Public Schools of Robeson County Common Core State Standards6 12 MathematicsSESSION 3

January 23, 2012

Welcome Back!!!

Aaron Locklear Curriculum Specialist, LSHS Catrina Bailey Curriculum Specialist, SRHS Annette Kenworthy Mathematics teacher, PSHS

STARTER* page * What do you learn the most from participating in the Vertical Alignment Activity?

Think-Pair-Share 1) Think silently for one minute2) Share with your shoulder partner 3) Share with your group

Sequence of SessionStarterSession LogisticsVIDEOStandards of Mathematical Practice activityAlignment textbook activityClosure: PLUS/DELTA

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- Be Yourself

- Value Differences

- Maintain Professionalism

- Participate Actively

- Enjoy Yourself

Norms

Parking Lot

TechnologySession Materials* page *Train the Trainer Model

Learning Objectives1.To explore and discuss the eight CCSS Standards for Mathematical Practices2.To explore rich tasks that lend themselves to the implementation of the CCSS.3.To utilize your math textbook as a resource to teach the Common Core State Standards. * page *

* page *The Pursuit of Excellence!On a piece of paper, list a few words or phrases that describe an excellent mathematics classroom. cc: Microsoft.com

Jigsawcc: Microsoft.com* page *

1. Make sense of problems and persevere in solving them.

Standards for Mathematical PracticesReason abstractly and quantitatively.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.* page *These mathematical practices need to be implemented NOW

View of the Mathematical Practices* page *Students as Mathematicianscc: Microsoft.com

Mathematical practices describe the habits of mathematically proficient students

Who is doing the talking?

Who is doing the math?

- Cathy Seely

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ACTIVITY: Mathematical Practices In your groups:*Read description of the given mathematical practice*Discuss within your group*Determine examples of lessons, activities, etc. that fit your practice; record on chart paper*Describe how it looks in the classroomWhat is the teacher doing?What are the students doing?

1. Make sense of problems and persevere in solving them.* page *

* page *Mathematical Practices

Teacher Actions (Cause) Student Practice (Effect) Make sense of problems and persevere in solving them.

DO STUDENTS: Use multiple representations (verbal descriptions, symbolic, tables, graphs, etc.)?Check their answers using different methods? Continually ask, Does this make sense?Understand the approaches of others and identify correspondences between different approaches?

* page * 2. Reason abstractly and quantitatively.cc: onlinemathtutor.org

* page *Mathematical Practices

Teacher Actions (Cause) Student Practice (Effect) 2. Reason abstractly and quantitatively.

DO STUDENTS:Make sense of quantities and their relationships in problem situations?Decontextualize a problem?Contextualize a problem?Create a coherent representation of the problem, consider the units involved, and attend to the meaning of quantities?

* page * 3. Construct viable arguments and critique the reasoning of others.

* page *Mathematical Practices

Teacher Actions (Cause) Student Practice (Effect) Construct viable arguments and critique the reasoning of others.

DO STUDENTS: Make conjectures and build a logical progression of statements to explore the truth of their conjectures?Analyze situations and recognize and use counter examples? Justify their conclusions, communicate them to others, and respond to arguments of others?Hear or read arguments of others and decide whether they make sense, and ask useful questions to clarify or improve the argument?

4. Model with mathematics.* page *

* page *Mathematical Practices

Teacher Actions (Cause) Student Practice (Effect) Model with mathematics.

DO STUDENTS:Apply the mathematics they know to solve problems in everyday life?Apply what they know and make assumptions and approximations to simplify a complicated situation as an initial approach?Identify important quantities in a practical situation? Analyze relationships mathematically to draw conclusions? Interpret their mathematical results in the context of the situation and reflect on whether the results make sense?

5. Use appropriate tools strategically.* page *

* page *Mathematical Practices

Teacher Actions (Cause) Student Practice (Effect) Use appropriate tools strategically.

DO STUDENTS: Consider the available tools when solving mathematical problems? Know the tools appropriate for their grade or course to make sound decisions about when each of these tools might be helpful? Identify relevant external mathematical resources and use them to pose or solve problems? Use technological tools to explore and deepen their understanding of concepts?

6. Attend to precision.* page *

* page *Mathematical Practices

Teacher Actions (Cause) Student Practice (Effect) 6. Attend to precision.

DO STUDENTS: Communicate precisely to others? Use clear definitions? Use the equal sign consistently and appropriately? Calculate accurately and efficiently?

7. Look for and make use of structure. Wheres the math?

* page *Mathematical Practices

Teacher Actions (Cause) Student Practice (Effect) 7. Look for and make use of structure.

DO STUDENTS: Look closely to determine a pattern or structure? Utilize properties? Decompose and recombine numbers and expressions?

8. Look for and express regularity in repeated reasoning.

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Teacher Actions (Cause) Student Practice (Effect) 8. Look for and express regularity in repeated reasoning.

DO STUDENTS: Notice if calculations are repeated, and look both for general methods and for shortcuts? Maintain oversight of the process, while attending to the details? Continually evaluate the reasonableness of their intermediate result?

The value of the common core is only as good as the implementation of the mathematical practices. -- Jere Confrey* page *

Alignment of CCSS and your textbookMiddle School Teachers: -use your pacing guide and crosswalk to find those NCSCOS objectives that align with CCSS and write the page number you can use to teach that standardHigh School Teachers:-use your Core-Plus alignment documents to write the standard in your book on the pages that align with each investigation.

Summative Assessment websites:

http://www.ncpublicschools.org/acre/assessment/online/

www.k12.wa.us/smarter/

1. A Call for Change - November 18, 20112. Understanding the Standards December 20, 20113. NC Professional Teaching Standards January 14, 20124. NC Falcon - February 28, 20125. Revised Bloom's Taxonomy March 23, 20126. Designing Local Curriculum May 20, 2012

The due dates are the same for all Robeson County teachers and administratorsNC EDUCATION Modules https://center.ncsu.edu/nc/login/index.php

EDMODOEdmodo is a free and secure social networking platform for teachers, students, parents, and administrators. Trainees must have an account to access all training powerpoints, activities,etc:1) www.robeson.edmodo.com2) If you have a current account, login with your credentials. If not, then select Im a Teacher and enter Edmodo school code (email attachment) 3) Click join and enter code i9oi0e to join Mathematics Group-grades 6-12

REMINDERS:Remember to train your staff before our next session on Feb. 10Go to Edmodo, print the Standards for Mathematical Practice activity and todays agenda, train your staff, and add these copies to your CCSS binderDid you sign in and write your new email?Parking Lot questionsPLUS/DELTA Next meeting: Feb 10

* page *Aaron.locklear@robeson.k12.nc.us Aaron LocklearAnnette.kenworthy@robeson.k12.nc.us Annette KenworthyCatrina.bailey@robeson.k12.nc.us Catrina Bailey

Welcome back!!!Each presenter introduces his or herself*Once each group shares with their group, then one volunteer from each group will share out to the entire session of participants.*This is the sequence of todays session. Breaks will be taken by each individual to the restroom during the activity.*These are the norms, our Code of Cooperation we agree upon before beginning each session. Is there anything we need to add for this session? If not, please give a thumbs up if you are still in agreement with these norms. *Train the Trainer Model: You will return for 3 more sessions and between each session per month you are expected to train your math staff at your school. Curriculum Specialist/Lead teachers may help you if needed for ideas. You must access Edmodo in order to obtain your ppts. and activity.

Upcoming dates: Feb 10, Mar 23, June 11, 2012 ( I have provided a sheet with these dates/times along with space at the bottom to collaborate with teachers within your same subject/grade level to get their email address at our first session)

Technology: Please check cell phones now to make sure they are on vibrate or silent. During your training sessions at your school with your math teachers, have lap tops or desktops available so that each teacher will be able to go online to the websites listed in this session. A separate document will soon be available on Edmodo with more specific information about the details of each site.

Session Materials: Teacher edition textbook; Crosswalks for Middle School teachers; Core-Plus alignment document for high school teachers; Sticky notes are at each table; The 8 Standards of Mathematics and todays agenda should be added to your CCSS binder

Parking Lot: Use the post-its to write questions you have throughout todays session. You may have questions that are not specifically related to the presentation. We would like for you to place the post-it note on the flip chart before you leave and the questions will be addressed at next session.

Also, at the end of this session, we will ask you to reflect on the PLUS and DELTA. You may want to make note of these as we go through the session.

*Todays learning objectives will address some of the parking lot questions from our previous 2 sessions*Take 1 minute and list a few words or phrases that describe excellent mathematics classroom.

*Materials: Copy of mathematical practices 1 per participantInstructions:In groups, divide the 8 practices among yourself (ie. 4 people in a group, each person reads 2 standards). Read silently for 5 minutes and note what you feel are the important ideas from each practice. Think back to the characteristics you just listed. As you read the practices look for where these elements are reflected in the practices.

At the end of 5 minutes (or when most appear to be finished), say, In your groups, discuss each standard and the main ideas from eachAllow time for sharing and then pull whole group back together ask for any who would like to share. Do not need to hear from each table unless all choose to speak.

NOTE: The discussion should also push their thinking to consider what else the standards for mathematical practice might call for beyond what they may have thought in the past.

*Display for discussion purposes

How did your list describing an excellent mathematics classroom relate to the mathematical practices?

The 8 Standards of Mathematical Practices are across all grade levels of mathematics (K-12) and describe habits of a mathematically expert studentThe Common Core proposes a set of mathematical practices that all teachers should develop in their students. These 8 practices are similar to the math processes that NCTM addresses in the Process Standards in Principles and Standards for School MathematicsThese Mathematical Practices need to be implemented NOW

*The lesson involves a class of 9th, 10th and 11th grade students who have been unsuccessful in Algebra 1 in the past. The intervention class, Algebra Success, is a support class for the regular Algebra 1 class that the student are concurrently taking. This lesson focuses on students making decisions about what tools to apply to solve different problems related to quadratic expressions and equations. It is also intended to build awareness of the form an answer will take in order to help students make sense of the kind of problem they are solving.Students begin an activity in teams where they match different problems with appropriate first steps.

This is one in a series of videos that show the teacher planning and reflecting on the lessons. Website is www.insidemathematics.org Students activity sheets and work samples are also available to use*Note that, the standards for Mathematical practice describe the habits of mathematically proficient students

So how do we help kids develop these behaviors?

Think back to the video you just viewed.Who was doing the talking? Who was doing the math?

In your math class, who is doing the talking? Who is doing the math?

*****When squared it gave an extranneous root.**********We would like to conclude this segment on the 8 practices with this profound statement by Jere Confrey

The value of the common core is only as good as the implementation of the mathematical practices.

*Middle School teachers asked a Parking Lot Question, How do we use old books to teach new standards? This alignment activity will help to locate resources in the textbook. Remember, the textbook is only a resourceHigh School teachers should be able to utilize their new books to teach new CCSS standards.*Refer to these two websites to learn about testing the new standards. This is one of the parking lot questions. *After completing each module, please print out your certificate and give it to the appropriate personnel at your school (contact your school staff development coordinator for more details). Modules #1,2, and 6 are about the new Common Core State Standard Initiative. Module #4, NC FALCON, is about Formative Assessment and Module #5 discusses new revised Blooms Taxonomy. We are halfway there to completion.*Remember to train your staff before our next session on Feb. 10, using this ppt and the Standards for Mathematical Practice activity

To obtain copies for you and your staff, go to Edmodo and print the Standards for Mathematical Practice and todays agenda to add to your CCSS binder

Be sure you wrote your new email down on the sheet being passed around.

PLUS/DELTAParking Lot questionsNext meeting: Feb 10