june 13 and june 16, 2011 analytical and applied sciences june/july 2011 1
TRANSCRIPT
June 13 and June 16, 2011
Analytical and Applied Sciences June/July 20111
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CHETL
CONTENT STANDARDS
MATHEMATICAL
PRACTICES
HOW PEOPLE LEARN
Exploring KCAS math standards by grade level
Strengthening math content knowledge and understanding of KCAS
Learning how to make math accessible for all students
Increasing understanding of how students learn mathematics
Learning effective instructional strategies and practices that embed mathematical practice into content standards
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Reviewing JCPS mathematics resources Increasing understanding of how
students learn mathematics Understanding the importance of the
Mathematical Practice standards Observing Rich Tasks in Classroom with
Cohorts Learning how to identify Mathematical
Practices in the classroom Reflecting on current practices
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What kinds of support, beyond extending opportunities to take part in professional development offerings, are necessary for teachers who are deepening their practice of teaching mathematics?
How do we build a culture so that teachers engage with each other in substantive and intellectually critical examinations of learning and teaching?
What are the tensions that are inherent in attempting both to respond to individual needs, and in trying to reach all teachers within a school or district community?
How might the math department and principals work together to support teachers to re-conceptualize their mathematics teaching?
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Advance Program Learning Targets Curriculum Maps Professional Development Resource Teacher/Staff Developer Math and Science Assessment Update
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NEW INFO
Overview2 year transition – Curriculum Map available 7/27/11 – living
documentFocused on grade level KCASAssessed with grade level assessment –
additional 5th and 6th grade assessment resources
5th grade will use a combination of Investigations and CMP2 materials
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NEW INFO
State learning targets are end of year targets
Deconstructed targets provided by district for all standards – see Math Planning document
State/JCPS collaboration – State endorsed
First twelve weeks – first two units posted on Gheens 7/27/11
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NEW INFO
1st 6 weeks posted 2nd 6 weeks posted – 7/27/11 Full year standards and progressions-
7/27/11 Principals and Teachers notified as each
6 weeks completed and posted
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NEW INFO
Planning sessions facilitated by RTs – credit only July/AugustMonthly at Gheens or individual schools
New Teacher Induction – Standards focus during day adapted from 6 hour summer sessionAdditional implementation sessions
8/1 – 8/4 3:45 – 5:45 pm (end of NTI) Atherton HS Credit and Stipend available Open to all teachers – to register call 3471
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NEW INFO
After School
Session 1
After School
Session 2
After School
Session 3
After School
Session 4
K-1 9/1/11 10/6/11 1/12/12 2/23/12
2-3 9/7/11 10/5/11 1/11/12 2/22/12
4-5 9/8/11 10/13/11 1/19/12 3/1/12
Full day Session TBD
Online and Embedded Opportunities throughout the Year
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NEW INFO
Interviews scheduled for week of 7/25/11
District Resource Teacher Assignment – 8/1/11
Cognitive Coaching Math Solutions Science and Literacy
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NEW INFO
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NEW INFO
Unit Planning
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Excerpted from
TEACHER PD KCAS
SessionsSummer 2011
What are your steps for planning math lessons?
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4.1 to KCAS.
Standards based planning
Specific grade level mastery
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Identify the standards addressed
this 6 weeks.
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Identify assessed standards
during this 6 weeks.
Identify assessed standards
during this 6 weeks.
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What do my students need to know?
3.NBT.1- Use place value understanding to round whole numbers to the nearest 10 or 100.
I can estimate by rounding numbers to the nearest 10 or 100.
Learning targets were
written for assessed
standards.
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Continued Focus Targets K.CC.1: I can count to 100 by tens and ones.
I can count to 20.
Learning targets can be written as benchmark targets. These
continued focus targets will be assessed at different benchmarks
throughout the year.
Learning targets can be written as benchmark targets. These
continued focus targets will be assessed at different benchmarks
throughout the year.
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I can use strategies to check if the answer is correct or incorrect.
3.OA.8 Assess the reasonableness of answers using mental computation estimation strategies including rounding.
Mathematical
Practices: Viable
Argument
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I can reflect on my own learning.Analytical and Applied Sciences June/July 2011 24
Investigations Differentiation and Intervention Guides
Discussions of Next Steps
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Investigations Differentiation and Intervention Guides
According to the Guinness Book of World Records, Gerry Checkon of Altoona, Pa., holds the record for growing the largest pumpkin. It weighed in at 1,131 pounds. About how many pies could you make from the pumpkin if each pie used 1.5 pounds of pumpkin?
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2.0A.2Fluently add
and subtract within 20 using mental strategies.
I can fluently add and subtract within 20 using mental strategies.
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3.0A.8 Solve two-step word
problems using the four operations. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding.
I can solve two-step word problems for addition and subtraction.
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1.NBT.5Given a two-digit
number, mentally find 10 more or 10 less than a number, without having to count; Explain the reasoning used.
I can mentally find a number 10 more or 10 less than a two digit number and explain my strategy. Analytical and Applied Sciences June/July 2011 30
Turning your Unit Plans into
your Weekly Plans!
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