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A Common Lens For Viewing The Common Core State Standards For Mathematics

A Common Lens For Viewing The Common Core State Standards For Mathematics. Thursday, June 20, 2013: 1:35 PM-2:30 PM. Presenters. Ellen Whitesides , Illustrative Mathematics Project, Dewey Gottlieb and Stacie Kaichi -Imamura , Hawaii Michele Mailhot , Maine Tracy Gruber , Nevada

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A Common Lens For Viewing The Common Core State Standards For Mathematics

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  1. A Common Lens For Viewing The Common Core State Standards For Mathematics Thursday, June 20, 2013: 1:35 PM-2:30 PM

  2. Presenters • Ellen Whitesides, Illustrative Mathematics Project, • Dewey Gottlieband Stacie Kaichi-Imamura, Hawaii • Michele Mailhot, Maine • Tracy Gruber , Nevada • Christine Avila, Idaho • Deborah Romanek, Nebraska

  3. Illustrative Mathematics:Building a Community Started thinking about illustrating the standards and moved to dual purpose of illustrating the standards and building a community.

  4. Illustrativemathematics.org Illustrative Mathematics is a community of math teachers, mathematicians, and mathematics educators. We are building our community of professionals by working collaboratively to illustrate the range and types of quality mathematics that students experience in a faithful implementation of the Common Core State Standards. We publish tasks and tools that support implementation of the standards.

  5. Goals of Illustrative Mathematics • Provide a resource for teachers implementing the CCSSM • Provide guidance to states, assessment consortia, testing companies, and curriculum developers • Create a discerning community of teachers, mathematics educators, and mathematicians who appreciate task writing as an art. Provide a forum for them to work together to develop and review tasks. • Recognize strong tasks and their authors.

  6. Illustrative Mathematics:Illustrating the Standards K-5 Organized by grade level or by domain

  7. Illustrative Mathematics:Illustrating the Standards Each domain opens into clusters

  8. Illustrative Mathematics:Illustrating the Standards Illustrative Mathematics facilitates viewing standards across grades to see a progression of mathematical ideas

  9. Illustrative Mathematics:Illustrating the Standards Organized by conceptual category in high school

  10. Illustrative Mathematics:Illustrating the Standards The Standards for Mathematical Practice • Make sense of problems and persevere in solving them • Reason abstractly and quantitatively • Construct viable arguments and critique the reasoning of others • Model with mathematics • Use appropriate tools strategically • Attend to precision • Look for and make use of structure • Look for and express regularity in repeated reasoning

  11. Illustrative Mathematics:Illustrating the Standards

  12. Illustrative Mathematics: Building Community • Users comment on tasks, monitoring and contributing to the community. • Task writing groups meet to write, discuss, and review tasks both in person and virtually. • Teachers use tasks to create classroom lessons or link tasks to each other. • Pre-service teachers use review criteria and the iterative process to learn the art of task creation.

  13. Hawaii

  14. Our Intention Form a cadre of grades K – 2 teachers Develop a variety of classroom assessment tasks for each Common Core standard for grades K – 2.

  15. Task Development Teachers were asked to develop a variety of assessment tasks . Task type: interview, constructed response, performance task, activity, or a game. Delivery (for administering task): individual, partner, small group, or whole class.

  16. Task Development Teachers drew upon 3 resources HIDOE’s “explanation of the standards” document Based upon Arizona DOE’s documents Illustrative Mathematics Tasks and criteria for reviewing tasks Bill McCallum’s progressions documents

  17. Task Development All tasks were created in the following format: Identify grade level, domain and cluster, and Common Core standard. Student materials needed to complete the task Teacher materials needed to administer the task Directions for administering the task Correct or model answer Student activity sheet and/or teacher recording sheet

  18. Process One-day training session in April 2012 to begin the process. Follow-up session one month later Teachers were expected to have drafts completed for at least 3 tasks In grade level teams, teachers used a revised version of the Illustrative Mathematics Task Review Form to review and provide constructive feedback.

  19. What we observed This was “effective teacher development” (Barb Bissell) Teachers had to dive deeper into the meaning of the standards. Teachers treated their team as a PLC. They were collaborating on their own. They requested additional meeting dates.

  20. Accessing the Tasks Over 200 tasks were developed standardstoolkit.k12.hi.us Hover over “Common Core” Hover over “Mathematics” Click on “Assessments”

  21. Accessing the Tasks

  22. Maine

  23. SAMR ModelDr. Ruben Puentadurahttp://www.mlti.org/presentationshttp://www.hippasus.com/resources/tte/

  24. Acts as a direct tool substitute, with functional improvement Allows for the creation of new tasks, previously inconceivable Acts as a direct tool substitute, with no functional change Allows for significant task redesign Modification Substitution Augmentation Redefinition R M A S

  25. Acts as a direct tool substitute, with functional improvement Allows for the creation of new tasks, previously inconceivable Acts as a direct tool substitute, with no functional change Allows for significant task redesign Modification Substitution Augmentation Redefinition

  26. Acts as a direct tool substitute, with no functional change Substitution • Graph. • Write equations. • GeoGebra • Grapher

  27. Acts as a direct tool substitute, with functional improvement Augmentation • Additional tool use • Algebraic-Geometric representations • iMOvie and Keynote for presentations

  28. Allows for significant task redesign Modification • File Sharing and archiving • Flip the classroom • Students use Annotation tools to comment on and document their own work (archiving)

  29. Allows for the creation of new tasks, previously inconceivable Redefinition • Online instruction • Publish to the world • Giving and receiving comments • Remote collaborative projects • Interaction with worldwide math community

  30. Common CoreConnections • The 8 Mathematical Practices • Content Standards The use of technology will help support student understanding and demonstration of learning!

  31. GeoGebra • Interactive platform to help students “see” the mathematics in actions • Free resource • Already developed activities • Training available so you can develop your own!

  32. Illustrative Mathematics Taskss2 • http://www.illustrativemathematics.org Select Illustrations to search for GeoGebra tasks that are aligned to the CCSSM! • 8.G Partitioning a hexagon • A-SSE Kitchen Floor Tiles

  33. Closing Thoughts • How do you currently integrate technology into your mathematics instruction? • How might you adjust/change the integration of technology into your mathematics instruction?

  34. Nevada

  35. Nevada’s Transition to the Common Core • Adding Common Core items to our Criterion Reference Tests (up to 15% per grade level) • Instructional Materials with student field test data. • www.doe.nv.gov

  36. Selected Response Example A 2-dimensional shape is created when a plane slices through a rectangular prism, as described below. • The plane passes through two vertices on the top face of the prism and one vertex on the bottom face of the prism. • The plane is not perpendicular to the bottom face of the prism. Which of these could be the 2-dimensional shape created by the slice? • A rectangle • B rhombus • C trapezoid • D triangle

  37. Multiple Choice Field Test Data

  38. Constructed Response Example A company makes red markers and black markers and puts them into boxes. • • There are 5 markers in each box of red markers. • • There are 10 markers in each box of black markers. A Copy the table below into your Answer Document. • Complete the table to show the numbers of red markers and black markers in different numbers of boxes. B The company sends a shipment of markers to a store. • The number of boxes of red markers is equal to the number of boxes of black markers in the shipment. There are exactly 75 red markers in the shipment. • The store manager wants to find the number of black markers in the shipment. He uses the mathematical expression described in numerals and words below. --- divide 75 by 5, then multiply the quotient by 10 • Write the expression as a mathematical expression using numerals and symbols, without performing any of the operations. Explain why this expression can be used to find the number of black markers in the shipment.

  39. Student Response Example

  40. Common Core Instructional Resources • Created professional development documents using the Illustrative Mathematics Project as a guide for helpful tips and intent of the standard. http://www.doe.nv.gov/APAC_Mathematics/

  41. Professional Development Resource Components Example • Standard • Questions to Focus Learning • Student Friendly Objectives • Knowledge Targets • Reasoning Targets • Vocabulary • Teacher Tips • Vertical Progressions

  42. Idaho

  43. Common Lenses Improving Instruction for ALL • MET II • C-TaP • Regional Centers

  44. Nebraska

  45. Questions?

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