developing mathematicians

DEVELOPING MATHEMATICIANS

Session-1Engaging in

Common Core Content and Practices

Facilitated by Allie Das

Study Group -2013-14

AGENDA SESSION - 1• Do Now: Addition Strategy Charts

• Reflecting on Our Practice• "Three Corners"• What is Fluency?• Looking at the 6 Shifts for Math

• Let's Go to the Videotape• Make and Take

OUTCOMESParticipants will:• Examine fluency, deep understanding and

application as instructional shifts for the NYS P-12 CCLS

• Apply instructional strategies that deepen conceptual understanding in mathematics

• Engage in activities that promote productive math discourse

• Create cognitively demanding learning experiences in mathematics

Reflecting on Practice 1.Individually, reflect on your current practice. How has your practice changed in response to the CCLS?

2.Write one idea per post-it.

3.At your tables, share and discuss your responses.

4.As a group come to a consensus about which instructional shift each idea most closely aligns to and place your post-it on it.

Three Corners ALWAYS TRUE, SOMETIMES TRUE, NEVER TRUE

Facts of Ten help when you add

and subtract numbers.

How do you know?

Prove It.

Substantiate your argument with examples.(Give Examples)

Addition strategies - K-2

o Doubleso Doubles +1o Doubles -1o Doubles -2o Make 10o Commutative

Propertyo Add 1 to 9

Addition Facts/Addition Strategies:

ADDITION STRATEGIES - K-2

Doubles &

Doubles + 1 Facts

ADDITION STRATEGIES - K-2

Doubles,Doubles +1 Doubles -1

Facts

ADDITION STRATEGIES - K-2

ADDITION STRATEGIES - K-2

Doubles, Doubles + 1 Doubles -1, Doubles +2. Facts,

DoublesDoubles + 1 Doubles - 1 Doubles + 2 Doubles - 2

Facts

ADDITION STRATEGIES - K-2

ADDITION STRATEGIES - K-2

Doubles Doubles + 1, Doubles -1, Doubles +2. Doubles -2,

Make 10 Facts

Doubles, Doubles + 1 Doubles -1 Doubles +2 Doubles -2

Make 10 Number +0 Commutative

Property Facts,

ADDITION STRATEGIES - K-2

Doubles, Doubles + 1, Doubles -1, Doubles +2. Doubles -2, Make 10 , Number +0, Commutative Property Number +1 Facts,

ADDITION STRATEGIES - K-2

EVELOPING FLUENCY K-2

Doubles, Doubles + 1, Doubles -1, Doubles +2. Doubles -2, Make 10 , Number +0, Commutative Property Number +1 Number +2 facts

Doubles, Doubles + 1, Doubles -1, Doubles +2. Doubles -2, Make 10 , Number +0, Commutative Property Number +1 Number +2 factsAdd 1 to 9

ADDITION STRATEGIES - K-2

Doubles, Doubles + 1, Doubles -1, Doubles +2. Doubles -2, Make 10 , Number +0, Commutative Property Number +1 Number +2 factsAdd 1 to 9Number + 10

ADDITION STRATEGIES - K-2

The only 2 facts left are

6 + 37 + 48 + 3 8 + 48 + 5

ADDITION STRATEGIES - K-2

Developing FLUENCY- Subtraction Strategies

Counting BackCounting UpDoublesThink AdditionFact FamiliesSubtracting Ten

6 Shifts for Math

•Focus•Coherence•Fluency•Deep Understanding•Applications•Dual Intensity

REFLECTING ON PRACTICE DEBRIEF

Quick Write

What is Fluency?

What do you know about Fluency?• Read each statement on the Anticipation

Guide

• Choose: Strongly Agree, Agree, Disagree, or Strongly Disagree for each statement

• Read the Article on Fluency

• Revisit the Anticipation Guide Statements -confirm or revise your thinking

FLUENCY DEFINED

Students are expected to have speed and accuracy with simple calculations; teachers structure class time for students to memorize, through repetition, core functions such as multiplication tables so that they are more able to understand and manipulate more complex concepts.

REQUIRED FLUENCIES

K.OA.5Add/ subtract

within 5.

K 21Add/Subtract within 20Add/subtract within 100 (paper and pencil)

Add/Subtract within 10

DEEP UNDERSTANDING

Teachers teach more than “how to get the answer” and instead support students’ ability to access concepts from a number of perspectives so that students are able to see math as more than a set of mnemonics or discrete procedures. Students demonstrate deep conceptual understanding of core math concepts by applying them to new situations, as well as writing and speaking about their understanding.

APPLICATION Students are expected to use math and

choose the appropriate concept for application even when they are not prompted to do so. Teachers provide opportunities at all grade levels for students to apply math concepts in “real world” situations. Teachers in content areas outside of math, particularly science, ensure that students are using math, at all grade levels, to make meaning of and access content.

REFLECTING ON PRACTICE-FLUency DEBRIEF

Looking at Instructional Shifts Chart:

What do you notice?

What are the implications for instruction?

How does Deep Understanding and Application support Fluency?

LET'S GO TO THE VIDEOTAPE

VIDEO DEBRIEF

• What evidence did you see of fluency?

(Teacher/Student)

• What evidence is there of constructing viable

arguments and critiquing the reasoning of others?

(Teacher/Student)

• Describe strategies that can support ELLs and SWDs.

• What are other implications for instruction?

MAKE AND TAKE

REFLECTIONS ON DAY 13 new learnings from today...

2 strategies I can incorporate into my practice...

1 question I have...