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Welcome!
Please do the following…
Sign in and find your name tag.
Help yourself to refreshments.
Sit at the table with your district’s name on a table tent.
SHIFT HAPPENS
Who are we?
264 participants
67% first-time participants
32 member districts, schools, county offices
2 out-of-state visiting groups
Introducing the Presenters• Math Content and Culture K-2: Mia Buljan, Kristy Leo
• Math Content and Culture 3-4: Margie Trainer, Suzannah Young
• Math Content and Culture 5-6: Mariana Alwell, Tracy Sola
• Math Content and Culture 7-8: Cecilio Dimas, Becca Sherman
• Math Content and Culture HS: Tammy Mullin, Jeff Trubey
• Lesson Study : Jackie Hurd, Barbara Scott
• Content Coaching: Sandy Devlin, Priscilla Solberg
• LHS Center of Mathematics Excellence and Equity Director: Harold Asturias
• SVMI Director: David Foster
Institute’s Theme
Language, Mathematics, and
Common Core State Standards for
Mathematical Practice
Goals of the Institute
Instructional Goals
Language
Common Core Standards for Mathematical Practice
Sense-making Classroom
Math Content Knowledge
Formative Assessment
Community Outcomes
Collaboration
Instructional Leadership Capacity
Support
Network
Daily Institute Schedule 8:30 - 10:15 Problem Solving (Whole Group)
10:30 -11:50 AM Breakout Group (K-2, 3rd-4th, 5th-6th, 7th-8th, HS, Lesson Study, Content Coaching)
12:00 - 12:35 LunchServed buffet style, sit where you are comfortable
12:35 -1:25 School/District Team PlanningRoom assignments posted and will be shared at end of the
morning
1:35 - 3:00 PM Breakout Group (K-2, 3rd-4th, 5th-6th, 7th-8th, HS, Lesson Study, Content Coaching)
What are the Common Core State Standards?
• The Common Core State Standards Initiative is a joint effort by the National Governors Association Center for Best Practices (NGA Center) and the Council of Chief State School Officers (CCSSO) in partnership with Achieve, ACT and the College Board.
• The Common Core State Standards were published June 2, 2010.
• The college and career ready math standards were adopted by California on August 2, 2010.
Mathematical Practice (recurring throughout the grades)
Mathematical Content (different at each grade level)
9
Standards for Mathematical Practice
Describe habits of mind of a mathematically expert student
Based upon mathematical proficiency as defined by the “Adding it Up” and NCTM Process Standards
10
Mathematical Practices 1. Make sense of problems and persevere in
solving them.
2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning of others.
4. Model with mathematics.
5. Use appropriate tools strategically.
6. Attend to precision.
7. Look for and make use of structure.
8. Look for and express regularity in repeated reasoning.
Mathematics, you see, is not a spectator sport. To understand mathematics means to be able to do mathematics. And what does it mean doing mathematics? In the first place it means to be able to solve mathematical problems.
George Polya, (1887 - 1985) Father of Problem Solving; “How to Solve It”, 1945
Problems of the Month
A program to foster school-wide in math and problem-solving.
5 levels: Primary A – E.
Enhance Your Personal Math Content Knowledge Using POM’s
Learning Math is Doing Math.
Doing math involves non-routine problems.
Perseverance and learning from mistakes are important attributes of good mathematicians.
Many reasons to pick a certain level (deepen knowledge of topic you will teach, explore idea in depth, etc.)
At every level you are encouraged to challenge yourself and mathematical understanding.
Community Agreements
Community Agreements
What agreements do we need for a community of math learning that supports risk-taking, sharing ideas, conjectures, and insights so we can do our best learning?
Community Agreements
Take a few minutes to read the proposed Community Agreements.
Discuss with your group how the Community Agreements align with the needs you’ve identified to do your best learning.
Community Agreements
“No one is as smart as all of us are together”
Respect each other’s learning needs
Respect individual think time
Everyone participates
Everybody helps
Leave no one behind
Take responsibility
Problem of the MonthDouble Down
Double DownDouble Down
During this quiet think time, please read all levels of the Problem of the Month.
As you read…• Think of clarifying questions you may
have for your group.• Think of possible strategies you might
like to try to help you make sense of the problem.
Double DownDouble DownIn your group…
• Ask your clarifying questions of your group and share your ideas on possible strategies.
• Begin working on Level A. When you feel you’ve gone as deeply as possible into a level, move on to the next one.
Double DownDouble Down
While you are working, think about these questions:How are you making sense
of the problem?What are strategies you
used when you get stuck?
Where are we?Check-in Point
Think about and record your responses to the following questions for the level you are currently working …
Where are you in your thinking process?
What strategies you’ve tried? What made them successful or not?
What questions do you have at this point?
Where will you begin tomorrow?
English Language Learners
Harold Asturias
Lawrence Hall of Science, U.C. Berkeley
Daily Institute Schedule 8:30 - 10:15 Problem Solving (Whole Group)
10:30 -11:50 AM Breakout Group (K-2, 3rd-4th, 5th-6th, 7th-8th, HS, Lesson Study, Content Coaching)
12:00 - 12:35 LunchServed buffet style, sit where you are comfortable
12:35 -1:25 School/District Team PlanningRoom assignments posted and will be shared at end of the
morning
1:35 - 3:00 PM Breakout Group (K-2, 3rd-4th, 5th-6th, 7th-8th, HS, Lesson Study, Content Coaching)
Time to Reflect
and Plan
After lunch for 50 minutes - find colleagues to work with and use the ideas provided ---------->
QuickTime™ and aTIFF (LZW) decompressor
are needed to see this picture.
District Planning Time Assignment
Report to your district’s assigned location.
Read and discuss Chapter 3: ….. By Wednesday morning
Newcomers’ Session Day 1 in gym
District Planning Time RoomsRoom 20: Alvord, Armijo, Dublin, Hayward, San Ramon, St. Jarlath
Room 21: Redwood City, San Carlos Charter
Room 22: Bayshore/Brisbane, Belmont, SFUSD Mission Zone
Room 23: Cupertino, Cambrian, New Visions
Room 24: Santa Clara, Scotts Valley, Valley Christian, Mountain El.
Room 26: Las Lomitas, Los Altos, Menlo Pk, Palo Alto, Ravenswood
Room 27: Jefferson Elementary and Jefferson Union HS Districts
Room 28: ACOE, Gilroy, Georgia, Nueva, Pacifica, Pajaro, Woodside
Room 37: Walnut Creek
Gym: Sequoia
Break