Communicating Number Sense

1. Communicating Number Sense Facilitator: Kelly Edwards First Grade Spanish Immersion Teacher

2. Open Seminar:Collaborative exercises to share and gather collective expertise

3. Our purpose during the learning journey --Reflective practice: Mindfulness of the importance of Verbalization in the development of number sense and consolidation of knowledge Think: How much feedback do I get from my students? How often do I get individual feedback from students? -- Exercises: Share, learn and explain “Points of Intersection” between CCSS Mathematical Practices and K-2 CCSS Mathematical Content Think: Student-friendly language + variety of exposures

4. How the teacher’s journey will impact students Perspective and vision: Higher levels of learning, autonomy, and self-regulation Our souveneirs/ outcomes: 8+ Participant-led presentations of “Points of Intersection” between CCSS Mathematical Practices and K-2 CCSS Mathematical Content in age and attainment appropriate student-friendly language An approach to collaboration that can support the development of common instructional, assessment and curriculum goals; as well as training and coaching

5. Disclosure f Who? State leaders, teachers, researchers, and leading experts ; The federal government was NOT involved in the development of the standards. Local teachers, principals, and superintendents lead the implementation of the Common Core What and why? Alignment with expectations for college and career success; Clarity; Consistency across all states; Inclusion of content and the application of knowledge through high-order skills; Improvement upon current state standards and standards of top-performing nations; Reality-based, for effective use in the classroom Evidence and research-based

6. Unpacking the language of CCSS • Aligning current curriculum - Pacing guide - Activities and materials - Assessments - Grading system - Data collection • Developing new curriculum - Pacing guide -Materials -Assessments - Grading system - Data collection Poll of challenges

7. CCSS for Mathematical Practice The ability to justify, in a way appropriate to the student’s mathematical maturity, why a particular mathematical statement is true or where a mathematical rule comes from. CCSS for Mathematics • Overview of how to focus instructional time with specific content and expectations of understanding • Standards sequenced across grade levels based on learning progressions • SWBAT by the end of the school year From the architects

8. CCSS for Mathematical Practice CCSS for Mathematical Content • Habits of mind: “What type of language can we expect students to use in order to build on and assess their mathematical maturity and understanding?” • Explicit Instruction: “What are some student points of view that will help us understand how to prevent/ correct errors and guide consolidation of knowledge?” Our context

9. Additional guiding questions How can I plan for assessments before developing curricular materials? How will a student respond if they encounter an unfamiliar problem or make an error? How do standards overlap? How does one grade level’s standard contribute to the next? What can we anticipate and pre-teach [x] based on what we know about learning progressions or students’ state of mathematical maturity? What tools are invaluable in helping students understand and explain what is being learned and why it is true?

10. CCSSMP 1 Make sense of problems and persevere in solving them.Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathwayrather than simply jumping into a solution attempt. Points of Intersection with K.CC.1: Count to 100 by ones and by tens. What this may look like and sound like

11. Explain to themselves the meaning of a problem Look for entry points to its solution “I need to count up to 10 but I only know how to count to 7” “I am going to the number chart or number line and find 7. Then I will count up until I find 10.” Possible additional problem: “I don’t know what ten looks like.” Entry points to its solution: “I am going to ask someone what numbers make ten” Someone informs the student: “One and zero.”Possible additional problem: “ I don’t know which one to write first”Entry points to its solution: “I should ask someone. Do I write 1 or 0 in front?” Etc.

13. Guided practice: Our session tools K.CC.2 Count forward beginning from a given number within the known sequence (instead of having to begin at 1)

14. What do the Points of Intersection look and sound like from a student’s point of view? Note: Remember active and explicit guidance can lead students to adopt the phrasing that will best support consolidation of knowledge. Tip: Always cross-check in-class and CCSSM language Collaboration 1: 12 minutes?Shuffle: 2 minutes ?Collaboration 2: 12 minutes Present/ Wrap-up: 25 minutes

15. 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 CCSS for Mathematical Practiceas seen in the Overview section of K-2

16. If I consider CCSS Mathematical Practices first… How can I plan for assessments before developing curricular materials? How can I find out how a student will respond if they encounter an unfamiliar problem or make an error? How do standards overlap? How does one grade level’s standard contribute to the next? What can we anticipate and pre-teach [x] based on what we know about learning progressions or students’ state of mathematical maturity? What tools are invaluable in helping students understand and explain [x] and why [x] is true?