math lead p resentation math lead presentation progressing towards common core
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Math Lead P resentation Math lead presentation progressing towards common core. Ms. Washington M rs . Butler Ms . Hess. Agenda . Introduction Common Core “What’s Different?” Math Talks MIU Assessment Resources Mathematical Practices Article “Never Say Anything a Kid Can Say ”. - PowerPoint PPT PresentationTRANSCRIPT
MATH LEAD PRESENTATION
MATH LEAD PRESENTATIONPROGRESSING TOWARDS COMMON CORE
Ms. WashingtonMrs. ButlerMs. Hess
Agenda • Introduction• Common Core “What’s Different?”• Math Talks• MIU• Assessment Resources• Mathematical Practices• Article “Never Say Anything a Kid Can
Say”
Common Core – Calculator Policy
GRADES 3 – 5 NO CALCULATORS!!!!!GRADES 6 – 7
BASIC FOUR OPERATION CALCULATOR WITH SQUARE ROOT FUNCTION (ONLINE)
GRADE 8 ONLINE SCIENTIFIC CALCULATOR
PARCC HAS SPECIFIC QUESTIONS THAT REQUIRE CALCULATORS. STUDENTS WHO ARE ALLOWED TO
USE CALCULATORS CAN ONLY USE THE CALCULATOR ON APPROPRIATE QUESTIONS.
Common Core vs. ISAT
Adam’s ProcessTake 10% off the original price. Then, add the sales tax to the discounted price.
Brandi’s Process Determine the original price of the item, including sales tax. Then, take 10% off.
A store is advertising a sale with 10% off all items in the store. Sales tax is 5%. Adam and Brandi are customers discussing how the discount and tax will be calculated.
In both equations, T represents the total cost of the television and p represents the regular price. Are they both correct? Use the properties of operations to justify your answer.
Common Core vs. ISATMichael bought a stereo on sale for 20% off the regular price. The regular price of the stereo was $180. What was the sale price of the stereo?
A. $36B. $160C. $90D. $144
Math Talks A daily ritual (approximately 10 minutes per day) with the entire class for the purpose of developing conceptual understanding of and efficiency with numbers, operations and mathematics.
Math Talks are used to: - Review and practice procedures and concepts - Introduce concepts and properties about numbers - Reinforce procedures and numbers concepts - Explore mathematical connections and relationships
Math Talk - ExampleWhich two are closer together??
0.03 0.16 0.111
66.6% 2/3 0.67
Mathematical Instructional Unit (MIU) Model
ASSESSMENTS TO PROGRESS TOWARDS COMMON CORE
Three assessments that will progress students toward common core assessments:
REACH (MARS)• BOY and EOY• Knowledge and application of concepts• Explain responses• Gradual pace of easy to hard BENCHMARK • Quarterly• Knowledge and application of concepts• Both multiple choice and short answer questions FORMATIVE ASSESSMENT LESSON (FAL) • Suggested Quarterly• Application of concepts• Week long process
Formative Assessment Lesson Two Types of FALs are Available:• Concept Development: focus on assessing and developing
conceptual understanding, lessons are designed to reveal and develop students’ conceptions, and misconceptions, of significant mathematical ideas and how these connect to their other knowledge.
• Problem Solving: lessons are designed to assess and develop students’ capacity to apply their mathematics flexibly to non-routine unstructured problems, both from the real world and within pure mathematics, built around rich tasks that assess how far students’ can “think with mathematics”
Every FAL Includes:• Pre and Post Assessments• Problems for student to tackle and solve• Questions for students to discuss, in groups and as a class• Detailed guidance for teachers on ways to interpret student
responses and provide appropriate supports or interventions• Solutions to the tasks
Formative Assessment Lesson
SHARING GASOLINE COSTS SIXTH GRADE
Day 1 – Pre Assessment Day 2 – Collaborative Group Response Day 3 – Gallery Walk Day 4 – Critique students samples Day 5 – Post Assessment
Mathematical Practices 1. Make sense of problems and persevere in solving
them2. Reason abstractly and quantitatively 3. Construct viable arguments and critique the
reasoning of others4. Model with mathematics 5. Use appropriate tools strategically6. Attend to precision7. Look for and make use of structure8. Look for and express regularity in repeated
reasoning
Primary examples of mp’s
Upper grade examples of mp’s
What’s Next? DIFFERENT STUDENT OUTCOME
= DIFFERENT TEACHING STYLE
PLEASE READ THE “NEVER SAY ANYTHING A STUDENT CAN SAY” ARTICLE AND SHARE
YOUR THOUGHTS ABOUT TEACHING STYLES!!