1 / 45

Mathematics Grades K-2

Mathematics Grades K-2. Louisiana Textbook Adoption State Textbook Committee Training and Orientation May 8, 2012. Overview. Louisiana’s Implementation of CCSS CCSS for Mathematics Overview Structure and Organization Instructional Shifts Understanding the Critical Focus Areas

chessa
Download Presentation

Mathematics Grades K-2

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Mathematics Grades K-2 Louisiana Textbook Adoption State Textbook Committee Training and Orientation May 8, 2012

  2. Overview • Louisiana’s Implementation of CCSS • CCSS for Mathematics Overview • Structure and Organization • Instructional Shifts • Understanding the Critical Focus Areas • Evaluation Tool #1 • Exemplars • Understanding the Standards for Mathematical Practice • Evaluation Tool #2 • Evaluation Tool #3 • Additional Resources

  3. Louisiana’s Implementation of Common Core State Standards

  4. Implementation Overview New standards and assessments for ELA and mathematicswill be phased in over several years No changes – teach current GLEs, and take current assessments Teach combination of GLEs and CCSS based on crosswalk documents Assess GLEs being taught during transition Teach and assess CCSS only

  5. Summary 2012-13 • Curriculum • Transitional Curriculum • ELA : Grades 2 through English IV • Math: Grades 2 through Algebra 2 • CCSS-based New Comprehensive Curriculum • Kindergarten and Grade 1 Math • CCSS Implemented via Extensive Professional Development • Kindergarten and Grade 1 ELA (No Comprehensive Curriculum) • Basals aligned to CCSS • Various components phased as PD is provided • No development of state curriculum for other grades • LDOE collaborates with other states to select curricular materials for Grades 2 and higher in ELA and math • Transitional Assessments • Grades 3-8, EOC tests

  6. Common Core State Standards For Mathematics Overview

  7. Mathematics Standards Overview • Standards for Mathematical Practice • Apply to all grade levels • Describe habits/reasoning of mathematically proficient students • Standards for Mathematical Content • K-8 standards presented by grade level • High school standards presented by conceptual theme • Number and Quantity • Algebra • Functions • Modeling • Geometry • Statistics and Probability

  8. Grade Level Critical Areas

  9. Standards Overview Page

  10. Structure Domain Cluster Heading Standard

  11. Instructional Shifts in Mathematics

  12. Instructional Shifts: Focus • Use the power of the eraser to drastically change the way time and energy is spent in the classroom. • Focus deeply on the major work of each grade to build strong foundations • Solid conceptual understanding • High degree of procedural skill and fluency • Apply math to solve problems inside and outside of the classroom

  13. Instructional Shifts: Coherence Thinking across grades: The Standards are designed around coherent progressions from grade to grade. Teachers carefully connect the learning across grades so that students build new understanding onto foundations built in previous years. Teachersbegin to count on deep conceptual understanding of core content and build on it. Each standard is an extension of previous learning. Linking to major topics: Instead of allowing additional or supporting topics to detract from the focus of the grade, these topics can serve the grade level focus. For example, instead of data displays as an end in themselves, they support grade-level word problems.

  14. Instructional Shifts: Rigor Conceptual understanding: The Standards call for conceptual understanding of key concepts, such as place value and ratios. Teachers support students’ ability to access concepts from a number of perspectives so that students are able to see math as more than a set of mnemonics or discrete procedures. Procedural skill and fluency: The Standards call for speed and accuracy in calculation. Teachers structure class time and/or homework time for students to practice core functions such as single-digit multiplication so that students have access to more complex concepts and procedures.

  15. Instructional Shifts: Rigor Continued Application: The Standards call for students to use math flexibly for applications. Teachers provide opportunities for students to apply math in context. Teachers in content areas outside of math, particularly science, ensure that students are using math to make meaning of and access content.

  16. Composite of High Achieving Countries

  17. Composite of U. S. State Curricula

  18. Comparison of CCSS with A+ Composite

  19. Understanding the Critical Focus Areas • Read the Critical Focus Areas for grades K-2. • Analyze and discuss the content for each grade level’s Critical Focus Areas • What are the concepts? • What are the procedures and skills? • What are the relationships the students are to make? • What are appropriate models for representing this learning? • Identify and discuss the domains, clusters, and standards within each grade level which are connected to the Critical Focus Areas for that grade. • Compare each Critical Focus Area across the grades to become familiar with previous and future learning. • What understandings does this learning build upon? • What are related future understandings?

  20. How to Use Evaluation Tool #1: Evaluating Content Alignment

  21. Evaluation Tool #1 Domain

  22. Tool #1 Content Coverage Rubric Content Coverage Rubric Not Found (N) – The mathematics content was not found. Marginal (M) – Gaps in the content, as described in the Standards, were found and these gaps may not be easily filled. Acceptable (A) – Few gaps in the content, as described in the Standards, were found and these gaps may easily be filled. High (H) – The content was fully formed as described in the Standards.

  23. Tool #1 Balance Rubric Balance of Mathematical Understanding and Procedural Skills Rubric Not Found (N) – The content was not found. Marginal (M) – The content was found and focused primarily on procedural skills and minimally on mathematical understanding, or ignored procedural skills. Acceptable (A) – The content was developed with a balance of mathematical understanding and procedural skills consistent with the Standards, and the connections between the two were developed.

  24. Evaluation Tool #1

  25. Evaluation Tool #1 • Completed by publisher • List the titles of all textbooks being submitted for review in the first cell of each section. • Provide the Chapter and Page Numbers which provide evidence of alignment to the content standards for ALL grades/textbooks on ONE document. • Make three copies of the same document and submit one copy with each of the textbooks to be submitted for review. • Verified by committee • Will complete the columns labeled Content and Balance using the coding identified in the rubrics • Place for comments/notes/examples

  26. Exemplars

  27. Addition and Subtraction Subtypes

  28. Content Examples Ways to Make 8 4 and 4 5 3 and

  29. Content Examples • Bobbie Bear has a box of red and blue buttons. She takes 4 buttons out of the box. How many of each color button might she have? • Ask students to draw pictures and write the number for each color. Students may represent their solution using drawings, equations, or both. Not all possible pairs that total 4 are required to meet this standard, but students should be encouraged to include more than one.

  30. Content Examples Sample class discussion: Teacher: Let’s look at this page in our story. Let’s count the birds together: 1, 2. How many birds are in the scene? Student: 2 birds Teacher: That’s right. How many trees are in the scene? Class: 2 trees Teacher: That’s right. Let’s find some other things to count.

  31. Content Examples Sample discussion more aligned to CCSS: Teacher: Look at this page in our story. Let’s count the birds together: 1, 2, 3. How many birds are in the scene? Student: 3 birds. Teacher: That’s right. Are there 2 trees or are there 3 trees in the scene? Class: 3 trees. Teacher: How do you know? Student: Because the last number we said was 3. Teacher: Very good explanation! The birds are small and the trees are big. Are there still 3 in both groups? Student: Yes, even though they are different sizes, the number stays the same.

  32. Content Example Addition through 6 4 + 0 = ____ 2 + 3 = ____ 0 + 4 = ____ 2 + 1 = ____ 5 + 0 = ____ 3 + 3 = ____ 2 + 4 = ____ 0 + 6 = ____ 1 + 4 = ____ 0 + 1 = ____ 2 + 2 = ____ 5 + 1 = ____ 3 + 1 = ____ 4 + 2 = ____ 0 + 0 = ____ 1 + 1 = ____ 2 + 0 = ____ 3 + 2 = ____

  33. Content Example • Sue has 3 apples. John gives her two more. How many apples does Sue have? Show your thinking with a drawing or number sentence. • Complete the following: • 5 = ___ + 2 b) 4 + 2 = ___ c) 4 = 3 + ___ • Is the following statement true or false? Explain your thinking. 7 = 2 + 5

  34. Content Examples

  35. Content Examples

  36. A Closer Look at the Standards for Mathematical Practice

  37. Standards for Mathematical Practice 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.

  38. Standards for Mathematical Practice Refer to the document with the full text of the Standards for Mathematical Practice. • Read the first three words of each standard. • Who are the standards describing? • “Mathematically proficient students…”

  39. Math Practices Activity • Each group will be assigned one or two of the math practice standards. • Individually highlight the verbs for your assigned standard. • As a group, answer the following questions: • What are the students doing? • What is the teacher doing? • Choose a person to report out one important idea to the entire group.

  40. Organizational Chart for MPs

  41. How to Use Evaluation Tool #2: Evaluating Inclusion of Mathematical Practices

  42. Evaluation Tool #2 When trying to identify how the Standards for Mathematical Practices were treated, refer to the Standards in shaded cells in Tool 1. • These content standards provide a suggested basis for reviewing the Mathematical Practices as they have the greatest potential to incorporate the Mathematical Practices in the curriculum materials. • The identified content standards are only suggestions, not mandates, for where the practices might be addressed. • Evidence of the Mathematical Practices found may be linked to additional standards not shaded in Tool 1.

  43. Evaluation Tool #2 • Publishers shall complete one tool for each textbook being submitted for review. • List pages that show evidence of the math practices in cells under each standard • Verified by committee • Comments regarding your agreement that the cited evidence is indicative of the standard.

  44. Evaluation Tool #3 • Publishers will complete the identifying textbook information. • The remainder of the tool will be completed by the committee; indicate Yes or No and provide additional comments as necessary • Summary of Tool #1 and Tool #2 with additional questions • Committee members will make independent decision about whether to Adopt or Reject a particular submission

  45. Additional Resources • Located on the Wikispace: • Math Progression Documents • K-5 Counting and Cardinality and Operations and Algebraic Thinking • K-5 Measurement and Data • K-5 Number and Operations in Base Ten • North Carolina Unpacked Content (for each grade) • CCSSM Curriculum Analysis Project Report • http://www.louisianaschools.net/topics/ccss_math_analysis.html • Illustrative Mathematics Project • http://www.illustrativemathematics.org

More Related