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K-6 Common Core Math

K-6 Common Core Math. Laurie Gregory October 25, 2013. 6 Common Core Shifts: Math. As we review the shifts, please think about how the shifts look in your classroom. Record your thoughts on the survey sheet. Focus Coherence Fluency Deep Understanding Application Dual Intensity.

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K-6 Common Core Math

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  1. K-6 Common Core Math Laurie Gregory October 25, 2013

  2. 6 Common Core Shifts: Math As we review the shifts, please think about how the shifts look in your classroom. Record your thoughts on the survey sheet. • Focus • Coherence • Fluency • Deep Understanding • Application • Dual Intensity

  3. Shift #1: Focus 70% 20% 10%

  4. Shift #2: Coherence

  5. Shift #3: Fluency

  6. Shift #4: Deep Understanding

  7. Shift #5: Application

  8. Shift #6: Dual Intensity Persistence in Problem Solving Memorization& Practice

  9. Share with Your Neighbor • What observations did you make about how the shifts have been incorporated into your instruction? • What areas are very strong? • What areas need improvement?

  10. 12-13 NYS Assessment Results • Work with your grade level team to examine the 12-13 gap analysis reports. (K-3 should be together). • List skills that are grade level strengths on a big sheet of paper. • List skills that are grade level weaknesses on a big sheet of paper. • We will hang our papers in chronological order from 3rd to 6th grade.

  11. What are our priorities? • Focus areas that need to be taught before April • Areas that are weak across multiple grade levels • Areas where we are showing significant gaps in comparison to the region • Areas where we know we have instructional gaps

  12. Resources We Have Available: • Go Math • Singapore Math • NYS Released Questions • NYS Modules • Learn Zillion videos • I-Excel • Castle Learning • PD-360 Videos

  13. Create an action plan • Do we currently teach this standard? • If so, how? • What can we do differently? • What resources can we use? • How can AIS and special education teachers assist us?

  14. 5th and 6thGrade • Tim and Tara have already started this process. • They will share what they have been doing.

  15. Next Steps: • How will these priority standards be assessed? • How will we know that students understand? • What will we do for students who struggle with the standards?

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