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Teaching in a Standards-Based Math Classroom – June 2012

Teaching in a Standards-Based Math Classroom – June 2012. Curriculum and Instruction Division of Mathematics, Science, and Advanced Academic Programs. Fifth Grade. By PresenterMedia.com.

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Teaching in a Standards-Based Math Classroom – June 2012

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  1. Teaching in a Standards-Based Math Classroom – June 2012 Curriculum and Instruction Division of Mathematics, Science, and Advanced Academic Programs Fifth Grade By PresenterMedia.com

  2. Please Make Your Nametag 1. Your nametag must be a rectangle 2. You must use exactly 36 linking cubes to cover it 3. Cut a piece of yarn as long as the length from your shoulder to your fingertip 4. Tape each end on the back of the nametag 5. Write your name on the front of the nametag

  3. Agenda – Day 1 • Name Tag • NORMS • Follow-up • Let’s Think, Puzzles, Patterns, Learning in Context • Pre-Test • CCSSM and NGSSS LUNCH • OA – Operations and Algebraic Thinking • Target Number Dash • Verbal Expression • Guess My Rule

  4. Norms Math is fun… Listen to others. Engage with the ideas presented. Ask questions. Reflect on relevance to you. Next, set your learning into action.

  5. FOLLOW-UP INSTRUCTIONS:Pre and Post-test

  6. DUE DATE: June 14, 2012 Post-test Passing Score : 80% or above

  7. Let’s Think, Puzzles, Patterns, Learning in Context

  8. Common Core State Standards For Math

  9. Benchmarking for Success: Ensuring U.S. Students Receivea World-Class Education

  10. Five Steps Toward Building Globally Competitive Education Systems • Action 1: Upgrade state standards by adopting a common core of internationally benchmarked standards in math and language arts for grades K-12 to ensure that students are equipped with the necessary knowledge and skills to be globally competitive. • Action 2: Leverage states’ collective influence to ensure that textbooks, digital media, curricula, and assessments are aligned to internationally benchmarked standards and draw on lessons from high-performing nations and states. • Action 3: Revise state policies for recruiting, preparing, developing, and supporting teachers and school leaders to reflect the human capital practices of top-performing nations and states around the world. • Action 4: Hold schools and systems accountable through monitoring, interventions, and support to ensure consistently high performance, drawing upon international best practices. • Action 5: Measure state-level education performance globally by examining student achievement and attainment in an international context to ensure that, over time, students are receiving the education they need to compete in the 21st century economy.

  11. COUNCIL OF CHIEF STATE SCHOOL OFFICERS (CCSSO) & NATIONAL GOVERNORS ASSOCIATION CENTER FOR BEST PRACTICES (NGA CENTER) JUNE 2010

  12. Why is this important? • Each state has its own process for developing, adopting, and implementing standards. As a result, what students are expected to learn can vary widely from state to state. • All students must be prepared to compete with not only their American peers in the next state, but with students from around the world

  13. Common Core Development • As of now, most states have officially • adopted the CCSS • Final Standards released June 2, 2010, atwww.corestandards.org • Adoption required for Race to the Top funds • Florida adopted CCSS in July of 2010

  14. In the States

  15. Common Core Mission Statement The Common Core State Standards provide a consistent, clear understanding of what students are expected to learn, so teachers and parents know what they need to do to help them. The standards are designed to be robust and relevant to the real world, reflecting the knowledge and skills that our young people need for success in college and careers. With American students fully prepared for the future, our communities will be best positioned to compete successfully in the global economy.

  16. Standards Development Process • College and career readiness standards developed in summer 2009 • Based on the college and career readiness standards, K-12 learning progressions developed • Multiple rounds of feedback from states, teachers, researchers, higher education, and the general public • Final Common Core State Standards released on June 2, 2010

  17. Benefits for States and Districts • Allows collaborative professional development based on best practices • Allows development of common assessments and other tools • Enables comparison of policies and achievement across states and districts • Creates potential for collaborative groups to get more economical mileage for: • Curriculum development, assessment, and professional development

  18. Characteristics • Fewer and more rigorous • Aligned with college and career expectations • Internationally benchmarked • Rigorous content and application of higher-order skills • Builds on strengths and lessons of current state standards • Research based

  19. Intent of the Common Core • The same goals for all students • Coherence • Focus • Clarity and Specificity

  20. The Five Strands of Mathematics Proficiency Developing Mathematicians

  21. Eight Mathematical Practices

  22. 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.

  23. Grouping the Standards for Mathematical Practices Overarching habits of mind of a productive mathematical thinker. Mc Callum, Illustrative Mathematics, 2011

  24. Discussion: • What does a teacher need to do to ensure the implementation of: • Content standards? • Practice standards?

  25. The K-5 standards provide students with a solid foundation in whole numbers, addition, subtraction, multiplication, division, fractions and decimals – which help young students to build the foundation to successfully apply more demanding math concepts and procedures, and move into applications.

  26. Design and Organization

  27. Focal points at each grade level Each grade level addresses specific “critical areas”

  28. In Grade 5, instructional time should focus on three critical areas:(1) developing fluency with addition and subtraction of fractions, and developing understanding of the multiplication of fractions and of division of fractions in limited cases;(2) extending division to 2-digit divisors, integrating decimal fractions into the place value system and developing understanding of operations with decimals to hundredths, and developing fluency wit whole number and decimal operations;(3) Developing understanding of volume

  29. Grade Level Overviews (not all are shown below)

  30. Clustersare groups of related standards.Standards from different clusters may sometimes be closely related, because mathematics is a connected subject. Standardsdefine what students should be able to understand and be able to do- part of a cluster Domainsare large groups of related standards. Standards from different domains may sometimes be closely related. Look for the name with the code number on it for a Domain.

  31. Operations and Algebraic Thinking

  32. New Florida Coding for CCSSM: MACC.5.OA.1.1 Domain Math Common Core Standard Grade level Cluster

  33. CCLM K-5 Content Domains, CCSSM What are the math content domains for: Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Common Core Leadership in Mathematics Project

  34. CCLM K-5 Content Domains, CCSSM Common Core Leadership in Mathematics Project

  35. CCLM K-8 Content Domains, CCSSM Common Core Leadership in Mathematics Project

  36. Conclusion The Promise of Standards: These Standards are not intended to be new names for old ways of doing business. They are a call to take the next step. It is time for states to work together to build on lessons learned from two decades of standards based reforms. It is time to recognize that standards are not just promises to our children, but promises we intend to keep.

  37. Webinar recording will be available at www.corestandards.org

  38. Discussion: • What does a teacher need to do to ensure the implementation of: • Content standards? • Practice standards?

  39. Curriculum Correlation CCSSM vs. NGSSS • Define characteristics of the Common Core • State Standards • Begin to understand the nature of the shifts • needed to implement the Common Core State • Standards • Launch your work in analyzing these standards

  40. Common Core State Standards Let’s Dig Deeper!

  41. Standards-Based Instruction

  42. Domain: operations and algebraic thinking(5.oa)

  43. 5.OA.1 Use parentheses, brackets, or braces in numerical expressions, and evaluate expressions with these symbols.

  44. Target Number DashMACC.5.OA.1.1

  45. 5.OA.2 Write simple expressions that record calculations with numbers, and interpret numerical expressions without evaluating them. For example, express the calculation “add 8 and 7, then multiply by 2” as 2 × (8 + 7). Recognize that 3 × (18932 + 921) is three times as large as 18932 + 921, without having to calculate the indicated sum or product.

  46. Activity # 2 Verbal Expression Work with a partner. Match each verbal equation with its corresponding algebraic equation.

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