say cheese! a picture of middle school math common core

Say Cheese! A Picture of a Middle School

Common Core Classroom

Presented by:

Anna Crooke and Heather Puhl

Caldwell County Schools

Goals for Session

• Identify what a Common Core Classroom looks like

• Investigate lessons

• Discuss and collaborate with others

• Provide resources to support Common Core instruction

Snapshots of Classrooms

• Look at the following pictures.

• For each picture, write down any features you notice that

exemplify what you think a common core classroom

looks like.

• After viewing the pictures, you will have the opportunity

to share your thoughts with other participants.

• Kids without a teacher

What did you notice?

• Share time

What do you notice?

What do you notice?

What do you notice?

• Kids without a teacher

What do you notice?

Essential Components

•Student directed

•Concrete exploration

•3-Part lesson plan

•Real-world relevancy

Student Directed

Teacher as facilitator

• Not teacher-directed 100% of the time

• Location in the classroom is not always at

the front board

• Teacher uses questioning to lead discussion

• Process is more important than the end

product

Student Directed

Management of the classroom

• Teach students what is expected

• Checklist to self-monitor behavior

• Utilize individual, partner, and group-

work

Student Directed

Differentiation

• Accept multiple approaches and

explanations

• Students engage in math dialogue and

appreciate individual contributions

• Make math accessible for all students

• Scaffold assignments

• Use formative assessment to guide

instruction

Concrete Exploration

Content examples

• Encourage multiple representations

• Use manipulatives to build conceptual

understanding

• Tie conceptual understanding to abstract

representation

Concrete Exploration

Resources/Strategies to Use:

• Math Foundations Workshops

• Math Investigations Curriculum

• Integrated Math Curriculum

• Superstars Math

• AIMS

3-Part Lesson Plan

You Do

We Do

I Do

Lessons For Learning

• Explore Lessons with

6th, 7th, and, 8th grade

teachers.

Real-World Relevancy

Multiple Real-Life Applications of the

Content

• 6th – “Split Time”, 6.RP.3

• 7th – “Pizza Doubler”, 7.G.4

• 8th – “25 Billion Apps”, 8.F.4

6th Grade, Act 1

1. What should his split time on the indoor track be? Write a guess.

2. Write a number you know is too high and one that is too low.

6th Grade, Act 2

What information do you need?

6th Grade, Act 3

7th Grade, Act 1

1. If you’d like the most pizza, which coupon should you use?

7th Grade, Act 2

2. What information would be useful to know here?

3. Can you prove your answer is correct?

4. Would the best coupon for the slice above work for all slices or just slices?

Tell me under what circumstances I should use one coupon or the other.

8th Grade, Act 1

1. When should you start bombarding the App Store with purchases to win?

2. Write down an answer you know is too high and too low.

8th Grade, Act 2

24,658,507,655

8th Grade Act 2

4. What assumptions have you made in your model?

5. Interpret the parameters in your linear model. What do the units represent?

What does the y-intercept represent?

6. According to your linear model, when did the app store sell its first app?

Calculate an answer mathematically then find the actual answer. If those

answers are different, what could explain the different?

8th Grade, Act 3

Real-World Relevancy

Discourse with Solving Problems

• Justify answers

• Pull real-world connections

Use as a starting point rather than an ending point.

Conclusion

•Questions?

• Evaluation

Contact Information

Anna Crooke

Instructional Facilitator

Caldwell County Schools

acrooke@caldwellschools.com

Heather Puhl

Mentor

Caldwell County Schools

hpuhl@caldwellschools.com

Resources

• Dan Meyer, 3-Act Math Tasks, retrieved online October

2, 2012 from

https://docs.google.com/spreadsheet/ccc?key=0AjIqyKM

9d7ZYdEhtR3BJMmdBWnM2YWxWYVM1UWowTEE

#gid=0