montville township public schools middle and high school introduction to common core state standards...
TRANSCRIPT
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Montville Township Public SchoolsMiddle and High School
Introduction toCommon Core State Standards for
Mathematics
Monday, October 8, 2012Presenter: Elaine Watson, Ed.D.
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IntroductionsShare • What feeds your soul personally?• What is your professional role?• What feeds your soul professionally?
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Volunteers for BreaksI need volunteers to remind me when we need breaks! Every 20 minutes, we need a 2-minute “movement break” to help our blood circulate to our brains.Every hour we need a 5-minute bathroom break.
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Formative AssessmentHow familiar are you with the CCSSM?
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Goals for this WorkshopYou will leave with a deeper understanding of:• The Content Standards & Practice Standards• The types of tasks that build students’ ability to “practice” the Practice Standards• How to navigate rich online CCSSM resources• How to practice formative instruction to reach
the different learners in your class
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What are the standards, anyway?The standards are the end product of what students need to understand and be able to do with the content. They do not attempt to tell teachers how to teach the content. Teaching is an art. There is no one method that fits all teachers or all students.
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CCSSM Equally Focuses on…
Standards for Mathematical
Practice
Standards for Mathematical
Content
Same for All Grade Levels
Specific to Grade Level
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CCSSM Video
The Mathematical Standards: How They Were Developed and Who Was Involved
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Modelingis both a
K - 12 Practice Standard and a
9 – 12 Content Standard.
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Modeling Cycle
Problem Formulate
Compute Interpret
Validate Report
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Modeling Cycle
Problem• Identify variables in the situation
• Select those that represent essential features
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Modeling Cycle
FormulateSelect or create a geometrical, tabular, algebraic, or
statistical representation that describes the relationships between the variables
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Modeling Cycle
ComputeAnalyze and perform operations on these relationships to
draw conclusions
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Modeling Cycle
InterpretInterpret the result of the mathematics in terms of the
original situation
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Modeling Cycle
ValidateValidate the conclusions by comparing them with the
situation…
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Modeling Cycle
Validate
Re - Formulate
Report on conclusions and
reasoning behind them
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Modeling Cycle
Problem Formulate
Compute Interpret
Validate Report
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Modeling Cycle
The word “modeling” in this context is used as a verb that describes the process of transforming a real situation into an abstract mathematical model.
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CCSSM VideoHigh School Math Courses
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Students can: • start with a model and interpret what it
means in real world terms OR• start with a real world problem and
create a mathematical model in order to solve it.
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Possible or Not?
Here is an example of a task where students look at mathematical models (graphs of functions) and determine whether they make sense in a real world situation.
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Possible or Not?
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Questions:
Mr. Hedman is going to show you several graphs. For each graph, please answer the following:
A. Is this graph possible or not possible?
B. If it is impossible, is there a way to modify it to make it possible?
C. All graphs can tell a story, create a story for each graph.
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One
A. Possible or not?
B. How would you modify it?
C. Create a story.
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Two
A. Possible or not?
B. How would you modify it?
C. Create a story.
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Three
A. Possible or not?
B. How would you modify it?
C. Create a story.
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Four
A. Possible or not?
B. How would you modify it?
C. Create a story.
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Five
A. Possible or not?
B. How would you modify it?
C. Create a story.
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Six
A. Possible or not?
B. How would you modify it?
C. Create a story.
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Seven
A. Possible or not?
B. How would you modify it?
C. Create a story.
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Eight
A. Possible or not?
B. How would you modify it?
C. Create a story.
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Nine
A. Possible or not?
B. How would you modify it?
C. Create a story.
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Ten
A. Possible or not?
B. How would you modify it?
C. Create a story.
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All 10 Graphs
What do all of the possible graphs have in common?
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And now...
For some brief notes on functions!!!!
Lesson borrowed and modified from Shodor.Musical Notes borrowed from Abstract Art Pictures Collection.
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Pyramid of Pennies
Here is an example of a task where students look at a real world problem, create a question, and create a mathematical model that will solve the problem.
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Dan Meyer’s 3-Act Process
Act IShow an image or short video of a real world situation in which a question can be generated that can be solved by creating a mathematical model.
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Dan Meyer’s 3-Act Process
Act I (continued)1. How many pennies are there?
2. Guess as close as you can. 3. Give an answer you know is too high.4. Give an answer you know is too low.
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Dan Meyer’s 3-Act Process
Act 2Students determine the information
they need to solve the problem.The teacher gives only the information
students ask for.
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Dan Meyer’s 3-Act Process
What information do you need to solve this problem?
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Dan Meyer’s 3-Act Process
Act 2 continuedStudents collaborate with each other to create a mathematical model and solve
the problem. Students may need find text or online
resources such as formulas.
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Dan Meyer’s 3-Act Process
Go to it!
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Dan Meyer’s 3-Act Process
Act 3
The answer is revealed.
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Dan Meyer’s 3-Act Process
Act 3
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Standards for Mathematical PracticeDescribe ways in which
student practitioners of the discipline of mathematics
increasingly ought to engage with the subject matter
as they grow in mathematical maturity
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Standards for Mathematical PracticeProvide a balanced combination of
Procedureand
UnderstandingShift the focus to ensure
mathematical understanding over
computation skills
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Standards for Mathematical PracticeStudents will be able to:1. Make sense of problems and persevere in solving them.2. Reason abstractly and quantitatively.3. Construct viable arguments and critique the reasoning of others.4. Model with mathematics.5. Use appropriate tools strategically.6. Attend to precision.7. Look for and make use of structure.8. Look for and express regularity in repeated reasoning.
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Think back to the Pyramid of Pennies. At what point during the problem did you do the following?1. Make sense of problems and persevere in solving them.2. Reason abstractly and quantitatively.3. Construct viable arguments and critique the reasoning of others.4. Model with mathematics.5. Use appropriate tools strategically.6. Attend to precision.7. Look for and make use of structure.8. Look for and express regularity in repeated reasoning.
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Content Standard ActivityWork with a partner and on your own laptop, go to
http://illustrativemathematics.org/• Go to at least one content domain and read
through some standards that have illustrations.• Check out the illustrations. • How does the illustration assess the understanding
of the standard?• How could you use the illustrations in your class?
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Formative Instruction
How do we know if our students know what we want them to know?
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Formative InstructionFormative instructional practices are not new—this work
dates back to Benjamin Bloom and mastery learning. Teachers "do" formative instruction every day in their
classrooms, but for many teachers it is not ongoing and intentional. The latest research reveals that formative
instructional practices are effective in closing the achievement gap. These practices are proven to raise the achievement of all students—with the greatest gains for
low-achieving students.
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Formative InstructionAccording to brain research, we know that growth is not fixed; it is a mindset. We have an innate desire to learn. This intrinsic motivation to learn is supported when the student has a sense of control and choice,
gets frequent and specific feedback about where he/she is, encounters learning that is challenging but not threatening, is able to self-assess accurately and
encounters real-life learning tasks.
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Formative InstructionThese “supports” are formative instructional practices. Formative instructional practices
provide students with opportunities for penalty-free learning, so when it is time to
measure (summative assessment), students feel in control of their success.
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Examples of Formative AssessmentAnecdotal Notes: These are short notes written during a lesson as students work in groups or individually, or after the lesson is complete. The teacher should reflect on a specific aspect of the learning (sorts geometric shapes
correctly) and make notes on the student's progress toward mastery of that learning target. The teacher can create a
form to organize these notes so that they can easily be used for adjusting instruction based on student needs.
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Examples of Formative AssessmentExit Slips are written responses to questions the teacher poses at the end of a lesson or a class to assess student understanding of
key concepts. They should take no more than 5 minutes to complete and are taken up as students leave the classroom. The
teacher can quickly determine which students have it, which ones need a little help, and which ones are going to require much more instruction on the concept. By assessing the responses on
the Exit Slips the teacher can better adjust the instruction in order to accommodate students' needs for the next class.
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Examples of Formative AssessmentAsking students questions about their reasoning and
promoting rich classroom discourse between students creates an opportunity for student to make sense of
problems, construct viable arguments, and critique the reasoning of others. It also provides teachers with
significant insight into the degree and depth of student understanding. Questions should go beyond the typical factual questions requiring recall of facts or numbers.
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Small Group ActivityDiscuss ways that you can use at least one of these strategies in
a lesson during the next week. Commit to at least one:
• Keeping Anecdotal Notes• Using Exit Slips and following up on what the
data tell you • Rich questioning and encouraging student to
student discourse.
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Goals for this WorkshopYou will leave with a deeper understanding of:• The Content Standards & Practice Standards• The types of tasks that build students’ ability to “practice” the Practice Standards• How to navigate rich online CCSSM resources• How to practice formative instruction to reach
the different learners in your class
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Resourceswww.watsonmath.com
“October 8, 2012 Montville Township Middle and High School”on watsonmath.com.
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