public schools of robeson county common core state standards 6 – 12 mathematics session 5 march...

Public Schools of Robeson CountyPublic Schools of Robeson County

Common Core State StandardsCommon Core State Standards6 – 12 Mathematics6 – 12 Mathematics

SESSION 5SESSION 5

March 23, 20128:00-11:00am

Welcome Back!!!

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

STARTERSTARTER

04/19/23

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Compare and contrast the CCSS lesson “Discovering the formula for Area of a Circle” to the traditional style of teaching

Think-Pair-Share 1) Think silently for one minute2) Share with your fist/palm partner 3) Share with the group

Sequence of SessionSequence of SessionStarterSession LogisticsReview of 8 Mathematical PracticesRevised Bloom’s Taxonomy Rigor in Common Core StandardsTOTAL INSTRUCTIONAL ALIGNMENTClosure: PLUS/DELTA

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Parking LotTechnology

Session Materials

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“Train the Trainer” Model

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,

2012The due dates are the same for all Robeson County teachers

and administrators

NC EDUCATION Modules NC EDUCATION Modules https://center.ncsu.edu/nc/login/index.php 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 “I’m a Teacher” and enter Edmodo school code (ask your office staff)

3) Click “join” and enter code i9oi0e to join Mathematics Group-grades 6-12

Learning ObjectivesLearning Objectives

1. To review and discuss the eight CCSS Standards for Mathematical Practices

2. To create higher order thinking questions using Revised Bloom’s Taxonomy

3. To explore rich tasks that lend themselves to the implementation of the CCSS.

4. To create a Total Instructional Alignment guide for one CCSS standard.

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

Standards for Mathematical Practices

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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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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Evaluation

Synthesis

Analysis

Application

Comprehension

Knowledge

The Original “Bloom’s TaxonomyThe Original “Bloom’s TaxonomyThe Original Bloom’s Taxonomy

Evaluation

Synthesis

Analysis

Application

Comprehension

Knowledge

Creating

Evaluating

Analyzing

Applying

Understanding

Remembering

Original Revised

Noun Verb

THE ORIGINAL PYRAMID DID NOT FULLY ILLUSTRATE THE FACT THAT AS ONE MOVES UP THE HIERARCHY, MORE IS LEARNED,THUS, EXPANDING THE KNOWLEDGE GAINED.

THE INVERTED PYRAMID MORE CLOSELY DEPICTS THIS EXPANDING KNOWLEDGE.

Change in Graphic DesignChange in Graphic Design

Change in TermsChange in TermsCategories noun to verb

◦Taxonomy reflects different forms of thinking (thinking is an active process) verbs describe actions, nouns do not

Reorganized categories◦Knowledge = product/outcome of thinking

(inappropriate to describe a category of thinking) now remembering

◦Comprehension now understanding◦Synthesis now creating to better reflect nature of

thinking described by each category

Handout #

Changes in StructureChanges in Structure

Products of thinking part of taxonomyForms of knowledge = factual,

conceptual, procedural, metacognitive (thinking about thinking)

Synthesis (creating) and evaluation (evaluating) interchanged◦Creative thinking more complex form of

thinking than critical thinking (evaluating)

Handout #

RIGOR and CCSSRIGOR and CCSS

The CCSS explicitly call for, and integrate, higher-order thinking skills as a means to achieving career and college readiness for all students.

http://www.p21.org/tools-and-resources/publications/p21-common-core-toolkit

Turn and Talk Turn and Talk Meeting the CCSS standardsMeeting the CCSS standards

Identify Revised Bloom’s Taxonomy verbs on the “What if…” CCSS activity handout

Which 6th grade Common Core Standard does this activity meet?

Which 7th grade Common Core Standard does this activity meet?

Middle School Standards – 6thMiddle School Standards – 6th

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Statistics and Probability 6.SP

Develop understanding of statistical variability.

3. Recognize that a measure of center for a numerical data set summarizes all of its values with a single number, while a measure of variation describes how its values vary with a single number.

Middle School StandardsMiddle School Standards

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Statistics and Probability 6.SP Summarize and describe distributions.

4. Display numerical data in plots on a number line, including dot plots, histograms, and box plots.6. Summarize numerical data sets in relation to their context, such as by: c. Giving quantitative measures of center (median and/or mean) and variability (interquartile range and/or mean absolute deviation), as well as describing any overall pattern and any striking deviations from the overall pattern with reference to the context in which the data were gathered.

Middle School Standards – 7thMiddle School Standards – 7th

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Statistics and Probability 7.SP Draw informal comparative inferences about two

populations.

3. Informally assess the degree of visual overlap of two numerical data distributions with similar variabilities, measuring the difference between the centers by expressing it as a multiple of a measure of variability.4. Use measures of center and measures of variability for numerical data from random samples to draw informal comparative inferences about two populations.

Statistics and ProbabilityStatistics and ProbabilityProgressionProgression6th grade6th grade

Statistical thinkingMeasures of central tendency (median

and mean)Measures of variability (Mean Absolute Deviation (M.A.D.) and Inter-quartile

Range Dot plots, box plots and histograms

Statistics and ProbabilityStatistics and ProbabilityProgressionProgression

77thth grade grade

Compare two distributions using measures of center and measures of variability

Probability


88thth grade grade

Scatter plotsLinear models – no linear regressionTwo-way tables for categorical data


High School Math OneHigh School Math One

Interpret shape, center, spread and outliersIncorporate technologyStandard deviationScatter plots, linear models, LSRL and correlation coefficientTwo-way tables (joint, marginal, and conditional relative frequencies)

PLEASE return after 10 minPLEASE return after 10 min

BREAK!

TOTAL INSTRUCTIONAL TOTAL INSTRUCTIONAL ALIGNMENTALIGNMENT

A process to ensure that what we are teaching, what we are assessing and how we are teaching are congruent.

Standards-based and objective-Standards-based and objective-based instructionbased instruction

Beginning with the end in mind.

The task analysis should begin with a verb (preferably a Revised Bloom’s) and the task should be measurable.

What knowledge and skills are needed in order for the student to master the learning standard?

Sequence in order to simple to complex

The last task should be a restatement of the standard.

Task Analysis

Middle School StandardsMiddle School Standards

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Geometry 7.G

Solve real-life and mathematical problems involving angle measure, area, surface area, and volume.

4. Know the formulas for the area and circumference of a circle and use them to solve problems; give an informal derivation of the relationship between the circumference and area of a circle.

Grade Grade LevelLevel

DomainDomain CCSS guide

StandardsStandards

ClusterCluster

Total Instructional Alignment Total Instructional Alignment ActivityActivity

*Directions for your given standard: ONLY COMPLETE THE FOLLOWING:Mathematical PracticesClarifying ObjectiveInstructional Task AnalysisEssential Vocabulary

6th 7th 8th High School

6.RP.3 7.RP.2 8.F.2 F.IF.6

Summative Assessment websites:

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

www.k12.wa.us/smarter/www.k12.wa.us/smarter/

REMINDERS:REMINDERS:Remember to train your staff before our next

session on June 11Go to Edmodo, print the Total Instructional

Alignment template and today’s agenda, train your staff using the ppt in Edmodo, and add the printed copies to your CCSS binder

Did you sign in and write your new email?Parking Lot questionsPLUS/DELTA closure activity Next meeting: June 11

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[email protected] Aaron [email protected] Annette [email protected] Catrina Bailey

public schools of robeson county common core state standards 6 – 12 mathematics session 5 march...

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