Did You Know?

1. ?????????????????? Did You Know?

2. WELCOME Mathematics Educators to the Career and College Ready Conference A Quick Look at Critical Topics in Mathematics Reform from Past Academies

3. Remember to: • Reduce Side Chatter • Involve Yourself in the Process • Give Your Thoughts & Ideas • Open Your Mind on how You Can Change Instruction • Remember to Silence Electronic Devices

4. Outcomes of the Conference • Reflect on how the Standards for Mathematical Practice will be infused into daily instruction. • Become familiar with the Maryland's College and Career-Ready Standards. • Analyze the instructional SHIFTS

5. Standards for Mathematical Practice Make sense of problems and persevere in solving them. Reason abstractly and quantitatively Construct viable arguments and critique the reasoning of others. Model with Mathematics Use appropriate tools strategically Attend to precision Look for and make use of structure. Look for and express regularity in reasoning Apply to every Mathematics Unit in every grade/course

6. Standards for Mathematical Practice (SMP)

7. SMP Placemat Activity Placemat Behavior Cards

8. Content Standards for Mathematics Kindergarten Counting and Cardinality Know number names and the count sequence. Count to tell the number of objects. Compare numbers.

9. Content Standards for Mathematics Grade 4 Operations and Algebraic Thinking Use the four operations with whole numbers to solve problems. Gain familiarity with factors and multiples. Generate and analyze patterns.

10. SHIFTS/CHANGES Rigor 1. Conceptual Understanding 2. Procedural Skill 3. Modeling/Application Coherence Focus

11. FOCUS Shift #1 FOCUS

12. MAJOR SUPPORTING • ADDITIONAL FOCUS

13. FOCUS ASSESSMENT PBA Score + EOY Score TOTAL Score

14. COHERENCE Prior Learning New Learning Shift #2 Shift #2

15. COHERENCE Purposeful placement of standards to create logical sequences of content topics that bridge across the grades, as well as across standards within each grade. COHERENCE

16. COHERENCE http://www.ccsstoolbox.com/parcc/PARCCPrototype_main.html

17. http://www.ccsstoolbox.com/parcc/PARCCPrototype_main.html

18. Shift #3 “Rigoris the goal of helping students develop the capacity to understand content that is complex, ambiguous, provocative, and personally or emotionally challenging.”

19. WHAT DOES RIGOR LOOK LIKE?!? • Challenge students • Require effort and tenacity • Focus on quality • Have multiple paths • Not always “tidy” • Connect ideas in mathematics • Develop strategic, flexible thinking • Encourage reasoning and sense-making • Actively involve students • Has awkward, difficult values • Require minimal effort • Focus on quantity, repetition • Scripted, includes pathway to the solution • No links within mathematics • Routine, rote procedures • Memorize rules without understanding • Teachers do the work while students observe Rigorous! Non-rigorous

20. What’s the Problem? Solve the task if each letter represents a number from 0 through 5. As you solve the problem, think about the reasoning you used to come up with the solution. A B C D - F E B F E D

21. How is the previous task different from this one? 1 0 4 3 - 5 2 0

22. RIGOR PROCEDURAL SKILL PARCC Model Content Framework for Grade 3-5, includes: • 3.OA.C.7 Fluently multiply and divide within 100 etc… • 4.NBT.B.4 Fluently add and subtract multi-digit whole numbers using the standard algorithm. • 5.NBT.B.5 Fluently multiply multi-digit whole numbers using the standard algorithm.

23. GRADE 4 PARCC PROTOTYPE BUSES, VANS, AND CARS

24. RIGOR PROCEDURAL SKILL

25. RIGOR CONCEPTUAL UNDERSTANDING 2. Understand a fraction as a number on the number line; represent fractions on a number line diagram.

26. Mariana is learning about fractions. Show how she can divide this hexagon into 6 equal pieces. Write a fraction that shows how much of the hexagon each piece represents. Conceptual Understanding From: http://ccsstoolbox.agilemind.com/parcc/about_elementary_3749.html

27. RIGOR Modeling/Application What does it mean to MODEL with mathematics?

28. A model can be very simple, such as using a geometric shape to describe a physical object like a coin. Even such simple models involve making choices. It is up to us whether to model a coin as a three-dimensional cylinder, or whether a two dimensional disk works well enough for our purposes. -Writers of the Common Core State Standards

29. From: http://www.ccsstoolbox.com/parcc/PARCCPrototype_main.html School Mural

30. School Mural: Part B

31. Modeling/Application

32. Conceptual Understanding Procedural Skill FINAL THOUGHTS Modeling/ Application

33. RELIABLE RESOURCES Illustrative Mathhttps://www.illustrativemathematics.org/ • Bill McCullum, CCSS lead writer • Sample Lessons that illustrate specific standards Achieve The Core https://achievethecore.org • Jason Zimba, CCSS lead writer • Multiple Resources – e.g. Lesson Plans, Assessments, Professional Development courses, Grade-at-a-Glance PARCChttp://parcconline.org • Information about PARCC Assessments • Sample Lessons • Practice Tests

34. Noticing and Wondering Annie Fetter http://www.youtube.com/watch?v=WFvYZDR4OeY

35. The greatest danger for most of us is not that our aim is too high and we miss it…. But that it is too low and we reach it. --Michelangelo