LITTLE ROCK SCHOOL DISTRICT2011-12

TRANSITIONING TO THE COMMON CORE STANDARDS

The Math Department

LEVELIZED PROBLEM-SOLVING

Groups of 3

1. Two people work together to solve the LEVEL ONE problem while the third person observes and records the practice standards being used.

2. Solutions are represented on the provided paper using words, numbers and/or pictures.

3. Post the solution in the appropriate area.4. Rotate positions.5. Obtain the next level problem6. Repeat the steps until time is called.

COMMON CORE STANDARDS FOR MATHEMATICSAGENDA

• Welcome/Norms

• The 8 Practice Standards• Setting Goals

• What content are we expected to teach K-5? • The 8 Mathematical Practice Standards

Part 2 – The How • Creating a Classroom Culture for Learning• Connecting the Lesson to the Practice Standards• Professional Development Plan• What should the teacher be doing? the coach?

the principal? central office (math department)?

ACTAAP DATADIGGING DEEPER

Compare gender/ethnic cohort groupsWhat is going on in the data?(Focus only on making observations)

What do you see that makes you say that?

What more can you find in the data?

ACTIVITY 2Jigsaw the article

Half 1sHalf 2s

Read silently

•Be able to give an overview of what you read•Determine 3 major points

1s meet together to discuss2s meet together to discuss

Share out.

ACTIVITY 3

•Setting Goals For Yourself•Setting Goals With Your Teachers

COMMON CORE STANDARDS

ROLLING OUT THE COMMON CORE K-5 MATHEMATICS

School Year District Responsibilities

ADE Responsibilities

State Assessments

2010-2011 Districts Develop Transition Plan

ADE Shares Resources and Provides PD

State Assessments Reflect AR Curriculum Frameworks

2011-2012 Common Core State Standards Grade K-2

ADE Shares Resources and Provides PD

State Assessments Reflect AR Curriculum Frameworks

2012-2013 Common Core Standards Grades 3-8

ADE Shares Resources and Provides PD

State Assessments Reflect AR Curriculum Frameworks

2013-2014 Common Core State Standards Grades 9-12

ADE Shares Resources and Provides PD

Pilot New Assessment System

2014-2015 Common Core State Standards Grades k-12

Full Implementation of Common Core Standards

Full Implementation of New Assessment System

PARTNERSHIP FOR THE ASSESSMENT OF READINESS FOR COLLEGE AND CAREERS (PARCC) Twenty-four states and

District of Columbia are included.

An award(Race to the Top) of $186 million has been granted to develop new assessments.

Arkansas is now a governing state.

Over 200 institutions of higher education are participating.

Work is being facilitated by ACHIEVE.

Source: PARCC Summary

THE SHIFT IN MATHEMATICS INSTRUCTIONThe composite standards [of Hong Kong, Korea and Singapore] have a number of features that can inform an international benchmarking process for the development of K–6 mathematics standards in the U.S. First, the composite standards concentrate the early learning of mathematics on the number, measurement, and geometry strands with less emphasis on data analysis and little exposure to algebra. The Hong Kong standards for grades 1–3 devote approximately half the targeted time to numbers and almost all the time remaining to geometry and measurement.— Ginsburg, Leinwand and Decker, 2009

• The mathematics in the earliest grades is not as wide but much deeper than last year’s standards (Arkansas Frameworks for Mathematics). The philosophy is to give the early childhood students a much more focused curriculum, allowing time for a thorough mastery not only of procedural fluency but also of conceptual understanding and application.

• In contrast, the mathematics curriculum for the middle level grades is not only much deeper, but it is also wider as well. The philosophy is that students who have a thorough understanding of the early curriculum will be able to accelerate the pace of their learning in the middle years.

• Let’s take a closer look…

COMMON CORE STATE STANDARDS

• Represent, relate, and operate on whole numbers, initially with sets of objects

• Describe shapes and space

**More learning time in Kindergarten should be devoted to number than to other topics**

Common Core – 22 content standardsAR Frameworks – 51 content standardsDropping – patterns, algebra, symmetry,

probability, money, elapsed time, clock, calendar, graphs, perimeter, area

FOCUS AREAS: GRADE K

• Develop understanding of addition and subtraction within 20

• Develop understanding of place value relationships

• Develop understanding of linear measurement• Reason about attributes of geometric shapes

Common Core – 21 content standardsAR Frameworks – 63 content standardsDropping – patterns, algebra, symmetry, most of

data, probability, money, calendar, perimeter, area

FOCUS AREAS: GRADE 1

• Extend understanding of base 10 number system

• Build fluency in addition and subtraction• Use standard units of linear measure• Describe and analyze shapes

Common Core – 22 content standardsAR Frameworks – 66 content standardsDropping – patterns, algebra, symmetry,

perimeter, area, transformations, probability, calendar

FOCUS AREAS: GRADE 2ADDITION AND SUBTRACTION STANDARD ALGORITHM NOT INTRODUCED UNTIL 4TH GRADE!

• Develop understanding of multiplication and division and the strategies used for those operations

• Develop understanding of fractions• Develop understanding of rectangular

arrays and area; perimeter• Describe and analyze two-dimensional

shapesCommon Core – 25 content standardsAR Frameworks – 52 content standardsDropping – algebra, patterns, symmetry,

transformations, probability

FOCUS AREAS: GRADE 3NEED TO ENTER 3RD GRADE WITH A DEEP UNDERSTANDING OF ADDITION AND SUBTRACTION

• Develop understanding of multi-digit multiplication and division

• Develop an understanding of fraction equivalence; decimals

• Understand that geometric figures can be analyzed and classified by their properties

Common Core – 28 content standardsAR Frameworks – 52 content standardsDropping –symmetry, probability,

transformations, volume, graphs as a topic

FOCUS AREAS: GRADE 4STANDARD ALGORITHM FOR ADDITION AND SUBTRACTION LEARNED

• Develop fluency with operations on fractions• Extend division to two digit divisors, and

develop an understanding of operations with decimals

• Develop an understanding of volume

Common Core – 26 content standardsAR Frameworks – 49 content standardsDropping – probability, symmetry,

transformations, graphs, mean, median, mode

FOCUS AREAS: GRADE 5MUST ENTER 5TH GRADE WITH A DEEP CONCEPTUAL UNDERSTANDING OF MULTIPLICATION AND DIVISION WITH WHOLE NUMBERS AND FRACTIONS!

• Connect ratio and rate to whole number multiplication and division and use ratio and rate to solve problems

• Complete understanding of division of fractions and extend to the rational numbers (positive and negative)

FOCUS AREAS: GRADE 6

Solve and graph simple absolute value equations and inequalities (Grade 6)

Compute simple probability with and without replacement (Grade 7)

DIP: Communicate real world problems graphically, algebraically, numerically and verbally (Grade 7)

ARKANSAS ALGEBRA I CONTENT AT A LOWER GRADE IN CCSS

Find the inverse of a function Construct functions using a graph Fit a function to data including linear,

quadratic, and exponential models Compute the correlation coefficient of a

linear fit

HIGHER LEVEL ARKANSAS CONTENT NOW IN CCSS ALGEBRA I

COMMON CORE MATHEMATICAL PRACTICE STANDARDS Goal:Gain more understanding of:

•the 8 mathematical practice standards and their meaning•what each practice standard should look like and sound like in an effective classroom

THE TASK In your team:1. Read the given practice standard silently2. Summarize with your team what you think

the practice standard means in your own words

3. Brainstorm what you think the practice standard would look like and sound like in a classroom. What would you look for?

4. Create a poster to present to the whole group

THE HOW!WHAT ARE WE GOING TO DO DIFFERENTLY?

BRAIN-BASED RESEARCHDID YOU KNOW?

Cells and chemicals throughout the body are stimulated when the body moves. The increased blood flow and oxygen to the brain, along with the release of neurotransmitters, help students to learn concepts and procedures better and to retain them longer. When the body is helping the brain to learn, the brain is less likely to forget what’s been learned.Strategies for Teaching Boys and Girls, Elementary Level, by Gurian, Stevens, and King, 2008

HOW DO WE KNOW WHAT TO DO DIFFERENTLY?

PAY ATTENTION TO THE Brain-based RESEARCH!!!!

1. Create a culture that values learning and respect

Build relationships with and between our students

TAKE THE TIME! IT WILL PAY OFF Student-created norms visited often! Team Building Games Class Meeting – eventually student-led Strong rituals and routines

Creating Classroom NormsFelicia Hayes2011 Math Journeys Summer SchoolDay 1

Student-led discussion of NormsDay 11

For complete videos, lessons, resources go to www.mathjourneys.org

What does the research say about strategies for boys?See handout.

Enrichment – music, art, drama, writing scripts or commercials and performing them, Odyssey of the Mind, M-athletes, cooking, science experiment club, dance, engineering design tasks, gardening, computer club, karate, chess, book club, etc……….Visualization – dot cards, quick images, ten frames, number lines, models, acting out, etc.Differentiation of InstructionLevelized problem-solving, Math work stationsEffective closures, JournalsInteractive Technology

Teach Science to understand measurement

WARM-UP /LEVEL ONE

Lisa has a book to read for homework.She has already read of the book. She has seven days to read the rest of the book. If she reads the same amount each day, what fraction of the book does she need to read each day?

LEVEL TWO Lisa has a book to finish for

homework. She has already read of the book. She has 6 days to read the rest of the book. If she reads the same amount each day, what fraction of the book does she need to read each day?

LEVEL THREE

Lisa has a book to read for homework. She read of the book on Monday. She read of the remainder of the book on Tuesday. What fraction of the book does she have left to read?

LEVEL FOUR

Lisa read 30 pages of a book on Monday and of a book on Tuesday. She completed the remaining of the book on Wednesday. How many pages are there in the book?

GALLERY WALKRead the solutions. Do you see any similar strategies?What practices were used to solve these

problems?

Closure EXTREMELY IMPORTANT weakest area gallery walks strategically select solutions to share evaluate other’s work

K-2 FOCUS FOR 2011-12 – THE WHATImplementing the new common

core standards; Letting go of 30+ standards

including calendar math in the math block

Understanding the practice standards

Understanding the rubrics and how to score and use

K-2 FOCUS FOR 2011-12 – THE HOW effectively using the new maps to plan

instruction classroom structure and nurturing culture

for effective learning– routines and rituals – Problem-solving as a staple Work stations and games for prescription

and practice Effective and varied closures Effective, organized, DOABLE anecdotal

note-taking Effective and increased use of technology

3-5 FOCUS FOR 2011-12 – THE WHATImplementation of the

Mathematical Practice StandardsPerformance Assessments

3-5 FOCUS FOR 2011-12 – THE HOW Culture and climate of the classroom –

must become more autonomous- more brain-based

Levelized problem-solving as a staple Math Workstations for prescription and

practice Effective Closures – a variety Effective and increased use of

technology

How do you know PD is effective? What are the characteristics of effective PD? What does effective PD look like and sound

like?

EFFECTIVE PROFESSIONAL DEVELOPMENT

AREAS OF FOCUS – K-5Climate in the classroom/Brain-based•Active with students talking and sharing ideas, moving as needed•Promotes respect of all through on-going relationship building (class meetings, peace table, think letters, team building, agenda book)•Promotes autonomous behavior – strong rituals and routines•Promotes reflection and critical thinking•Promotes creative thinking •Promotes pleasure for learning and thinking with othersLevelized Problem-solving/CGIMath Work StationsClosure

• Continue to grow professionally by reading latest research, maintaining memberships in professional organizations, and attending workshops;Provide well-aligned curriculum maps (CCSS and AR Frameworks);Provide vertical alignment (previous year and following year);Provide resources and strategies on the curriculum maps;

HOW WILL WE ENSURE THAT TEACHERS WILL KNOW WHAT AND HOW TO TEACH?

Provide professional developmentContent training for identified grade/subject levelsLesson Study ClinicsBackwards design sessionsHorizontal workshopsVertical Team workshopsCoach training sessions/Technical assistanceCGI TrainingNew teacher training Common Formative Assessments

(CONT.)

Compare the following numbers using >, <, or =

2 ____ 3 5 ____ 5 3 ____ 1 4 ____ 1

POP QUIZ

Compare the following numbers using >, <, or =2 gallons ____ 3 quarts 5 inches ____ 5 feet

3 feet ____ 1 yard

4 quarters ____ 1 dollar

POP QUIZ

SUGGESTED READINGS

Teaching with Poverty in MindBy Eric Jensen

DriveThe Surprising Truth About What Motivates UsBy Daniel H. Pink

Boys and Girls Learn DifferentlyBy Michael Gurian

Math Work StationsBy Debbie Diller