Transitioning to Common Core State Standards Mathematics

1. Transitioning to Common Core State Standards Mathematics Integrating the Standards for Mathematical Practice with the Standards for Mathematical Content Part One – K-5 Math Oct. 23, 2013

2. Agenda Welcome/Introductions/Norms Opening Activity Review of Prior Knowledge Goals Book Study Guided Activity Collaborative Planning Reflection and Next steps

3. Opening Activity 1 • The Common Core Mathematics Classroom • Watch the video clip. • Using the geometric shaped paper, write a headline about Common Core Mathematics. • Display the headlines. • Do a gallery walk.

4. Goals • Transfer Goal - Teachers will develop an understanding of the Common Core State Standards of Mathematical Practice to intentionally plan lessons utilizing the CCSSM, CPSD math curriculum guides, and assessment data results. • Meaning Goal – The Common Core State Standards of Mathematical Practice will change how we plan for content, instruction, and assessment.

5. Acquisition Goals 1) Build understanding of the … Standards of Mathematical Practice and their implications for instruction and classroom environment. 2) Integrating and applying the Standards of Mathematical Practice with the Standards for Mathematical Content

6. Structure of the Early Release

7. Why COMMON CORE? To ensure that our students are… meeting college and career expectations; provided a vision of what it means to be an academically literate person in the twenty-first century; prepared to succeed in our global economy and society; and provided with rigorous content and applications of higher knowledge through higher order thinking skills.

8. The 3 CCSS Shifts for Mathematics Focus • aim for clarity and specificity Coherence • balance conceptual understanding, procedural skills, & application Rigor • are research based & internationally benchmarked

9. The Standards for Mathematical Practice The Standards for Mathematical Practice describe varieties of expertise that mathematics educators at all levels should seek to develop in their students. These practices rest on important “processes and proficiencies” with longstanding importance in mathematics education. -Common Core State Standards for Mathematics, page 6

10. 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. Grouping of Math Practices Reasoning and Explaining 2. Reason abstractly and quantitatively 3. Construct viable arguments and critique the reasoning of others Modeling and Using Tools 4. Model with mathematics 5. Use appropriate tools strategically Seeing Structure and Generalizing 7. Look for and make use of structure 8. Look for and express regularity in repeated reasoning Overarching Habits of Mind of a Productive Mathematical Thinker 1. Make sense of problems and persevere in solving them 6. Attend to precision Adapted from (McCallum, 2011)

12. Book StudyNavigating the Mathematics CCSS Chapter 3: Integrating the Standards for Mathematical Practice with the Standards for Mathematical Content

13. Book Study continued… Navigating the Mathematics CCSS Steps Reading and individual highlighting. Participants read pages 47-64 and highlight the points that interest them as individual readers and that they think others should attend to. (15 min) Discussion and group highlighting. Each group has a discussion and constructs a list of key points and ideas about the assigned two mathematical practices should look like in the various grade levels. Poster will be made available for viewing. (15 min) Gallery walk. Groups move as individuals or as a group depending on logistics of time and space. Participants create and attach post-its to what they see in the gallery walk: with questions, affirmations, comments, examples. (5 min)

14. Guided Activity Matching each of the mathematical practice standards with the grade level content standards Directions: • On your own, read pages 64-74, Navigating the Mathematics CCSS. (10-15 min) • Using your provided grade level content standards, highlight and label the words, phrases, and/or statements that match each of the mathematical practice standards. (10 min) • Small Groups: Within your grade level team, discuss what you came up with & determine what support you need as a grade level team to integrate & apply MPs in your instruction. (15 min) • Whole Group: Share support you need as a grade level team. (5 min)

15. Collaborative Planning Within your grade level team: View your grade level video clip and identify evidence of the standards of mathematical practice by using the Mathematical Practices Survey Tool.

16. Early Release Collaborative Planning continued… Using the upcoming unit and/or lessons, intentionally identify the places where you will incorporate the Standards of Mathematical Practice. Identify what the mathematical practice/s will look like during instruction. Review the recommended performance tasks in the upcoming units and incorporate the Standards of Mathematical Practice. Enhance the task to target higher cognitive level and aligning them to the ALDs.

17. Gather Back Please gather back at ____ in room ____

18. Share out Collaboration School determined

19. Today…. We asked you to be able to: 1) Build understanding of the … Standards of Mathematical Practice and their implications for instruction and classroom environment. 2) Integrating and applying the Standards of Mathematical Practice with the Standards for Mathematical Content in your unit/s of instruction.

20. Reflection How will you provide students opportunities to engage with and develop the mathematical practices in your next unit? What challenges do you see in engaging students in the math practices? What support do you need to engage students in the math practices?

21. Next Steps… • The next professional development half day is Dec. 11th • Content will be ELA Writing – we will begin Chp. 3 • K-2 will read pages 61-73 • 3-5 will read pages 61-77

22. Thank you!