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Please complete your morning work!
(keep for later)
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Introductions & Norms
Your “LAMP” presenters
Christy Frank: Franklinville Kirsty Hughes: Trinity Christin Frank: Trinity Tamara Lafferty:
Franklinville Erin Stolp: Hopewell Kim Wilburn: Farmer Tammy Routh: Tabernacle Layla Fields: Southmont
Norms
Please silence cell-phones Please no side-bar
conversations Please fill the “parking lot”
whenever you have a question!
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Common Core Common Core State State
Standards for Standards for MathematicsMathematics
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Learning Targets
Gain an awareness of the content and structure of the Common Core State Standards for Mathematics
Understand the meaning of the Mathematical Practices in the CCSSM and apply the practices to your current classroom instruction
Become familiar with the content standards at your grade level
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www.corestandards.org
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Common Core Notebooks
Math SectionCCSS & GlossaryLearning ProgressionsUnpacking DocumentCrosswalk Document
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Common Core State Standards
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Design and Organization
Standards for Mathematical Practice Carry across all grade levels Describe habits of mind of a mathematically expert
student
Standards for Mathematical Content K-8 standards presented by grade level Domains:
Number and Operations Counting and Cardinality Operations and Algebraic Thinking Number and Operations in Base Ten Number and Operations—Fractions
Measurement and Data Geometry
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Design and Organization
Grade Level Overviews
Mathematical Practices
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Design and Organization Content standards define what students should
understand and be able to do Clusters are groups of related standards Domains are larger groups that progress across
grades
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Grade Level
Domain Standards
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Content Domains
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Illustrative Mathematics Tools
http://illustrativemathematic
s.org/standards
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Common Core Resources
GlossaryTables Common addition and subtraction situations
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Operations and Properties Tables
Table 3. The properties of operations
Common Core Resources
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Unpacking Document
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Crosswalks
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1. What grade is the standard algorithm for multiplication taught?
2. What grade introduces the concept of probability? 3. What grade has volume as a critical focus area? 4. Which grade teaches cardinality?
5. By the end of what grade should students memorize addition facts?
6. What grade is responsible to teach the eight mathematical practices?7. Line symmetry is introduced in what grade?8. What grade are the concepts of area and
perimeter taught?
Scavenger Hunt
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Time to Reflect
Summary
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Vertical Progression
Look at handout; CCSS “Learning Progressions”:
What will they already know?What do they need to know?
Create a flow-chart showing how your table’s BIG IDEA progresses throughout K-5.
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Focal Points & Critical Areas
Focal PointsFocal Points
Critical Area
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3rd Grade Big Ideas
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Take a break…!
…10 minutes
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Equal GroupsMaterials on your table: colored tiles,
construction paper, cm squared paper, scissors, glue sticks, markers.
With a partner use tiles to create as many different arrays as you can for your assigned product.
As you make each array, copy it on to cm squared paper and label it with the matching multiplication equation.
Glue your arrays on the construction paper. Make a title showing the number you were assigned. Unit 5, Session 3.1 “Arranging Chairs”
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Exploration Stations
What makes this activity a good task? What mathematical practices are
reinforced with this station? What content standards or big ideas are
addressed?
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Standards for Mathematical Practice2. Reason abstractly and
quantitatively
3. Construct viable arguments and critique the reasoning of others
1.M
ake
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7. Look for and make use of structure.
8. Look for and express regularity in repeated reasoning
4. Model with mathematics
5. Use appropriate tools strategically
Reasoning and Explaining
Modeling and Using Tools
Seeing Structure and Generalizing
*p. 3 Unpacking Document
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Mathematical Practices Picture Sort
Sort the pictures to match each mathematical practice
Pictures may fit multiple categories
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Mathematical Practices
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Construct viable arguments andcritique the reasoning of others.
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Attend toprecision.
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Quick Search! Using your NEW CCSS notebook…1. Find the standard and sample activities that
match the math activity we just completed.2. Does it match more than one standard?
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Rectangle Perimeter Area
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Mathematical Practices
Mathematical practices describe the habits of mind of mathematically proficient students.
In your classroom, Who is doing the talking? Who is doing the thinking? Who is doing the math?
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Is there any place for drill and practice? “Yes! However the tragic error is to believe
that drill is a method of developing ideas. Drill is only appropriate when (a) the desired concepts have been meaningfully developed, (b) students already have developed (not mastered) flexible and useful procedures, and (c) speed and accuracy are needed. Watch children drilling basic facts who are counting on their fingers… What they may be improving is their ability to count quickly. They are not learning their facts.”
Van de Walle “Teaching Student-Centered Mathematics” p. 21
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Time to Reflect
Summary
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What’s In
What’s Out
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Challenges for Next Year
What concepts need to be addressed in order to help students transition to the new math standards?
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Time to Reflect
Summary
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Investigations Alignment
How will Investigations align with the new Common Core State Standards?http://investigations.terc.edu/CCSS/
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Goals of Investigations
Support students to make sense of mathematics and learn that they can be mathematical thinkers.
Focus on computational fluency with whole numbers as a major goal of the elementary grades.
Provide substantive work in important areas of mathematics—rational numbers, geometry, measurement, data, and early algebra—and connections among them.
Emphasize reasoning about mathematical ideasCommunicate mathematics content and pedagogy to
teachers.Engage the range of learners in understanding
mathematics.
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Investigations and the CCSS
Close alignment between Investigations & the CCSS New work builds on and extends the existing work within
the grade level. Some sessions have been omitted to allow for new
material.
Mathematical Practices are aligned with the goals and principles of Investigations and deeply embedded in the fabric of the curriculum.
The Investigations curriculum when taught as intended, offers students and teachers coherence, focus, clarity and specificity in the teaching and learning of mathematics.
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“While the CCSS Content Standards describe what mathematics students should be able to understand and do, the mathematical practices describe how students should engage with these mathematical concepts and skills. The Investigations curriculum is intentionally designed to promote a deep understanding of mathematics and develop mathematically proficient students who can think, reason, model and solve problems.”
(Standards for Mathematical Practices in Investigations in Number, Data and Space, p. 6.)
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Using Investigations to Implement the Common Core – November 4, 2011
Grade Level Adaptations
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Investigations Alignment
Resources:Investigations and the
Common Core State StandardsAlso found onlinewww.pearsonsuccessnet.com
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Investigations Alignment
www.pearsonsuccessnet.com
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Investigations and the CCSSM
Companion materials to InvestigationsInvestigations and the Common Core State Standards
Each grade level resource book contains:An instructional plan for adapting existing
content and adding new contentTeacher and student materials for new content
Sessions, Classroom Routines/TMM, Teaching/PD Notes, Resource Masters, Assessments
Detailed correlations between Investigations and Mathematical Practices and Content Standards
“Snap-in” Instructional Plan Tabs for each unit
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How the New Content is Addressed
Teaching/Math Notes
Ten Minute-Math/Classroom Routines
Homework & Practice Pages
Sessions
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Content & Pacing
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Time to Reflect
Summary
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CCSSM Resources
Books Magazines
Technology Resources
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DPI Wikihttp://www.ncdpi.wikispaces.net/http://maccss.ncdpi.wikispaces.net/home
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CCSSM Resources
Common Core State Standards Live Binder:http://www.livebinders.com/edit?id=133724
Resources: 21st Century Skills Common Core State Standards & Essential Standards Crosswalks Unpacking Documents Investigations & CCSSM Websites
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Math ResourcesAegom Interactive Smartboard Lessonswww.aegom.com/
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Video Resources
Annenberg Media Videos & Resources http://www.learner.org/resources/ browse. html?
discipline=6
Discovery Education/United Streaming http://streaming.discoveryeducation.com/
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Math ResourcesNational Council of Teachers of Mathematics
(NCTM)www.nctm.org
http://illuminations.nctm.org/
Teaching Children Mathematics Magazines
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Math ResourcesSMART Exchange
http://exchange.smarttech.com/index.html#tab=0
netTrekkerhttp://school.nettrekker.com/authenticate/ipauth/1?np=/home.ftl&pp=/ipauth_error.ftl
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Common Core Resources
ACRE: Common Core State and Essential Standardshttp://www.ncpublicschools.org/acre/standards/ ACRE: Instructional Support Toolshttp://www.ncpublicschools.org/acre/standards/support-tools/ Tools for the Common Core Standardshttp://commoncoretools.wordpress.com/ Illustrative Mathematics (CCSS Tools & Resources)http://illustrativemathematics.org/standards Common Core Wiki (by Drew Polly)http://elemath.pbworks.com/w/page/30621644/common-core National Council of Teachers of Mathematicswww.nctm.orgwww.nctm.org/standards/mathcommoncore/
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Math Resources
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Time to Reflect
Summary