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Project 2 CCSSM Interpretation Guide

Project 2 CCSSM Interpretation Guide

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Project 2 CCSSM Interpretation Guide

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  1. CCLM Project 2CCSSM Interpretation Guide Common Core Leadership in Mathematics Project University of Wisconsin-Milwaukee Summer Institute 2012 This material was developed for use by the project staff and participants in the Common Core Leadership in Mathematics (CCLM^2) project through the University of Wisconsin-Milwaukee. Use by school district personnel to support learning of its teachers and staff is permitted provided appropriate acknowledgement of its source. Use by others is prohibited except by prior written permission.

  2. Three Components • Part 1. Standard or Set of Standards • Part 2. Interpretation of the Standard • Part 3. School Mathematics Textbook Program

  3. Part 1. Standard or Set of Standards • Select a Domain: OA, NF, or RP • Select a Grade Level: K–7 • From the lists, pick 1st & 2nd choices of standards Pack & Stack, move to designated tables. • Confer with colleagues & instructors • Rule of Thumb: No more than one person per district or text program within a district may select a specific standard. • Confirm with instructor for “official” sign-up sheet.

  4. Part 2. Interpretation of Standard • Take a short break & pick up your lunch, but return to your “standards working group.” • Begin unpacking (study your resources) • CCSSM (Common Core Standards Mathematics) • Class notes, Progressions documents, fraction book • Unpacked content (North Carolina document) • Also: Connie, Janis, Melissa, DeAnn

  5. Part 1 (Written Report) Grade: 6 Domain: Expressions and Equations (EE) Cluster: Apply and extend previous understandings of arithmetic to algebraic expressions. Standard: 6.EE.2 Write, read, and evaluate expressions in which letters stand for numbers. a. Write expressions that record operations with numbers and with letters standing for numbers. For example, express the calculation “Subtract y from 5” as 5 – y. b. Identify parts of an expression using mathematical terms (sum, term, product, factor, quotient, coefficient); view one or more parts of an expression as a single entity. For example, describe the expression 2 (8 + 7) as a product of two factors; view (8 + 7) as both a single entity and a sum of two terms. c. Evaluate expressions at specific values of their variables. Include expressions that arise from formulas used in real-world problems. Perform arithmetic operations, including those involving whole number exponents, in the conventional order when there are no parentheses to specify a particular order (Order of Operations). For example, use the formulas V = s3 and A = 6 s2 to find the volume and surface area of a cube with sides of length s = 1/2.

  6. Part 2 (approximately 2 pages) • What does the standard really mean students will be understanding? • What concept-based language, representations, diagrams, contexts, and strategies? • Write an explanation in teacher-friendly language. • Provide examples of (1) these ideas in classroom practice (2) “teacher talk” around this mathematical idea.

  7. Part 3 Mathematics Textbook Program • Textbook Development: How is the mathematics introduced, developed, and reviewed in your textbook program across grade levels? • Conclusions: What conclusions can you draw about the alignment of the standard to your textbook program? • Suggestions: What suggestions do you offer teachers as they teach this standard in their classrooms?

  8. Electronic submission • MS Word or compatible file • Label with last name & standard: smith-1OA6-Project2.doc • Issue: Hand-drawn diagrams • Please scan diagram and place into document (ask for help if needed)

  9. Assessment Resources • MMP Website “CABS” & Constructed ResponseQuick links: www.mmp.uwm.edu • NAEP released items: http://nces.ed.gov/nationsreportcard/itmrlsx/landing.aspx

  10. Questions