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CFN 204 Network Math Meeting

CFN 204 Network Math Meeting. Monday, December 3, 2012 PS 29 Paul Perskin. Agenda. Warm Up Activity # 1 – Counting Around The Room Learning Progressions Activity # 2 - How do the standards connect between grades? Student Work Activity # 3 – Feedback & Instructional Next Steps

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CFN 204 Network Math Meeting

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  1. CFN 204Network Math Meeting Monday, December 3, 2012 PS 29 Paul Perskin

  2. Agenda • Warm Up • Activity # 1 – Counting Around The Room • Learning Progressions • Activity # 2 - How do the standards connect between grades? • Student Work • Activity # 3 – Feedback & Instructional Next Steps • Test Guides for Mathematics • Activity # 4 - What does it mean for our instruction? • Reflection

  3. Warm Up • Counting Around The Class: The Activity • Participants count around the class by a particular number (depending on the grade level). That is, if counting by 2, the first person says “2,” the next person says “4,” the next “6,” and so forth. • What’s the math? • What CCLS (content and practices) does this activity address? • How will you use it in your classroom?

  4. Progressions • Shift 2 – Coherence • Principals and teachers carefully connect the learning within and across grades so that, for example, fractions or multiplication spiral across grade levels and students can build new understanding onto foundations built in previous years. Teachers can begin to count on deep conceptual understanding of core content and build on it. Each standard is not a new event, but an extension of previous learning.

  5. Progressions • Video - http://myboe.org/portal/default/Content/Viewer/Content?action=2&scId=306589&sciId=10521 • The following video provides a quick overview of Illustrative Mathematics Tasks for grades K–8 and provides an example of a learning progression. As you watch, consider how mathematical knowledge and skills develop over time for students. 

  6. Progressions • Academic Language Functions • Take a few minutes to review the Academic Language Functions. The handout is on the green paper. The use of these functions is required for all of the tasks. • Consider how these functions can assist your students in better understanding mathematics. • Briefly discuss at your table.

  7. Progressions • The Tasks – Kindergarten through grade 8 • As you deepen your understanding of how mathematical knowledge and skills develop over time, consider how the Academic Language Functions support the progression of tasks in the activities. • Each table will begin with a different grade level of instruction. *Tasks are on green paper* • Review and complete the tasks for the adjacent grade levels.

  8. Progressions • Reflect - Analyze the task for adjacent grade levels to determine how the mathematical concept develops across the selected grade span. • Provide one example from each task in your grade span to illustrate a learning progression.

  9. Break

  10. "How To" Strategies for English Learners • English Language Learners (ELLs) may have language barriers that could cause challenges in mastering the content required to form strong mathematical foundations. • Use the purple handout "How To" strategies to support your ELL students as you deepen your understanding of how mastery of mathematics concepts and progressions impact their learning.  • Take a few minutes to read over the “How To” handout.

  11. Video • http://myboe.org/portal/default/Content/Viewer/Content?action=2&scId=306589&sciId=10544 • Watch the following video and note the strategies used to support ELL students on your purple handout. • Whole-Room Share

  12. Looking at Student Work • “The Answer is Task” • Student work is on white paper. Pages are numbered at the top right 1 - 10 • Grade 1 – PS 29 • What’s the math? Content/Practices? • Instructional Next Steps • Feedback to students Answer these questions on the yellow handout.

  13. Math Test Guides available at Engage NY • The Grade 3-8 Common Core Mathematics Guides will highlight many ways that the 2013 CCLS Mathematics tests will be different from past New York State Mathematics tests.  Some of the important changes discussed in the Test Guides include: • Mathematics Content emphases and Standard-level emphases (e.g. not all standards are recommended to receive the same amount of instructional time); • Mathematics questions may assess multiple-standards simultaneously; • Grade 3 and 4 Tests will have a shorter maximum testing time to complete than in the previous years; • Revised Guidance on Mathematics Tools and Reference Sheets; and • Calculators will not be allowed in Book 1 of the Grade 6-8 Mathematics Tests. Calculators will be required in Books 2 and 3.

  14. Math Test Guides – Grades 4 & 8 • What implications will the following have on our instruction? • Instructional Shifts • Critical Areas • Content Emphases • Testing Sessions & Times • Blueprint/Format • Holisitic Rubrics & Scoring Policies • How will you share this information with your staff? • Answer these questions on the yellow handout.

  15. Reflection/Feedback • Share – Round Robin • What is one thing you will try in your classroom or with your teachers before our next meeting? • Please complete the feedback form provided in your folder

  16. Additional • Next Meeting • Wednesday, January 30, 2013 • PS 153 Maspeth

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