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Teaching to the Next Generation Sunshine State Standards

Teaching to the Next Generation Sunshine State Standards. August 17, 2010. Next Generation Sunshine State Standards. Eliminates: Mile wide, inch deep curriculum Constant repetition Emphasizes: Automatic Recall of basic facts Computational fluency

ethan-bentley
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Teaching to the Next Generation Sunshine State Standards

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  1. Teaching to the Next GenerationSunshine State Standards August 17, 2010

  2. Next Generation Sunshine State Standards • Eliminates: • Mile wide, inch deep curriculum • Constant repetition • Emphasizes: • Automatic Recall of basic facts • Computational fluency • Knowledge and skills with understanding

  3. Coding Scheme for NGSSS MA.3.A.2.1

  4. Intent of the Standards • The intent of the standards is to provide a “focused” curriculum. • How do we make sense of teaching deeply? • Think of a swimming pool.

  5. Cognitive Complexity Low ComplexityRelies heavily on the recall and recognition; computation Moderate ComplexityInvolves flexible thinking and usually multiple operations; problem solving High Complexity Requires more abstract reasoning, planning, analysis, judgment, and creative thought; multiple representations

  6. Topics not Chapters

  7. Four-Part Lesson Daily Spiral Review: Problem of Day Interactive Learning: Purpose, Prior Knowledge Visual Learning: Vocabulary, Instruction, Practice Close, Assess, Differentiate: Centers, HW

  8. Conceptual Understanding

  9. Conceptual Understanding

  10. Conceptual Understanding

  11. Old Instruction vs New Instruction

  12. NCTM Process Standards Problem Solving Developing perseverance Examples by grade level, Model drawing Teacher’s role Reasoning and Proof Mathematical conjectures Examples and counterexamples Examples by grade level

  13. NCTM Process Standards Communication Read, write, listen, think, and communicate/discuss Tool for understanding and explaining Increased use of math vocabulary Examples of rich problems by grade level

  14. NCTM Process Standards Connections Equivalence: fraction/decimal, cm/m Other content areas, science Real World contexts Representation Model Drawing

  15. Number Sense 5 =

  16. Participants will explore … The importance of developing number sense in a gradual sequence Activities that build upon one another for students to gain a better sense of number relationships Counting, which involves the skills of orally reciting numerals, matching and writing numerals to identify the quantity and understanding the concepts of more than, less than and equal to

  17. Active Learning Pyramid Students Apply Their Learning Students ReceiveInformation

  18. Instructional Strategies NCTM Math Process Standards: Problem Solving Representation Communication Connections Reasoning and Proof Cooperative learning, emergent literacy instruction, the use of manipulative materials, and think-pair-share will be highlighted

  19. Examining the Standards MA.K.A.1.1 Represent quantities with numbers up to 20, verbally, in writing, and with manipulatives. (Moderate)

  20. Examining the Standards MA.1.A.1.1 Model addition and subtraction situations using the concepts of “part-whole”, “adding to,” “taking away from”, “comparing,” and “missing addend”. (Moderate)

  21. Examining the Standards MA.2.A.2.1 Recall basic addition and related subtraction facts. (Low) MA.2.A.1.1 Identify relationships between the digits and their place values through the thousands, including counting by tens and hundreds. (Moderate)

  22. Which Day of the Week Were You Born? Write down the last two digits of the year you were born. (A) Divide that number by 4 and ignore any remainder. (B) Write down the day of the month you were born. (C) 26

  23. Find the number of the month you were born from the Month Table. (D) Add A + B + C + D 27

  24. Divide this total by seven and use the remainder to see which day you were born on from the table 28

  25. Which Day of the Week Were You Born? • What are your thoughts about this activity? • Were you amazed at the outcome? • What would be the depth of knowledge for this activity? Justify your answer.

  26. Foundational Number Concepts Inclusion-If you ask a child to bring you 5 toy trucks and he brings you the fifth truck that he counts, he may not understand that all 5 trucks are included in the entire set of trucks. The fifth truck is only part of the set. One-to-One Correspondence -The matching of one number to one object. Children who call numbers at a faster or slower rate than they are able to point to, may not yet have mastered the skill.

  27. Conservation of Number -Children have acquired conservation of number when, for example, they recognize that a group of objects clustered tightly together still contains the same number of objects when spread over a larger area. Number Sense and Relationships - Just like learning to read, learning to count requires numerous opportunities for purposeful counting. Foundational Number Concepts

  28. Table Talk Activity: What do you know about five? The answer is 5, what is the question? Give Me Five!

  29. Sets of Five Write the number 1 on an index card Place the card on the table Place one counter above the card Write another number card that is one more than the first number Place the appropriate number of counters above that card Continue until you have sets of 1-5

  30. Developing “Five-ness” Read the article, “ Developing ‘Five-ness’ in Kindergarten” and highlight the meaningful points. Discuss highlighted points with table partners. Compare learning experiences identified in the article, with your past instructional strategies. How does the depth of knowledge in the ‘Five-ness” activities compare to the ‘Day of the Week” activity?

  31. Create a Picture Create a picture using up to 5 colors. Complete the sentence below and write it on the bottom of the picture. I used _______different colors in my picture.

  32. Five Frame

  33. Word Problems: Compare Sally has 4 apples. Jimmy has the same. How many apples does Jimmy have? Sally has 4 apples. She has 3 more than Jimmy. How many does Jimmy have now?

  34. Game Dot Cards 1-5 Shuffle the cards and give a set to each group. One person takes a card, the others find a card that is fewer or more than. Repeat so every one gets a turn.

  35. Marilyn Burns, 2005 The standard for mathematics should be the same as the standard for reading-bringing meaning to the printed symbols. In both situations, skills and understanding must go hand in hand. The challenge is how do we help students develop meaning and make sense of what they do?” Discuss Marilyn Burns’ purpose in the statement above.

  36. Literacy, Libraries and Learning Why Connect Mathematics and Literature? Mathematics and literature bring order to the world around us Math and literature classify objects Math and literature emphasize problem solving skills Math and literature involve relationships and patterns 40

  37. Ten Black Dotsby Donald Crews Read the text aloud Draw a number line on chart paper sequenced from 0 to 10 Place the appropriate amount of sticky dots above the line to represent each counting number Count the number of sticky dots above each number 41

  38. Make Ten Black Dots Book index cards black dots Materials Instructions • number word • numeral • corresponding dots

  39. Ten Black Dots Book • Create a foldable book similar to the one in the story • Complete this on a separate sheet of paper • We each needed _____ dots. • I got my answer by _____. • The entire class needed ____ dots. • I know that because _______. • What are the different ways that young learners will complete these tasks?

  40. Ten Black Dots Book Find a partner from another group Count the number of dots together Explain how your books are similar and different In what ways might you revise current instructional strategies to incorporate the in-depth understanding intendedby the Next Generation Sunshine State Standards?

  41. Ten Black Dots

  42. Ten Frame Grid

  43. “Show Me” 10 Frame Activity Show me 4 objects on the 10 frame. How many counters are on the 10 frame? Show me 2 more, what is the number now? How many more to make 10? Show me seven. Show me 1 more, what is the number now? Show me 2 less, what is the number now? How many more to make 10? Using 2 ten frames, show me 13. Show me 5 more, what is the number now? Show me 6 less, what is the number now/ How can you make 20? How does the depth of knowledge in the “Show Me” activity compare to the “Five-ness” activity?

  44. Make a “Ten Bead” Bracelet

  45. Debriefing: How are the process standards of problem solving, representation, communication, reasoning and proof, and connections addressed in the previous activities? How will allowing students to think for themselves impact their computational fluency? 49 49

  46. Debriefing: Looking back at the benchmarks discussed, what background knowledge must children know in order to meet the requirements of this standard? How might you utilize manipulatives to support conceptual depth and understanding? 50

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