Sailing the Seas of Change : CCSS Mathematics K-5

1. Sailingthe Seas of Change:CCSS Mathematics K-5 Bay District Schools Common Core Summer Institute 2013

2. Presenters Jeremy Centeno, K-5 Staff Training Specialist Ilea Faircloth, K-5 Staff Training Specialist Teacher Presenters Ashley French Michelle Spencer Candice Wilds

3. Group Norms • Start/End on Time • Be Respectful of Agenda • Use Parking Lot • Silence Cell Phones

4. Agenda 1. Think Share and Pair – “Why I became a teacher” 2. CCSS video 3. Common Vocabulary overview 4. Visual (will be referring back for each section) 5. Introduction and Review of Instructional Shifts of CCSS A. Review slide with shifts from NGSSS to CCSS with the focus on the Standards Based Instruction B. Review Instructional shifts of ELA/ literacy standards/ Math C. It all begins with Course Descriptions – first look at CPALMS 6. Grouping Course descriptions under organizing principals (units) A. Show “chunking or grouping” example B. Each participant group organizes /chunks standards in course descriptions under an organizing principle (unit). Demonstrate how this process forms learning goals. Show learning goal example. Continued….

5. Agenda Continued… 7. Follow a CCSS shift or skill or anchor standard or concept from elementary to high school (if applicable for your content area).  8. Write a scale from a Learning Goal A. Explain learning goals with scales – tied to teacher evaluation framework B. Participants write a progression scale from a given goal. Groups share.  9. Align instructional shifts to model CCSS lessons/tasks or learning strategies. What does this look like in the classroom? (This will look different for each content area.) A. Watch video on what this may look like (if applicable). B. Model lessons/tasks /strategies aligned to instructional shifts (may only be able to do 2-3 depending on time). C. Discuss necessary classroom norms. Establishing the classroom culture, physical environment, collaborative spaces, etc. 10. Assessments A. PARCC prototype B. Discussion about different types of assessments (interim, summative, formative) .  11. Resources – common ones and add additional ones.

6. Why did you become a teacher? Think Pair Share! 2 minutes Think Time: Think about why you became a teacher. When the signal word is given share your thoughts with your shoulder partner

7. Video Click picture to start video

8. Bay District Learning Goal By the end of the Common Core Summer Institute, participants will have an increased knowledge of the Common Core State Standards (CCSS) and shifts in instruction to enhance learning opportunities and instructional delivery to support student success.

9. Common Vocabulary Formative Assessment Interim Assessment Summative Assessment • Learning Goals • Scales • Learning Activities • Differentiated Instruction

10. Model for Instructional Planning

11. English Language Arts and Literacy Standards “Roadmap”

12. Standards-Based Teaching and Learning The standards come alive when teachers study student work, collaborate with other teachers to improve their understanding of subjects and students’ thinking, and develop new approaches to teaching that are relevant and useful for them and their students. -Linda Darling-Hammond

13. Course Descriptions CPALMS www.cpalms.org

14. Course Description

15. “Blended” Courses for Math and ELA • A blended course description is comprised primarily of Common Core standards (CCSS) with a few additional Next Generation (NGSSS) standards blended in. • Mathematics and English language arts courses are the only content areas that may have blended course descriptions. • The blended course descriptions will only be used for the 2013-14 school year to ensure course content fidelity for the spring 2014 FCAT 2.0 in mathematics, reading, and writing, as well as the Algebra 1 End of Course assessment.

16. Florida’s Coding ofthe Common Core State Standards MACC.4.NBT.2.5 Subject Grade Domain Cluster Standard

17. Breaking the Code of CCSS in Florida Course Descriptions Find in the CCSS Mathematical Practices Locate each on the page: (What is the page number?). • Mathematics Common Core (Where on the page is this found?). • Grade Band K-12 (What is this called in the CCSS document?). • First Domain (What is the title of this domain?). • First Cluster (What is the title of this cluster?). • First Standard (How do you know it is the first standard?).

18. Why Are Multiple Content Area Standards in My Course Description? • The Common Core State Standards (CCSS) in both English/Language Arts (ELA) and Mathematics are designed to be robust and relevant to the real world reflecting the knowledge and skills that students need for success in college and careers. • Appropriate CCSS in the course descriptions of content areas other than ELA and Mathematics provides a framework for teachers to ensure that students are applying what they learn in a way that enhances their literacy or mathematical skills in those content areas.

19. Common Core Instructional Shifts • Focus strongly where the Standards focus • Coherence: Think across grades, and link to major topics within grades • Fluency: Speed and Accuracy with simple calculations • Deep Understanding: Students access concepts from a number of perspectives so they are able to “SEE THE MATH” • Applications: Use math and choose appropriate concept for application even when they are not prompted to do so. Apply to “Real-World” situations. • Dual Intensity- Practice and Understand. Opportunity for both. RIGOR

20. Talking Chips • Think Time: After looking at the instructional shifts, “How will these shifts affect your teaching?” • When signal is given anyone may place their chip in the middle to start • Share your idea • As participants share place chips in the middle • Once all chips are in the middle continue conversation by removing chips

21. Instructional Shift #1 FOCUSstrongly where the Standards focus “… standards must address the problem of a curriculum that is ‘a mile wide and an inch deep.’ These Standards are a substantial answer to that challenge” (CCSS, 2010, p. 3).

22. Mathematics – Grades K • 5 Domains • Counting and Cardinality (CC) • Operations and Algebraic Thinking (OA) • Number and Operations in Base Ten (NBT) • Measurement and Data (MD) • Geometry (G)

23. Mathematics – Grades 1st – 5th • 4 Domains • Operations and Algebraic Thinking(OA) • Number and Operations in Base Ten(NBT) • Measurement and Data(MD) • Geometry(G)

24. Let’s examine coherence in Operations and algebraic thinking Kindergarten: Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from. 1st Grade: Represent and solve problems involving addition and subtraction. 2nd grade: Represent and solve problems involving addition and subtraction. 2nd grade: Work with equal groups of objects to gain foundations for multiplication. 3rd grade: Represent and solve problems involving multiplication and division. 3rd grade: Solve problems involving the four operations, and identify and explain patterns in arithmetic. 4th grade: Use the 4 operations with whole numbers to solve problems. 4th grade: Generate and analyze patterns.

25. A Picture Says a Thousand Words • As a grade group locate your critical areas • Once you locate the critical areas in your grade level create a picture that represents those critical areas • Once done be prepared as a grade group to share and explain your pictures

26. Two Critical Areas in Kindergarten • In Kindergarten, instructional time should focus on two critical areas: • (1) representing, relating, and operating on whole numbers, initially with sets of objects (2) describing shapes and space. • More learning time in Kindergarten should be devoted to number than to other topics. http://www.corestandards.org/the-standards/mathematics/kindergarten/introduction/

27. Four Critical Areas in 1st Grade • In Grade 1, instructional time should focus on four critical areas: • (1) developing understanding of addition, subtraction, and strategies for addition and subtraction within 20; • (2) developing understanding of whole number relationships and place value, including grouping in tens and ones; • (3) developing understanding of linear measurement and measuring lengths as iterating length units; and • (4) reasoning about attributes of, and composing and decomposing geometric shapes. http://www.corestandards.org/the-standards/mathematics/grade-1/introduction/

28. Four Critical Areas in 2nd Grade • In Grade 2, instructional time should focus on four critical areas: • (1) extending understanding of base-ten notation • (2) building fluency with addition and subtraction; • (3) using standard units of measure; and • (4) describing and analyzing shapes. http; ://www.corestandards.org/the-standards/mathematics/grade-2/introduction/

29. Four Critical Areas in 3rd Grade • In 3rd Grade, instructional time should focus on four critical areas: • Developing understanding of multiplication and division strategies for multiplication and division within 100 • Developing understanding of fractions, especially unit fractions (fractions with numerator 1) • Developing understanding of the structure of rectangular arrays and of area • Describing and analyzing two-dimensional shapes. http://www.corestandards.org/the-standards/mathematics/grade-3/introduction/

30. Three Critical Areas in 4th Grade • In 4th Grade, instructional time should focus on three critical areas: • Developing understanding and fluency with multi-digit multiplication, and developing understanding of dividing to find quotients involving multi-digit dividends. • Developing an understanding of fraction equivalence, addition and subtraction of fractions with like denominators, and multiplication of fractions by whole numbers. • Understanding that geometric figures can be analyzed and classified based on their properties, such as having parallel sides, perpendicular sides, particular angle measures, and symmetry. http://www.corestandards.org/the-standards/mathematics/grade-4/introduction/

31. Three Critical Areas in 5th Grade • In 5th Grade, instructional time should focus on three critical areas: • Developing fluency with addition and subtraction of fractions, and developing understanding of the multiplication of fractions and of division of fractions in limited cases. • Extending division to 2-digit divisors, integrating decimal fractions into the place value system and developing understanding of operations with decimals to hundredths, and developing fluency with whole number and decimal operations. • Developing understanding of volume. http://www.corestandards.org/the-standards/mathematics/grade-5/introduction/

32. Essential Question #1 • How will unpacking and chunking the Mathematical Content Standards improve my math instruction?

33. Chunks/Units/Organizing Principles

34. Critical Areas There are 2-4 Critical Areas for instruction in the Introductionfor each grade level 1st Grade Critical Areas – Introduction They bring focus to the standards at each grade by grouping and summarizing the big ideas that educators can use to build their curriculum and to guide instruction.

35. Critical Areas Activity • The goal of this activity is to help teachers: • Become familiar with the Critical Areas and Content Standards • Understand chunking standards into Critical Ideas (Big Ideas)

36. Directions • In Grade-level groups, read through the Critical Areas and their descriptions on the Introduction page. • Then, read each of the content standards and mark on the recording sheet with a: • X - when a standard strongly matches a Critical Area or • ? - when you are not sure

37. 1.OA.1. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.1

38. 3.OA.1.Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each. For example, describe a context in which a total number of objects can be expressed as 5 × 7.

39. Questions to Consider • Did every standard fall within a Critical Area? • Are there standards that fall within more than one Critical Area? • Do all standards within a cluster fall within the same Critical Area?

40. What’s a Learning Goal? Clear learning goals are statements that communicate to teachers and students exactly what the student will understand and be able to do at the conclusion of instruction. • Learning goals encompass two broad categories of knowledge: declarative and procedural. • Declarative knowledge is student recall of information about facts, generalizations, or principles, while procedural knowledge involves skills, strategies, or processes. BACK http://learninggoals.nefec.org/learning-goals/module/media/modules/Complete%20Module.pdf

41. What’s a Learning Goal? • As a rule of thumb, declarative learning goals begin with: • The student will understand . . . • Procedural learning goals begin with: • The student will be able to . . . • Complex tasks may involve both declarative and procedural knowledge. Learning goals of this nature are written as: • The student will understand ―x and be able to ―y. http://learninggoals.nefec.org/learning-goals/module/media/modules/Complete%20Module.pdf

42. Learning Goals The learning goals and the accompanying scales focus on what the student will understand or be able to do. The learning activities focus on enabling them to do so. Learning Goals are the endpoint; they are not activities, assignments, or assessments. http://learninggoals.nefec.org/learning-goals/module/media/modules/Complete%20Module.pdf

43. Learning Goals • Learning Goals target key learning at the unit or “big picture” level. • Learning Goals are statements that communicate to teachers and students exactly what the student will understand and be able to do at the conclusion of instruction. • Learning Goals take a standard(s) that will take students weeks, months, or even all year to master. • Learning goals are written with scales that guide students toward successful mastery. Learning Goals are tied to the Critical Areas.

44. Scales Scales provide a clear learning progression of what a student should understand or be able to do. The terms scale or rubric relate to the same concept: an explicit set of criteria used for assessing progress toward a learning goal. A scale typically has several criteria, each focused on some important aspect of mastering the goal. The progress points built into the scale are appropriately sequenced, usually based on a logical order or progression of learning or ascending levels of difficulty. The points in the scale must directly support the learning goal. Learning activities are needed that are directly tied to the learning goal(s) and the state standard(s) on which the learning goal is based. BACK http://learninggoals.nefec.org/learning-goals/module/media/modules/Complete%20Module.pdf

45. Kindergarten Learning Goal/Scale Example See Learning Goals and Progression Scale Looking at “chunked” relatable standards- write into Learning Goals.

46. Lesson Plans

47. Lesson Plan/Strategy Models

48. What are Learning Activities? Learning activities are purposeful exercises that engage the student with explicit content to promote mastery of the learning goal. Simply stated, learning activities are the tasks you have students do during school time. Learning activities are not the same as learning goals. While a learning goal is where the student needs to be at the end of a lesson or unit, much like a destination, learning activities are the vehicles and paths the student uses to get there. BACK http://learninggoals.nefec.org/learning-goals/module/media/modules/Complete%20Module.pdf

49. How to select learning activities? Learning activities are deliberately planned and require the student to be engaged at a level of cognitive demand that is consistent with the learning goal. An activity may be fun or engaging but lack the rigor necessary to meet the standard. Teachers need to be cognizant of the difference between tasks that are difficult due to content and those that are difficult due to the demand placed on the thinking skills of an individual student. In short, only select activities that support the learning goal and engage the learner at an appropriately demanding level. Some learning activities may focus on a specific learning goal or stage of progression. Other learning activities may support more than one learning goal or more than one standard. http://learninggoals.nefec.org/learning-goals/module/media/modules/Complete%20Module.pdf

50. Targeting Student Success We are moving from thinking only about what we want to do and need to accomplish as teachers to thinking about what the student - the end user of our design - will need to do to achieve understanding. Wiggins, Grant & McTighe, Jay (1998) Understanding by Design (p. 116). Alexandra, VA: Association for Supervision and Curriculum Development