COMMON CORE STATE STANDARDS MATH TRAINING

Long Beach USDMath Office

Norms

•Minimize distractions•Shorten your runway•Be active and accountable learners

Let’s talk about Miguel

Miguel is 5 years old and will

begin Kindergarten in the fall.

He will graduate from high

school in 2026 and from college

in 2030. What will Miguel’s

world be like in 2030? We can’t

know for sure, but a few things

are certain.

• It’s likely that the career Miguel chooses doesn’t exist

today.

• Advanced technology will be more central to Miguel’s

life and that of his peers than for any previous

generation in human history.

• Miguel’s generation will grapple with the impact of

global challenges using understandings that have not

yet been achieved and with technologies and solutions

that have not yet been invented.

• The exponential pace of change means the world in

which Miguel lives today will likely bear little

resemblance to the world he will know in 2030.

Let’s talk about Miguel While school can’t prepare Miguel for every challenge he will face in the future, a

quality and inspired CCSS-aligned education can empower Miguel to:

• Demonstrate independence and self-directed learning

• Value evidence, reason logically, and think conceptually and abstractly

• Analyze and use data

• Comprehend as well as critique

• Construct and present viable arguments

• Use media and technology strategically

• Persevere in making sense of and solving problems

• Understand and appreciate different perspectives and cultures

• Develop the skills and dispositions necessary to the responsible exercise of

citizenship in an advanced democratic republic.

These capacities, developed in the context of a well-rounded education, will ensure

that Miguel can engage with and contribute to the 21st-century world effectively

and with purpose.

Take three minutes to discuss your thoughts to the

following: What do we need to do to

prepare our classrooms for Miguel?

Structure of the CCSS

• 8 Standards for Mathematical Practices - K -12

• Standards for Mathematical Content – grade level specific

• Deep mathematical understanding

• Procedural fluency

• Ability to explain and justify answers

• Rigorous and habitual application of

mathematical practices with mathematical

content

Assessment aligned to CCSS in mathematics should empower students to demonstrate:

• Summative1

• Interim2

• Formative3

Assessment System Aligned to CCSS

Definition: Generally end of year (or end of course), one-time achievement test that cover a broad range of content. Examples:• CST (ending 2013 - 14), Grades 2-11• SBAC (beginning 2014-15), Grades 3-8 and 11• End of Course Exams, Grades K-2

Summative Assessments

Definition:Assessments given at pre-determined times during the year to determine student achievement on selected content to measure progress and or diagnose student needs

Examples:–Unit Assessments (K-8), District created–Chapter tests, Site/teacher created

Interim Assessments

• Take a few minutes to look at the Scope and Sequence and Unit Guide..

• Turn and Talk with your table partner.

• Share out with the group

Formative Assessments

Definition: Daily, real-time measurement of student achievement, followed by an immediate change in instruction. Can be formal or informal, and includes student feedback.

Examples:• Checking for understanding and resulting action • Garnering feedback that provides a recipe for future

action • Classroom Challenges/FAL’s – using Cooperative Group

Norms

COOPERATIVE GROUP ACTIVITY

“String Geometry”

The goal of this task is to create geometric shapes out of one piece of string as a group.

Example of establishing group norms:Cooperative Groups – groups of four or less

Job DutiesFacilitator Start the group by reading the task

Resource Manager

Group question only

Recorder/ Reporter

Make sure that the group stays together on the same problem

Team Captain Make sure no one talks outside of the group.

Table Talk

How does your vision of a CCSS-aligned assessment system compare and contrast to current or past assessments practices?

Curriculum aligned to CCSS:

• Designed to support ALL students in attaining the

knowledge and skills described in the standards

• A system of intentional interactions among teachers,

content, and students within a school context

• More than a set of management and administrative tasks

• More than a set of curriculum documents, programs,

resources, and so on

• Fluid and dynamic

Mathematics Instructional Unit Model

Form

ative

Ass

essm

ent L

esso

n

Uni

t Ass

essm

ent

Ope

ning

Tas

k

Math Talk Moves

Daily Lessons

Daily Lessons

Math Unit

Grade 3 – Mathematics Instructional Unit 1

Unit 1 – Place Value with Addition and Subtraction

Supporting Cluster – NBT. Use place value understanding and properties of operations to perform multi-digit arithmetic.

MD. Geometric measurement: recognize perimeter as an attribute of plane figures and distinguish between linear and area measures.

Form

ative

Ass

essm

ent L

esso

n –

“Mys

tery

Num

bers

”

Uni

t Ass

essm

ent #

1

Ope

ning

Tas

k –

Trad

ing

to 1

000!

or A

Wild

life

Refu

ge

Math Talk Moves

Instruction – Use your Unit 1 Guide to select lessons that will support this unit.

Instruction – Use your Unit 1 Guide to select lessons that will support this unit.

Unit 1 –Place Value with Addition and Subtraction

1 day

Number of days will vary Number of days will vary

2 - 3 days 1 day

Lesson Structures

Math Facts Fluency

Math Content

Number Talks

Math Talk Moves

Manipulatives

Facts Fluency

Number Talks

Goal: Prepare students to learn to mentally solve problems accurately, efficiently, and flexibly. • Accuracy – correct answer• Efficiency – choose expedient strategy• Flexibility – use number relationships with ease in

computation

Key Components of Number Talks1. Classroom environment and community2. Classroom discussions3. The teacher’s role4. The role of mental math5. Purposeful computation problems

Number Talks

Four Procedures and Expectations Essential to Number Talks

1. Select a designated location that allows you to maintain close proximity to your students for informal observations ad interactions.

2. Provide appropriate wait time for the majority of the students to access the problem.

3. Accept, respect, and consider all answers.

4. Encourage student communication throughout the number talk.

 

• Let’s watch students engaged in • Number Talks …..

• Brainstorm Activity with your table group:1. What were some accountability strategies you saw?

2. Additional accountability strategies you might try?

Six Ways to Develop Accountability• Ask students to use finger signals to indicate the most

efficient strategy.• Keep records of problems posed and the corresponding

student strategies.• Hold small-group number talks throughout each week.• Create and post class strategy charts.• Require students to solve an exit problem using the

discussed strategies.• Give weekly computation assessment.

Number Talks

Manipulatives

Purpose:

Let’s stop and watch videos of students using math manipulatives……

Talk at your tables

Closure

• Define your challenges• Set realistic expectation• Keep your eye on the goal

Next Training: Trimester 2

QUESTIONS?