) has an odd or even number of members, e.g.; by pairing objects or counting them by 2’s; write an equation to express an even number as a sum of two equal addends.
objects
Odd #’s (1,3,5,…)
Even #’s (0,2,4…)
Pairs (groups of 2)
Equation (addition sentence) includes addends, sum
and plus sign
doubles facts
Work with participants and model responding to each part:
Presenter shares sample of “what students need to know”.
Say: Each of us will not have all the same information listed for each column and there is no right/wrong answer. As you unpack your standards with your grade level team, the discussions that occur will help guide you in ‘figuring out’ what information students need to know/ understand/ do.
Looking at the 3rd column on your Unpacking Standards document/graphic organizer. “What students are able to do”. Say, “I am looking for the action words that describe what students should be doing as they engage in learning.” These can be thought of as understanding concepts.
2 mins. Table Talk: Participants turn and talk about “what students are able to do (verbs)”.

9. Standard
What students
need to know
(nouns)
What students are
able to do
(verbs)
MACC.2.OA.3.3 Determine whether a group of objects (up to 20) has an odd or even number of members, e.g.; by pairing objects or counting them by 2’s; write an equation to express an even number as a sum of two equal addends.
objects
Odd #’s (1,3,5,…)
Even #’s (0,2,4…)
Pairs (groups of 2)
Equation (addition sentence) includes addends, sum & plus sign
doubles
facts
Find
Count
Write
Illustrate
Explain
Presenter shares sample of “what students are able to do”
Say: Now let’s look at the 4th column on your Unpacking Standards document/graphic organizer. Students will be able to… Say, “ In this column I am describing what students will be able to do as a result of their learning.” This is the application of understanding.
2 mins. Table Talk: Participants turn and talk about “what students will be able to do”.

10. Students will be able to
Standard
What students
need to know
(nouns)
What students are
able to do
(verbs)
Students will be able to
MACC.2.OA.3.3 Determine whether a group of objects (up to 20) has an odd or even number of members, e.g.; by pairing objects or counting them by 2’s; write an equation to express an even number as a sum of two equal addends.
objects
Odd #’s (1,3,5,…)
Even #’s (0,2,4…)
Pairs (groups of 2)
Equation (addition sentence) includes addends, sum & plus sign
doubles
facts
Find
Count
Write
Illustrate
Explain
 Model groups of objects.
Blank unpacking form
Put in info from one done and have it come in piece by piece
Work with participants and model responding to each part:
Presenter shares sample
Say: Now let’s look at the 5th column on your Unpacking Standards document/graphic organizer.
Student friendly language (SFL)/ I can… (teaching point) – Say, “Now I will create a student friendly teaching point ( I can…/SFL) using language from the “Students will be able to” column that describes what students will be able to do as a result of their learning.” This is NOT a restating of the standard use the information from the previous columns to write what students will be able to do.
2 mins. Table Talk: Participants turn and talk about “what students will be able to do”.

11. Students will be able to Student friendly language (Teaching Point)
Standard
What students
need to know
(nouns)
What students are
able to do
(verbs)
Students will be able to
Student friendly language (Teaching Point)
MACC.2.OA.3.3 Determine whether a group of objects (up to 20) has an odd or even number of members, e.g.; by pairing objects or counting them by 2’s; write an equation to express an even number as a sum of two equal addends.
objects
Odd #’s (1,3,5,…)
Even #’s (0,2,4…)
Pairs (groups of 2)
Equation (addition sentence) includes addends, sum & plus sign
doubles
facts
Find
Count
Write
Illustrate
Explain
Model groups of objects.
I can write an equation to show an even sum has the same addends (e.g. 5+5=10, 6+6=12).
I can identify a group of objects as being even or odd using different strategies.
Blank unpacking form
Put in info from one done and have it come in piece by piece
Work with participants and model responding to each part:
Presenter shares sample of “I can…/ SFL statement”
Say: there does not need to be a “I can…/SFL” for each bullet of what a student will be able to do. There can be more than one “ I can…/SFL” statement depending on the standard and student needs, this allows for differentiating instruction for your specific students.
I can… statements/SFL is to break down the standard into terms student can understand.
Say: Now that we’ve unpacked the standard, we can see the connection between unpacking standards and OCSD Teacher Evaluation System, 1c-Setting Instructional Outcomes, ‘I can…/SFL’ statement is the learning outcome. After you become more familiar with unpacking standards it will become a habit of mind, part of the planning process. Just as the teacher evaluation system is a process, not a check off list. 1c

12. Your Turn!
Each group will use their grade level placemat to select a single standard to unpack.
Groups should discuss
their discoveries.
10 mins. Say: Participants will now work with their grade level, using their grade level’s Math Placemat, focusing on Quarter 1: unpack a single standard using the blank Unpacking Standards document/graphic organizer.
Say: As groups are unpacking you will have conversations about what you are unpacking and what needs to be included and left out. There is not one right answer-it is the discoveries you make as a team.
Say: For more information and resources on Unpacking Standards you may want to visit

13. Professional Development Reflection
Please complete reflection pass provided.
How will unpacking standards benefit your lesson planning?
Participants need to complete Reflection sheet and return to Instructional Coach.
Say: During October Early Release, we will be creating Learning Goals/Scales using Unpacked Standards.
Remind participants to bring their Common Core Math Terms next month.
Tweets are always welcome! 4d