Common Core Summer Institute: Delving In and Making a Difference

1. Common Core Summer Institute: Delving In and Making a Difference Dionne Mathews Nelloms Elementary Mathematics Program Specialist Education Transformation Office, Gadsden County Schools

2. Welcome • Today, you have a two-fold morning mission: • Using the materials on you table, please make a table tent that includes your name, school, and anticipated grade level that you will be teaching for the 2013-14 school year. • Take a notecard and write at least one of the following: • Success—Briefly describe something that you have done in terms of implementing the Common Core State Standards that has worked for you and your students. • Goal(s)—Describe your goals for this year in terms of implementing the Common Core State Standards.

3. Day One: Agenda Morning Session Afternoon Session A peek inside the Common Core model classroom Break Unpacking the Standards (How & Why) • College and Career Readiness • Exploring the Standards (Content and Practice) Break • Examining the Critical Areas for grades 3-5

4. Objectives for the next few days… • Enhance our knowledge base of the Common Core State Standards for Mathematics. • Become more familiar with the structure of the Common Core State Standards for Mathematics. • Deepen our understanding of the Common Core Standards for Mathematics Practice. • Broaden our repertoires of instructional methods and techniques that support the standards.

5. Mission Statement The Common Core State Standards provide a consistent, clear understanding of what students are expected to learn, so teachers and parents know what they need to do to help them. The standards are designed to be robust and relevant to the real world, reflecting the knowledge and skills that our young people need for success in college and careers. With American students fully prepared for the future, our communities will be best positioned to compete successfully in the global economy.

6. Integrating Initiatives

7. Florida’s CCSS Implementation Plan • Phase 1 (2011-2012) • Phase 2 (2012-2013) • Full Implementation Grade K • Begin Implementation of Literacy Standards in ALL Content Areas for Grades 6-12 • Begin Implementation of Rich and Complex Text and Informational Text for Grades K-12 • Phase 3 (2013-2014) • Full Implementation Grades K-1 • Full Implementation of Literacy Standards in ALL Content Areas for Grades 6-12 • Continue Implementation of Rich and Complex Text and Informational Text for Grades K-12 • Phase 4 (2014-2015) • Full Implementation Grades K-2 • Implementation of a Blended Curriculum (CCSS and Supplemental NGSSS Aligned to FCAT 2.0 and EOCs) for Grades 3-12 • Continue Implementation of Rich and Complex Text and Informational Text for Grades K-12 • Full Implementation Grades K-12 • PARCC Assessments Aligned to CCSS

8. What does it mean to be college and career ready?BeyondTestPrep With your tablemates, please share attributes of a career and college ready person.

9. Let’s See What Research Tells Us… • Read the article included in your handouts. • As we read, we will employ a close reading strategy of text marking.

10. Marking Up the Text Check ideas that you are familiar with or are already doing in your classroom. Mark anything that is new or interesting with an exclamation mark. If there are confusing ideas or points that warrant clarification, please note them with a question mark.

11. Article Reflection Exercise • Share your notes with your tablemates, using the pass the microphone method. • Once everyone has shared, come to a consensus regarding the attributes of a career and college ready learner. • Now…creatively, cleverly, and clearly develop a chart that expresses your group’s ideas.

12. Florida Transitions toCommon Core State Standards NGSSS CCSS Standards-based instruction facilitated by learning goals Big ideas and learning goals guide the development of curriculum maps Learning progressions or scales describe expectations for student progress in attaining the learning goals Assessments used to monitor student progressare aligned directly to the learning progressions or scales Teaching big ideas narrows the focus and allows students to delve deeper for a greater depth of understanding • Standards-based instruction • Test item specifications guide development of curriculum maps • Focus mini-assessments aligned to individual benchmarks and used to monitor student progress • Teaching benchmarks in isolation results in long lists of tasks to master

13. Priorities in Math

14. Mathematics Shift 1: Focus

15. Mathematics Shift 2: Coherence

16. Mathematics Shift 3: Fluency

17. Key Fluencies

18. Mathematics Shift 4: Deep Understanding

19. Mathematics Shift 5: Application

20. Mathematics Shift 6: Dual Intensity

21. Domains for K-12

22. Florida’s Numbering ofthe Common Core State Standards MACC.K.CC.2.5 Subject Grade Domain Cluster Standard A-Z

23. Cluster Headings Standards Domain

24. Cluster Headings Cluster Headings Cluster Headings Domain Domain Domain Domain Cluster Headings 24

25. K-5 Domains and Critical Areas

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 26

27. Four critical areas in 1st Grade • 1. developing understanding of addition, subtraction, and strategies for addition and subtraction within 20 In Grade 1, instructional time should focus on four critical areas: • 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 • 4. reasoning about attributes of, and composing and decomposing geometric shapes

28. Four critical areas in 2nd Grade • 1. • extending understanding of base-ten notation In Grade 2, instructional time should focus on four critical areas: • 2. building fluency with addition and subtraction • 3. • using standard units of measure • 4. describing and analyzing shapes 28

29. Four critical areas in 3rd Grade • 1. developing understanding of multiplication and division and strategies for multiplication and division within 100 In Grade 3, instructional time should focus on four critical areas: • 2. developing understanding of fractions, especially unit fractions (fractions with numerator 1) • 3. developing understanding of the structure of rectangular arrays and of area • 4. describing and analyzing two-dimensional shapes 29

30. Three critical areas in 4th Grade • 1. developing understanding and fluency with multi-digit multiplication, and developing understanding of dividing to find quotients involving multi-digit dividends In Grade 4, instructional time should focus on three critical areas: • 2. developing an understanding of fraction equivalence, addition and subtraction of fractions with like denominators, and multiplication of fractions by whole numbers • 3. 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.

31. Three critical areas in 5th Grade • 1. developing fluency with addition and subtraction of fractions, and developing understanding of the multiplication of fractions and of division of fractions in limited cases (unit fractions divided by whole numbers and whole numbers divided by unit fractions) In Grade 5, instructional time should focus on three critical areas: • 2. 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 • 3. developing understanding of volume

32. Learning Pyramid PassiveLearning ActiveLearning adapted from Ntl Institute for Applied Behavioral Science (n.d.)

33. Standards for Mathematical Practice “The Standards for Mathematical Practice are unique in that they describe how teachers need to teach to ensure their students become mathematically proficient. We were purposeful in calling them standards because then they won’t be ignored.” - Bill McCallum

34. Standards for Mathematical Practice Overarching Habits of Mind of a Productive Mathematical Thinker • 1. Make sense of problems and persevere in solving them • 6. Attend to precision Reasoning and Explaining Modeling and Using Tools Seeing Structure and Generalizing 2. Reason abstractly and quantitatively 3. Construct viable arguments and critique the reasoning of others 4. Model with mathematics 5. Use appropriate tools strategically 7. Look for and make use of structure 8. Look for and express regularity in repeated reasoning 34

35. Why Unpack the Standards

36. Mathematics Kindergarten Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. MACC.K.CC.2.5 • 20 things • Arranged in a line • Arranged in a rectangular array • Arranged in a circle • 10 things • Scattered configuration • 1-20 • objects Count Count objects Count to answer how many • #1. Representing and comparing whole numbers, initially with sets of objects. Given a number from 1-20, students will count out that many objects. How can you arrange things or objects to count how many things you have? Given a number from 1-20, count out that many objects.

37. Unpacking the Standards Review • Identify the concepts, skills, and context MACC.5.OA.1.1 Use parentheses, brackets, or braces in numerical expressions, and evaluate expressions with these symbols.

38. Let’s Practice Unpacking the Content Area Standards! • Begin by unpacking the critical areas for your grade level. • Move into unpacking your assigned standard(s). • Remember, you should read your standard(s) carefully and fully. • Identify the verbs (skills), nouns (content or concepts), and any special context • Use the graphic unpacking graphic organizer as your guide through this process.

39. Unpacking Share Out • Discuss your standards and the elements noted on your graphic organizer. • Then, discuss activities, formative assessments, or performance tasks you might include in your classroom to support this standard.

40. Unpacking the Mathematics Practice Standards • With your group, unwrap your assigned mathematics practice standard. • Develop a visual that represents your group’s unwrapped standard • Develop an physical activity that makes the standard memorable for students and teachers • Be prepared to share your ideas with the group!