c ommon c ore s tate s tandards m ath t raining long beach usd math office
TRANSCRIPT
Miguel is 5 years old and will
begin Kindergarten in the fall.
He will graduate from high
school in 2026 and from college
in 2030. What will Miguel’s
world be like in 2030? We can’t
know for sure, but a few things
are certain.
• It’s likely that the career Miguel chooses doesn’t exist
today.
• Advanced technology will be more central to Miguel’s
life and that of his peers than for any previous
generation in human history.
• Miguel’s generation will grapple with the impact of
global challenges using understandings that have not
yet been achieved and with technologies and solutions
that have not yet been invented.
• The exponential pace of change means the world in
which Miguel lives today will likely bear little
resemblance to the world he will know in 2030.
Let’s talk about Miguel While school can’t prepare Miguel for every challenge he will face in the future, a
quality and inspired CCSS-aligned education can empower Miguel to:
• Demonstrate independence and self-directed learning
• Value evidence, reason logically, and think conceptually and abstractly
• Analyze and use data
• Comprehend as well as critique
• Construct and present viable arguments
• Use media and technology strategically
• Persevere in making sense of and solving problems
• Understand and appreciate different perspectives and cultures
• Develop the skills and dispositions necessary to the responsible exercise of
citizenship in an advanced democratic republic.
These capacities, developed in the context of a well-rounded education, will ensure
that Miguel can engage with and contribute to the 21st-century world effectively
and with purpose.
Take three minutes to discuss your thoughts to the
following: What do we need to do to
prepare our classrooms for Miguel?
Structure of the CCSS
• 8 Standards for Mathematical Practices - K -12
• Standards for Mathematical Content – grade level specific
• Deep mathematical understanding
• Procedural fluency
• Ability to explain and justify answers
• Rigorous and habitual application of
mathematical practices with mathematical
content
Assessment aligned to CCSS in mathematics should empower students to demonstrate:
Definition: Generally end of year (or end of course), one-time achievement test that cover a broad range of content. Examples:• CST (ending 2013 - 14), Grades 2-11• SBAC (beginning 2014-15), Grades 3-8 and 11• End of Course Exams, Grades K-2
Summative Assessments
Definition:Assessments given at pre-determined times during the year to determine student achievement on selected content to measure progress and or diagnose student needs
Examples:–Unit Assessments (K-8), District created–Chapter tests, Site/teacher created
Interim Assessments
• Take a few minutes to look at the Scope and Sequence and Unit Guide..
• Turn and Talk with your table partner.
• Share out with the group
Formative Assessments
Definition: Daily, real-time measurement of student achievement, followed by an immediate change in instruction. Can be formal or informal, and includes student feedback.
Examples:• Checking for understanding and resulting action • Garnering feedback that provides a recipe for future
action • Classroom Challenges/FAL’s – using Cooperative Group
Norms
COOPERATIVE GROUP ACTIVITY
“String Geometry”
The goal of this task is to create geometric shapes out of one piece of string as a group.
Example of establishing group norms:Cooperative Groups – groups of four or less
Job DutiesFacilitator Start the group by reading the task
Resource Manager
Group question only
Recorder/ Reporter
Make sure that the group stays together on the same problem
Team Captain Make sure no one talks outside of the group.
Table Talk
How does your vision of a CCSS-aligned assessment system compare and contrast to current or past assessments practices?
Curriculum aligned to CCSS:
• Designed to support ALL students in attaining the
knowledge and skills described in the standards
• A system of intentional interactions among teachers,
content, and students within a school context
• More than a set of management and administrative tasks
• More than a set of curriculum documents, programs,
resources, and so on
• Fluid and dynamic
Mathematics Instructional Unit Model
Form
ative
Ass
essm
ent L
esso
n
Uni
t Ass
essm
ent
Ope
ning
Tas
k
Math Talk Moves
Daily Lessons
Daily Lessons
Math Unit
Grade 3 – Mathematics Instructional Unit 1
Unit 1 – Place Value with Addition and Subtraction
Supporting Cluster – NBT. Use place value understanding and properties of operations to perform multi-digit arithmetic.
MD. Geometric measurement: recognize perimeter as an attribute of plane figures and distinguish between linear and area measures.
Form
ative
Ass
essm
ent L
esso
n –
“Mys
tery
Num
bers
”
Uni
t Ass
essm
ent #
1
Ope
ning
Tas
k –
Trad
ing
to 1
000!
or A
Wild
life
Refu
ge
Math Talk Moves
Instruction – Use your Unit 1 Guide to select lessons that will support this unit.
Instruction – Use your Unit 1 Guide to select lessons that will support this unit.
Unit 1 –Place Value with Addition and Subtraction
1 day
Number of days will vary Number of days will vary
2 - 3 days 1 day
Number Talks
Goal: Prepare students to learn to mentally solve problems accurately, efficiently, and flexibly. • Accuracy – correct answer• Efficiency – choose expedient strategy• Flexibility – use number relationships with ease in
computation
Key Components of Number Talks1. Classroom environment and community2. Classroom discussions3. The teacher’s role4. The role of mental math5. Purposeful computation problems
Number Talks
Four Procedures and Expectations Essential to Number Talks
1. Select a designated location that allows you to maintain close proximity to your students for informal observations ad interactions.
2. Provide appropriate wait time for the majority of the students to access the problem.
3. Accept, respect, and consider all answers.
4. Encourage student communication throughout the number talk.
• Let’s watch students engaged in • Number Talks …..
• Brainstorm Activity with your table group:1. What were some accountability strategies you saw?
2. Additional accountability strategies you might try?
Six Ways to Develop Accountability• Ask students to use finger signals to indicate the most
efficient strategy.• Keep records of problems posed and the corresponding
student strategies.• Hold small-group number talks throughout each week.• Create and post class strategy charts.• Require students to solve an exit problem using the
discussed strategies.• Give weekly computation assessment.
Number Talks
Closure
• Define your challenges• Set realistic expectation• Keep your eye on the goal
Next Training: Trimester 2