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  • WELCOMEELEMENTARYMATHEMATICS EDUCATORS & PRINCIPALS

    Day 2 Educator Effectiveness AcademySummer 2011

  • Debby WardLindaKaniecki Married Like to TravelHigh Schoolin DCLive in Harford Co.Live in Anne Arundel Co.Born in Baltimore, MDBorn in Jersey Shore, PAGoldenRetrieverNo Pets

    Double Bubble

  • DAY 2The participant will:

    Continue to reflect on how the Standards for Mathematical Practice will be infused into daily instruction in the mathematics classroom.

    Investigate the content of the Common Core State Standards for Mathematics (CCSSM) and related documents.

  • FeedbackIf a thought comes to mind that would help to inform future work, please share by writing the thought on a Post-it note and placing it on the appropriate Feedback poster.

  • Standards for Mathematical Practice Matching ActivityOutcome

    The participant will make connections between the thought processes used in completing a typical mathematical task and the behaviors described in the Standards for Mathematical Practice.

  • TaskLook at the contents of your groups envelope.

    Think about and discuss how you would solve each problem.

    Reflect on the proficiencies described in the Standards for Mathematical Practice and their connections to the approach used.

    Based on the approach you used, match the predominate Standard for Mathematical Practice to the problem.

    Note- This is not a one-to-one matching exercise more Standards exist than problems. This exercise was designed to promote discussion about the Standards for Mathematical Practice!

    Standards for Mathematical Practice Matching Activity

  • Completion of problems, such as those used in this activity represent just one way of helping students develop the proficiencies described in the Standards for Mathematical Practice.

    While we asked you to select just one standard for each problem, in reality using these standards should be very fluid in that multiple Standards for Mathematical Practice may be addressed within any given lesson or activity.

  • Scavenger HuntOutcome

    The participant will become better acquainted with the content of the Common Core State Standards for Mathematics.

  • Scavenger HuntOne your own, search through the Common Core State Standards for Mathematics for the answers to each question.

    Compare answers with the members of your group.

  • CHECK FOR UNDERSTANDINGThink-Pair-Share

    What are some of the similarities and differences between the K-8 Content Standards and the High School Content Standards?

  • PrincipalsWelcome to Session 2

  • Day 2Outcomes for Session 2The participant will:

    Deepen their familiarity with the Standards of Mathematical Practice and the Common Core State Standards for Mathematics

    Become familiar with the Maryland Common Core State Curriculum frameworks

  • JeopardyOutcome

    The participant will deepen their familiarity with the Standards for Mathematical Practice and the Common Core State Standards.

  • 1. How many Standards for Mathematical Practice are there?

    What is the difference between the way the codes for the K-8 and the High School standards begin?CHECK FOR UNDERSTANDING

  • Maryland Common Core State Curriculum Framework Documents ExplorationOutcome

    The participant will become familiar with the Maryland Common Core State Curriculum frameworks.

  • Divide into Expert Groups

    Using the Framework Document, respond to the Exploration Questions

    Compare answers and prepare summary statements in Expert Groups

    Move to Home Group

    Present summary from Expert Group to Home GroupJigsaw StrategyMaryland Common Core State Curriculum Framework Documents Exploration

  • What is the purpose of the Essential Skills and Knowledge Statements?

    What is the significance of the red, blue and green bold fonts in the Framework documents?

    CHECK FOR UNDERSTANDING

  • PrincipalsWelcome to Session 3

  • Day 2Outcomes for Session 3The participants will:

    Review the Standards for Mathematical Practice; the Common Core State Standards; and the Maryland Common Core State Curriculum Frameworks

    Analyze selected standards

    Generate instructional strategies which might be used to develop students understanding of the standard

    Make connections to the Standards for Mathematical Practice

  • OutcomeThe participant will review the: Standards for Mathematical PracticeCommon Core State Standards for Mathematics Maryland Common Core State Curriculum Frameworks Task At each poster record a fact, that you have learned in one of the earlier sessions, about the given topic. Do not duplicate statements.

    Topics Standards for Mathematical Practice

    Structure and the Vocabulary of the Common Core State Standards for Mathematics

    3. Maryland Common Core State Curriculum Framework

  • Pass the StandardOutcome:

    The participant will analyze selected standards, generate instructional strategies and make connections to the Standards for Mathematical Practice.

  • *

  • *Step 1

    Locate this standard using the Common Core State Standards or a Framework.

    Write the language of the standard under the code.

  • *Step 2Record an idea of an experience that you might include in a lesson targeting this standard and if time allows record a Math Practice that might be applicable.Have the students use a place value mat to show a given number in expanded form by placing base ten cubes in the appropriate column.

    Standard for Mathematical Practice: Models with mathematics. Use appropriate tools strategically.

  • *Step 3Have the students use a place value mat to show a given number in expanded form by placing base ten cubes in the appropriate.

    Standard for Mathematical Practice: Models with mathematics. Use appropriate tools strategically.Pass the Standards around the table adding new ideas until all spaces are filledGiven dry erase boards, students will records the numbers using words and pictures.

    Standard for Mathematical Practice: Models with mathematics. Look for and make use of structure. Use place value arrow cards to build and then record the numbers in expanded form.

    Standards for Mathematical Practice: Models with mathematics. Use appropriate tools strategically. Look for and make use of structure.

    Utilize virtual manipulatives to model numbers in expanded form.

    Standard for Mathematical Practice: Models with mathematics. Use appropriate tools strategically.

  • What are the challenges that teachers will face as they implement the new curriculum?

  • Session 4

  • Day 2Outcomes for Session 4The participant will:

    Offer suggestions for additions/improvements to the Essential Skills and Knowledge statements that support the standards used in the Pass the Standard activity.

    Make connections between an instructional task and the content and practice standards.

  • Maryland Common Core Framework DocumentsFeedback Outcome:

    The participant will offer suggestions for additions /improvements to the Essential Skills and Knowledge statements that support the standards.

  • Grade 33.NF.118Suggested edits/additionsExample

  • The Essential Skills and Knowledge Statements were created in an effort to help educators develop a common understanding of what the standard means.

    What, if any, additions or suggestions did your group come up with as you reviewed the existing statements?

  • Making ConnectionsOutcome:

    The participant will make connections between an instructional task and the Standards for Mathematical Practice and the content standards.

  • Making ConnectionsComplete the assigned problem.Share your approach and outcome with your group.

    Search through the Common Core State Standards for standards that this problem would support.

    Discuss how this problem might be used in a lesson.

    Identify and discuss connections between thought processes used while solving this problem and the Standards for Mathematical Practice.

    Pair up with someone who has a different problem.

    Share summary of discussions about assigned problem.

  • Standards for Mathematical Practice are not isolated skills or activities; instead they are the appropriate observable actions that students display.

  • All Standards for Mathematical Practice will not be demonstrated with every math exercise given, but multiple standards should be evident in every mathematics lesson.

  • The mathematically proficient student should have such a well-grounded understanding of the Standards for Mathematical Practice that they become habits of mind to be applied as needed when dealing with any mathematics problem.

  • On Post-Its, please write any questions that you have about:

    Standards for Mathematical Practice

    Common Core State Standards for Mathematics

    Maryland Common Core Curriculum Frameworks

    Post your questions on the Exit Ticket poster as you leave for the day.

    Thanks!

    Point out the location of the three Feedback posters that you posted as you were preparing for Day 2.****Session 2 Activity 2High School Expert Group Topics2 groups of 4or 5 people for:Algebra IGeometryAlgebra IIMiddle School Expert Group Topics2 groups of 4or 5 people for:6th Grade7th Grade8th Grade Elementary School Expert Group Topics 1 group of 4 people for:Pre-KKindergarten1st Grade2nd Grade3rd Grade4th Grade5th Grade***

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