Please complete your morning work! (keep for later)

Please complete your morning work!

(keep for later)

Introductions & Norms

Your “LAMP” presenters

Christy Frank: Franklinville Kirsty Hughes: Trinity Christin Frank: Trinity Tamara Lafferty:

Franklinville Erin Stolp: Hopewell Kim Wilburn: Farmer Tammy Routh: Tabernacle Layla Fields: Southmont

Norms

Please silence cell-phones Please no side-bar

conversations Please fill the “parking lot”

whenever you have a question!

Common Core Common Core State State

Standards for Standards for MathematicsMathematics

Learning Targets

Gain an awareness of the content and structure of the Common Core State Standards for Mathematics

Understand the meaning of the Mathematical Practices in the CCSSM and apply the practices to your current classroom instruction

Become familiar with the content standards at your grade level

www.corestandards.org

Common Core Notebooks

Math SectionCCSS & GlossaryLearning ProgressionsUnpacking DocumentCrosswalk Document

Common Core State Standards

Design and Organization

Standards for Mathematical Practice Carry across all grade levels Describe habits of mind of a mathematically expert

student

Standards for Mathematical Content K-8 standards presented by grade level Domains:

Number and Operations Counting and Cardinality Operations and Algebraic Thinking Number and Operations in Base Ten Number and Operations—Fractions

Measurement and Data Geometry

Design and Organization

Grade Level Overviews

Mathematical Practices

Design and Organization Content standards define what students should

understand and be able to do Clusters are groups of related standards Domains are larger groups that progress across

grades

Grade Level

Domain Standards

Content Domains

Illustrative Mathematics Tools

http://illustrativemathematic

s.org/standards

Common Core Resources

GlossaryTables Common addition and subtraction situations

Operations and Properties Tables

Table 3. The properties of operations


Unpacking Document

Crosswalks

1. What grade is the standard algorithm for multiplication taught?

2. What grade introduces the concept of probability? 3. What grade has volume as a critical focus area? 4. Which grade teaches cardinality?

5. By the end of what grade should students memorize addition facts?

6. What grade is responsible to teach the eight mathematical practices?7. Line symmetry is introduced in what grade?8. What grade are the concepts of area and

perimeter taught?

Scavenger Hunt

Time to Reflect

Summary

Vertical Progression

Look at handout; CCSS “Learning Progressions”:

What will they already know?What do they need to know?

Create a flow-chart showing how your table’s BIG IDEA progresses throughout K-5.

Focal Points & Critical Areas

Focal PointsFocal Points

Critical Area

3rd Grade Big Ideas

Take a break…!

…10 minutes

Equal GroupsMaterials on your table: colored tiles,

construction paper, cm squared paper, scissors, glue sticks, markers.

With a partner use tiles to create as many different arrays as you can for your assigned product.

As you make each array, copy it on to cm squared paper and label it with the matching multiplication equation.

Glue your arrays on the construction paper. Make a title showing the number you were assigned. Unit 5, Session 3.1 “Arranging Chairs”

Exploration Stations

What makes this activity a good task? What mathematical practices are

reinforced with this station? What content standards or big ideas are

addressed?

Standards for Mathematical Practice2. Reason abstractly and

quantitatively

3. Construct viable arguments and critique the reasoning of others

1.M

ake

sens

e of

pro

blem

s an

d pe

rsev

ere

in s

olvi

ng

them

6. A

ttend

to p

reci

sion

Ove

rarc

hing

hab

its o

f min

d of

a p

rodu

ctiv

e m

athe

mat

ical

thin

ker.

7. Look for and make use of structure.

8. Look for and express regularity in repeated reasoning

4. Model with mathematics

5. Use appropriate tools strategically

Reasoning and Explaining

Modeling and Using Tools

Seeing Structure and Generalizing

*p. 3 Unpacking Document

Mathematical Practices Picture Sort

Sort the pictures to match each mathematical practice

Pictures may fit multiple categories


Construct viable arguments andcritique the reasoning of others.

Attend toprecision.

Quick Search! Using your NEW CCSS notebook…1. Find the standard and sample activities that

match the math activity we just completed.2. Does it match more than one standard?

Rectangle Perimeter Area


Mathematical practices describe the habits of mind of mathematically proficient students.

In your classroom, Who is doing the talking? Who is doing the thinking? Who is doing the math?

Is there any place for drill and practice? “Yes! However the tragic error is to believe

that drill is a method of developing ideas. Drill is only appropriate when (a) the desired concepts have been meaningfully developed, (b) students already have developed (not mastered) flexible and useful procedures, and (c) speed and accuracy are needed. Watch children drilling basic facts who are counting on their fingers… What they may be improving is their ability to count quickly. They are not learning their facts.”

Van de Walle “Teaching Student-Centered Mathematics” p. 21

Time to Reflect

Summary

What’s In

What’s Out

Challenges for Next Year

What concepts need to be addressed in order to help students transition to the new math standards?

Time to Reflect

Summary

Investigations Alignment

How will Investigations align with the new Common Core State Standards?http://investigations.terc.edu/CCSS/

Goals of Investigations

Support students to make sense of mathematics and learn that they can be mathematical thinkers.

Focus on computational fluency with whole numbers as a major goal of the elementary grades.

Provide substantive work in important areas of mathematics—rational numbers, geometry, measurement, data, and early algebra—and connections among them.

Emphasize reasoning about mathematical ideasCommunicate mathematics content and pedagogy to

teachers.Engage the range of learners in understanding

mathematics.

Investigations and the CCSS

Close alignment between Investigations & the CCSS New work builds on and extends the existing work within

the grade level. Some sessions have been omitted to allow for new

material.

Mathematical Practices are aligned with the goals and principles of Investigations and deeply embedded in the fabric of the curriculum.

The Investigations curriculum when taught as intended, offers students and teachers coherence, focus, clarity and specificity in the teaching and learning of mathematics.

“While the CCSS Content Standards describe what mathematics students should be able to understand and do, the mathematical practices describe how students should engage with these mathematical concepts and skills. The Investigations curriculum is intentionally designed to promote a deep understanding of mathematics and develop mathematically proficient students who can think, reason, model and solve problems.”

(Standards for Mathematical Practices in Investigations in Number, Data and Space, p. 6.)

Using Investigations to Implement the Common Core – November 4, 2011

Grade Level Adaptations


Resources:Investigations and the

Common Core State StandardsAlso found onlinewww.pearsonsuccessnet.com


www.pearsonsuccessnet.com

Investigations and the CCSSM

Companion materials to InvestigationsInvestigations and the Common Core State Standards

Each grade level resource book contains:An instructional plan for adapting existing

content and adding new contentTeacher and student materials for new content

Sessions, Classroom Routines/TMM, Teaching/PD Notes, Resource Masters, Assessments

Detailed correlations between Investigations and Mathematical Practices and Content Standards

“Snap-in” Instructional Plan Tabs for each unit

How the New Content is Addressed

Teaching/Math Notes

Ten Minute-Math/Classroom Routines

Homework & Practice Pages

Sessions

Content & Pacing

Time to Reflect

Summary

CCSSM Resources

Books Magazines

Technology Resources

DPI Wikihttp://www.ncdpi.wikispaces.net/http://maccss.ncdpi.wikispaces.net/home

CCSSM Resources

Common Core State Standards Live Binder:http://www.livebinders.com/edit?id=133724

Resources: 21st Century Skills Common Core State Standards & Essential Standards Crosswalks Unpacking Documents Investigations & CCSSM Websites

Math ResourcesAegom Interactive Smartboard Lessonswww.aegom.com/

Video Resources

Annenberg Media Videos & Resources http://www.learner.org/resources/ browse. html?

discipline=6

Discovery Education/United Streaming http://streaming.discoveryeducation.com/

Math ResourcesNational Council of Teachers of Mathematics

(NCTM)www.nctm.org

http://illuminations.nctm.org/

Teaching Children Mathematics Magazines

Math ResourcesSMART Exchange

http://exchange.smarttech.com/index.html#tab=0

netTrekkerhttp://school.nettrekker.com/authenticate/ipauth/1?np=/home.ftl&pp=/ipauth_error.ftl


ACRE: Common Core State and Essential Standardshttp://www.ncpublicschools.org/acre/standards/ ACRE: Instructional Support Toolshttp://www.ncpublicschools.org/acre/standards/support-tools/ Tools for the Common Core Standardshttp://commoncoretools.wordpress.com/ Illustrative Mathematics (CCSS Tools & Resources)http://illustrativemathematics.org/standards Common Core Wiki (by Drew Polly)http://elemath.pbworks.com/w/page/30621644/common-core National Council of Teachers of Mathematicswww.nctm.orgwww.nctm.org/standards/mathcommoncore/

Math Resources

Time to Reflect

Summary