Math in the Common Math in the Common Core Era:Core Era:

Helping All Students Helping All Students SucceedSucceedArchdiocese of Dubuque

October 1, 2015

Standards for Teaching Standards for Teaching and Learning and Learning MathematicsMathematics

Knowledge of Mathematics Knowledge of Mathematics and General Pedagogyand General Pedagogy

Teachers should have a deep knowledge of –

•Sound and significant mathematics•Theories of student intellectual development across the spectrum of diverse learners•Modes of instruction and assessment•Effective communication and motivational strategies

Knowledge of Knowledge of Student Student

Mathematical Mathematical LearningLearning

Teachers must know and recognize the importance of – •Ways students learn mathematics;•Supporting students as they struggle to make sense of mathematical concepts and procedures•Ways to help students build on informal mathematical understandings•Ways to stimulate engagement and to use the standards for mathematical practice

Worthwhile Mathematical Worthwhile Mathematical TasksTasks

Teachers should design experiences and pose tasks that – •Engage students’ intellect•Develop mathematical understandings and skills•Stimulate students to make connections and develop a coherent framework for mathematical ideas•Call for problem formulation, solving, and mathematical reasoning

That’s a lot of words, That’s a lot of words, what does this mean what does this mean

for me?for me?Fluency: knowing how a number can be composed and decomposed and then using that information to be efficient and flexible when solving the problem through the use of strategies.

Rigor: the development of conceptual understanding, procedural skill and fluency, and application with equal intensity.

Without talking,

without writing,

without counting

one by one,

how many unit

squares are in the

shaded portion

surrounding the

figure?

Solve the following:Solve the following:

234 + 456 672 – 284

18 x 17 876 ÷ 12

Whole Number Whole Number ComputationComputation

For each probe, choose the method that closely matches how you would solve the problem.

Then discuss the other methods with your partner.

Number TalksNumber Talks

Third Grade:Third Grade: 59 + 1359 + 13

Number Talks:Number Talks: Key Components Key Components

1. Classroom Environment and Community

2. Classroom Discussions

3. Changing the Role of the Teacher

4. Role of Mental Math

5. Purposeful Computation Problems

Talk MovesTalk MovesRevoicing Wait Time

Repeating Turn-and-Talk

Reasoning Revise

Adding On

MTSSMTSS

Tier 2: Intervention

Standard Treatment Standard Treatment ProtocolProtocol

What is that?

ScreenScreenersersWho should administer?When should this occur?Why should it be used?How will the results be used?What can be used?

What can be What can be used?used?

Resource

K-1: Number Knowledge Test Number Sense Screener

2-5: Delaware Screeners Boulder Valley, CO (K-5)

6-8: Math Reasoning Inventory

InterventioIntervention Plann Plan

Who should administer?When should this occur?Why should it be used?How will the results be used?What can be used?

What can be What can be used?used?

K-1: Number Sense Intervention

1-8: Do the Math

5-10: Trans Math

K-12: Engage NY

Progress Progress MonitoringMonitoringExit Tickets in the Engage NY curriculum at the end of each lesson can be used for progress monitoring. The following rubric with each exit ticket question could be used after every 3 lessons for a total of 9 points.

Student has a full understanding of the

question (3)

Student has a good understanding of the question

making minimal mistakes(2)

Student has a partial understanding of the

question (1)

Student has no understanding of the

question(0)

Lesson 1

Lesson 2

Lesson 3

Diagnostic Diagnostic AssessmentsAssessments

Grades K-2Kathy Richardson

Grades 2-8Cognition-Based Assessment and Teaching