South Dakota Common Core State Standards Phase I - Mathematics

1. South Dakota Common Core State StandardsPhase I - Mathematics November 8 and 9, 2011 K – 6

2. WELCOME • WHO ARE WE? • RoxaneDyk: ESA 3 • Roxane.dyk@k12.sd.us • Pat Hubert: ESA 2 • phubert@edec.org

3. Credit Information

4. Agenda 9:00 Begin • Introduction • Examining the Standards • Mathematical Practices Exploration • Disaggregate Standards • Muddiest Water 11:30 – 12:30 Lunch on Your Own 12:30 – 12:45 -Talk about the muddiest points 12:45-3:30 • Continue to Disaggregate Standards • Peer Review • Exit Questions • Credit

5. Phase I Outcomes

6. Welcome From Dr. Schopp • Welcome

7. Norms

8. Using the Web Site http://sdccteachers.k12.sd.us Bookmark it!

9. Getting to Know You! Directions: • Select a piece of candy • Eat the candy • Save the wrapper

10. Getting to Know You! Share with Your Table Mates • Introduce yourself, what you teach, where you teach and • What “standards” did you use to select your candy?

11. Pre-Survey Data Where are we today? • What were some of the key points you got from watching the videos and doing the pre-work?

12. Discussion board?? • Looking forward to working with other teachers. • Excited about the new standards • More specific, align across grade-level • Is there a series that fits best with CCSS? • How do these compare to the old standards? • How do I keep the fidelity of the series I have to use and still honor CCSS?

13. What standards am I responsible for teaching this year?

14. Things to think about as we begin the process… • Role of participants/School leaders • We are providing materials for you to be successful • Keep information/process/materials in pure form • What support do you need from your district?

15. Research Behind the Practices

16. CCSS Mathematics Standards Two Types of Standards • Mathematical Practice (recurring throughout the grades) • Mathematical Content (this will be different at each grade level)

17. 8 Standards for Mathematical Practice http://commoncoretools.files.wordpress.com/2011/03/practices.pdf

18. SDCCSS Mathematics Standards The standards for mathematics: • are focused, coherent, and rigorous • aim for clarity and specificity • stress conceptual understanding of key ideas • balance mathematical understanding and procedural skill • are internationally benchmarked

19. Mathematical Learning Progressions

20. 8Standards of Mathematical Practice Directions: • Locate the “8 Standards of Mathematical Practice” laminated card on your table. • Each Table Group Will Review One Standard of Mathematical Practice and Teach that Standard to the Large Group.

21. Process • Choose a recorder, reporter and time keepter • Record group thinking on Frayer Model note sheet during the discussion • Make a Frayer Model Poster to describe the standard to the large group.

22. Frayer Model

23. Exit Strategy Muddiest Point Think of ONE idea you are still confused about from this morning? Write it on your index card.

24. Lunch On Your Own Please Return By 12:30

25. Peer Review Muddiest of the Muddiest

26. Cracking the Code What does it all mean? Let’s take a look…

27. Components: K-8 grade level Mathematics Standards

28. Disaggregating Standards You Will Need: • The Disaggregating Template • The Disaggregating Peer Review Document • Your assigned Common Core Standard Process: • We will model a section then you will complete that section for the standard you have been assigned at your table. • As you complete each section use the Peer Review document to define quality. • Peer Review will be completed at the end of the process.

29. Disaggregation Template

30. Disaggregation Peer Review

31. http://sdccteachers.k12.sd.us • Download Math Template to your desktop

32. Modeling the Process: Math • Discussion Points: • Find strand: http://sdccteachers.k12.sd.us/ • Find previous year standard (if applicable) • Find following year standard (if applicable) • Quality will be defined by the Peer Review document

33. Modeling the Process I can add numbers to 999 in many ways that make sense to me. I can subtract numbers to 999 in many ways that make sense to me. 3: NBT.2 Fluently add and subtract within 1000 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Must be written as an “I can” statement

34. Practice identifying KUD Statements

35. Developing the ‘Know’ • The facts, definitions, dates, places, names, processes, and examples you want students to know in order to master the standard. • Nouns or Short Phrases • Bulleted lists or statements, not complete sentences • Include essential facts that are new…donot include a list of prior knowledge, facts or definitions that student may use to learn new content. • Name of coins, value of coins, name of shapes, • Communitive Property, 1960, 1492

36. S Modeling the Process • Compose and decompose numbers • Use addition and subtraction to solve non-routine problems • Expanded notation • Commutative property of addition • Associative property of addition • Fluently add and subtract numbers Students will understand that: 3: NBT.2 Fluently add and subtract within 1000 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. • Keep in Mind : • Stems for “know” are nouns

37. Developing Statements of Understanding • S of U (statements of understanding) are written statements of truth, the core to the meaning(s) of the lesson(s) or unit. • S of U are what connect the parts of a subject to the student’s life and to other subjects. • It is through the understanding component of instruction that we teach our students to truly grasp the “point” of the lesson or experience. • Understandings are purposeful. They focus on the key ideas that require students to understand information and make connectionswhile evaluating the relationships that exist within the understandings.

38. Examples of ‘Understand” Statements Statements of Understanding are Essential Truths That Give Meaning to the Topic Begin with “I want students to understand THAT…” • multiplication is another way to do addition. • there are a variety of strategies used to add numbers. • scale models can be used to represent real world scenarios • any combination of coins can be combined to make .50.

39. Understand – MISCONCEPTION ALERT! If it is difficult to distinguish between the ‘Know’ and the ‘Understand’ it is likely because the statement is pitched too low and as written, it lacks an essential truth; is focused only on facts and skills. KNOW: Columbus came to the New World in 1492. UNDERSTAND: When faced with conflict, individuals and groups either adapt or migrate to seek better conditions.

40. S Modeling the Process • Students will understand that: • Problems can be solved using the addition and subtraction processes. • there is a relationship between the properties of operations and solutions of additions problems. • students use addition to check subtraction. • the value of a digit in our number system is determined by its place value position 3: NBT.2 Fluently add and subtract within 1000 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.

41. Developing ‘Do’ Statements • ‘Do’ statements are action statements and begin with a verb. • Student performance provides evidence of mastery of the standard(s). • ‘Do’ statements describe procedural, application or extended thinking. • State that students can explain, interpret, apply, empathize or have perspective or self-knowledge, etc. • ‘Do’ statements do not describe a specific learning activity

42. ‘ DO’ Statement Misconception Alert! The ‘Do’ is the Learning Outcome • May be Demonstration of Mastering a Standard • Evidence of a Thinking Skill • A Basic Skill of a Discipline Example: • Compare two novels to determine common themes. Non-Examples: (Not what happens in the lesson or what the teacher will do) • The students will complete a RAFT assignment in cooperative groups. • The teacher will read a story to the class and ask students to complete one of the three task cards based on their interests.

43. S Modeling the Process • Construct expanded notation for numbers up to 1000. • Prove/explain solutions using manipulatives. • add two-digit numbers within 1000. • Apply place value to solve mental math problems. • Use a variety of strategies to solve addition problems. • Story problems can be solved using various addition strategies. 3: NBT.2 Fluently add and subtract within 1000 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. • Discussion Points : • A hint for identifying the “Do” are verbs

44. Dissecting Standards into KUD Standard: Fluently add and subtract within 1000 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.

45. Review your card stock

46. Modeling the Process Fluently, strategies, place value, addend, algorithms, within Standard: 3: NBT.2 Fluently add and subtract within 1000 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. • Keep in mind: • Key vocabulary teachers need to know/understand to work with the standard

47. Modeling the Process To be able to use mental addition and subtraction when buying items. To make sure the correct change was given. 3: NBT.2 Fluently add and subtract within 1000 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. • Keep in Mind: • How might the grade level expectation be applied at home, on the job or in a real-world, relevant context? • A stem for the conversation with students to answer the question “why do I have to learn this?”.

48. Peer Review Process • Process • Assign Roles (2 minutes) • Facilitator/Time Keeper (Keeps Group on Task) • Recorder (Provides Written Feedback to Share). • Reporter (Provides Verbal Feedback) • (Exchange Standards) Reviewing Groups: Individually Review Standards (5 minutes) • Presenting Groups: Walks Through Your Standard with Reviewing Group (5-7 minutes per group) • Reviewing Groups: Ask Clarifying Questions • Reviewing Groups: Use “Peer Review Template” to provide written feedback. (15 minutes) • Reviewing Groups: Share feedback with designers (5-7 minutes per group)

49. Peer Review

50. Consensus Map • Come together with the other group working on the same standard and begin to create 1 map to put on the website. http://sdccteachers.k12.sd.us