Planning for CCSSM Instruction-Third Grade

1. Planning for CCSSM Instruction-Third Grade Presented by Dr. Linda K. Griffith May 6, 2013

2. Quotes • “Wise men say only fools rush in…” ~Elvis Presley • “Fools rush in where angels fear to tread.” ~Alexander Pope (essay in 1709) • “The whole problem with the world is that fools and fanatics are always so certain of themselves and wiser people so full of doubts.” ~Bertrand Russell (1872-1970)

3. Process vs. Product • The focus of today is to explore a process for planning mathematics instruction in first grade. • The products that will be shown are only examples to show what products might emerge from the process. • None of these products are complete and they have not been field tested.

4. Grain Size Phil Daro

5. Questions to Ponder as You View the Video • Why does mathematics not break down into lessons size pieces? • What is Daro proposing to replace common lesson planning? • What evidence is he using to support his position?

6. Phil Daro-Planning Chapters and Not Lessons

8. Discuss • Why does mathematics not break down into lessons size pieces? • What is Daro proposing to replace common lesson planning? • What evidence is he using to support his position?

9. Planning the Year • Focus and Coherence is not promoted by a checklist. • Focus and Coherence means you are working on many related standards simultaneously and may not “finish” a standard in a unit. • See page 3-4 of the CCSSM.

10. What is the focus for Grade 3? • Read to page 21 of the CCSSM. • Discuss the four focus areas for Grade 3. • What, if any, are the connections between these foci? • What have you done in the past that is simply not here now?

11. Need a 3-D Model Year Long Plan • Topics (across the top) • Time (down the side) • Units (shading) – require narrative descriptions

12. Example of Scope and Sequence

13. Discuss at Your Table • Refer to pages 22-26 of the CCSSM. • List the topic titles you would use across the top of the year long planning document.

14. Compare to Sample The topic names you will see on the sample are: • Properties of Operations • Multiplication and Division • Addition and Subtraction • Fractions • Place Value • Arrays and Area • Data • Non-Geometric Measure • Shapes and Their Attributes How do these compare with yours?

15. Keeping the Focus • What topic is pervasive in Grade 3? The Glue

16. Compare to Sample In the sample it appears that Properties of Operations are the glue for grade 3. • How does this compare with your group discussion?

17. Connections between Topics • Discuss the relationships between topics to help you think about units that cross topics. • Decisions that you make here may change as you move to the next phase in the process. • Shade in units to show the connections you are making, and number your units. • Does this validate your thinking about the “glue”?

18. Preparing to Plan a Unit • The group that prepared the sample organized Grade 3 into seven units. Review the descriptions of their first FOUR units on pages 1-3 of the Third Grade Sample Unit Outline. • Assuming students have had the experiences describing in Units 1-4, you will plan a unit to focus on developing multiplication and division fact fluency.

19. Unit or Chapter Planning: Step 1 • Begin with studying the “primary” resources related to developing fact fluency.

20. Eg: Focusing on Fact Fluency • CCSSM page 89 • pages 1-3 of CGI Number Facts Strategies Assessment • Excerpt pages 22-28 of the CCSS Progression for Counting and Cardinality and Operations and Algebraic Thinking K-5 • Developing Essential Understanding: Multiplication and Division pages 28-30 • Children’s Mathematics: CGI pages 42-43 • Elementary and Middle School Mathematics: Teaching Developmentally, 6th Edition pages 183-185 (Effective Drill) • Cognition Based Assessment and Teaching of Multiplication and Division pages 9-10

21. Try It Out Study these resources in your group. • What are the similarities and differences in the information from these resources? • How did these materials impact your thinking about supporting the development of fact fluency in Grade 3? • What questions do you have after studying these resources?

22. The Big Question • Why is developing multiplication and division fact fluency important?

23. Can we apply what we learned? Write down several strategies for thinking about the multiplication fact 8 x 7. Be prepared to discuss the strategies.

24. Next Step What are the essential understandings related to developing multiplication and division fact fluency? OR What are the goals for the unit?

25. Summative Assessment • Discuss how you might summatively assess students’ multiplication and division fact fluency.

26. Compare • Will your assessment plan give you information about student fluency with multiplication and division facts?

27. Sample The sample defines Unit 6 as a focus on developing fact fluency. • How do the sample unit goals compare with those you discussed in your group?

28. Collecting Potential Problems and Tasks • As you study primary resources you begin to collect problems and tasks that you might use in day-to-day instruction. • Not every problem or task would be used by every teacher. • Some teachers may need additional problems or tasks. • A collaborative group might agree on the initial formative assessment task. • Secondary resources can be used as sources for problems and tasks.

29. Study and Discuss Examine the problems and tasks included in the sample unit. • How do these align with the unit goals? • How do these align with the primary resources? • How are these alike or different from materials you have used in the past? • What are the prerequisite skills the students would need to bring to the unit to be able to engage in these problems and tasks?

30. What does instruction look like?

31. Phil Daro- Answer Getting

33. Discuss At Your Table • Can you give examples of things we have done in the past in third grade that were “answer getting strategies”? • What can we do instead?

34. The Purposeful Pedagogy and Discourse Instructional Model The Research tinyurl.com/AR-PPDM-article

35. The Foundation • Jacobs, Lamb, and Philipp on professional noticing and professional responding; • Smith, Stein, Hughes, and Engle on orchestrating productive mathematical discussions; • Ball, Hill, and Thames on types of teacher mathematical knowledge; and • Levi and Behrend (Teacher Development Group) on Purposeful Pedagogy Model for Cognitively Guided Instruction.

36. Day-to-Day Planning for Instruction • On-going formative assessment • Learning goals

38. Step 1 • Write or select a problem or task that has the potential to reveal some mathematics that will help reach the learning goal. • What is the mathematics this task or problem has the potential to reveal?

39. Step 2 • Anticipate what students will do that might be productive to share. • Remember there are productive failures.

40. Step 3 • Pose the problem and monitor students as they solve. • Teachers role during this process is called professional noticing. • Requires that they have the teacher specialized content knowledge.

41. Deborah Ball – Teacher Content Knowledge

42. Steps 4 and 5 • Select student work to share that would be productive. • Sequence the papers to share to help students make connections.

43. Step 6 • Compare and contrast strategies and make mathematical connections (Discourse).

44. Building Fact Fluency (Truax Multiplication Video)

46. 8 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 repeated reasoning.

47. Formal Formative Assessment • Consider how to use the Number Facts Assessment as a periodic formal formative assessment.

48. Assessing Fact Fluency (Isaac Interview)

50. What Others Have Done • New York • Georgia • Indiana • North Carolina