Welcome teachers from CFN 609!

1. Please sit with your team ensuring there is representation of K-2 in your triad. As you are waiting scan the room and posters. Contribute to any of the posters using a post it or with a marker. Welcome teachers from CFN 609!

2. Constructing a viable unit plan in MathematicsHow can we approach instruction from the Instructional Shifts, the Mathematical Practices and Common Core Learning Standards using GoMath as our main resource and support? K-2 Session 1 November 20, 2013 Presented and compiled by: Karen Cardinali, Achievement Coach CFN 609 kcardinali@schools.nyc.gov .

3. Welcome • Instructional shifts: • What do these look like in a unit plan? • Standards for Mathematical Practice: • How do they develop across grades? • Unpacking content standards, strategies and models: Operations and Algebraic Thinking Domain: • What will do teachers and students need to know and be able to do and how will teachers help them students get there? • Performance based assessment: • Is there evidence of the Shifts, Practices and Standards on the PBA that are being developed in the unit? • Lunch • Enjoy and rejuvenate • Unit planning: • What is the background work that goes into planning for a coherent unit of study? • Action Plan/Reflections/Bridge to Practice How will this information be shared back at school incorporated into your practice and how will we prepare for our next session together? AGENDA .

4. How can we approach instruction from the shifts, the practices and standards using GoMath as our main resource and support? What mathematics will my students encounter during a specific unit of study and what strategies, models and resources will help them develop their understanding during this unit? Where do these experiences and practices fit in my students’ progression of learning? How can we create a viable unit plan that emphasizes the depth and intent of the Common Core Learning Standards? Guiding Questions .

5. PARKING LOT…. For the successes, challenges and questions that have arisen as a result of delivering instruction using the GoMath Program and at what levels these can be addressed. .

6. In order to prepare students for life in the twenty- first century, the focus of education needs to be on learning to learn, create, innovate, communicate, and discern. In order for teachers to facilitate robust learning habits in their students they need to practice these learning habits themselves. To upgrade instruction we need to focus on the underpinning concepts in a domain as well as attend to the development of skill within that domain. Therefore, teachers need to have deep and flexible knowledge about the content they teach and about how people learn that content. From Agents of ChangebyWest and Cameron Compiled by Karen Cardinali CFN 609.

7. How do we guide and measure our work? Compiled by Karen Cardinali CFN 609.

8. The CCLS requires 3 Instructional Shifts in Mathematics Revised slide from Instructio al shifts ENAGAGENY.

9. http://vimeo.com/44524812 While listening: Add to your definition of Focus, Coherence and Rigor. (Deep understanding, Fluency and Application). Jot down any salient points or examples that have deepened your understanding about how to incorporate the shifts into your practice. After video: Discuss with schoolmates the challenges/opportunities of incorporating the shifts and how the shifts reveal themselves in our lessons and assessments Video: Jason Zimba, co-founder, Student Achievement Partners and writer, Common Core State Standards for mathematics discusses the shift of Rigor Compiled by Karen Cardinali CFN 609.

10. SHIFT #1: Focus C.

11. Teaching math in a more coherent way. • Allowing time for reasoning practice and to integrate each new idea into a growing knowledge structure. • Spending more time, more effort, more energy with higher expectations around fewer ideas. • As teachers we need to take advantage of time. Focus leads to: • Strong foundational knowledge. • Deep conceptual understanding of core concepts. • Ability to transfer understanding across concepts and grades. Focus means: Compiled by Karen Cardinali CFN 609.

12. Shift #2: Coherence: Think across grades, and link to major topics within grades. Carefully connect the learning within and across grades so that students can build new understanding on foundations built in previous years. Begin to count on solid conceptual understanding of core content and build on it. Each standard is not a new event, but an extension of previous learning. Math instruction is not a checklist of topics to cover but a set of interrelated and powerful ideas that connect to each other. What is initially complex becomes more simple and elegant over time. Compiled by Karen Cardinali CFN 609.

13. K.OA.1 Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Drawings need not show details, but should show the mathematics in the problem. (This applies wherever drawings are mentioned in the Standards.) K.OA.2 Kindergarten students solve four types of problems within 10: Result Unknown/Add To; Result Unknown/Take From; Total Unknown/Put Together-Take Apart; and Addend Unknown/Put Together-Take Apart. Kindergarteners use counting to solve the four problem types by acting out the situation and/or with objects, fingers, and drawings. 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. 2.OA.1 Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem. Demonstration of coherence: over the course of three years students build on previous knowledge CCLS: Compiled by Karen Cardinali CFN 609.

14. Mark each equation true or false: 8+9=9+8 11+4+7 • Compute each of the following: 5 + 6 10-5 5+6+7 Examples of Fluency Compiled by Karen Cardinali CFN 609.

15. Write 4 addition combinations that equal 9. • Which number is least and which is greatest? How do you know? (72,27,45,54) • Write a number that is greater than 10 and less than 20. • 1 ten =______ones 1 hundred = ______tens+ ______ones Examples of Deep/Conceptual understanding: Compiled by Karen Cardinali CFN 609.

16. Jerry had 10 cookies. Then he baked another dozen. How many cookies does Jerry have now? • How do you know whether to add or subtract? • There are 5 people eating dinner tonight at my house and I have to set the table. How many plates will I need? • A student performs the following steps when solving an equation: 8+ 6= 8+2+4=10+4=16 Is the solution correct? If yes, explain why. If no, explain what was wrong with the student’s reasoning. Examples of Application Compiled by Karen Cardinali CFN 609.

17. Can you think of some examples of how the curriculum meets the demands of: • Focus • Coherence • Rigor: • Deep understanding • Fluency • Application Where can we look? GoMath! Compiled by Karen Cardinali CFN 609.

18. Rigor is about creating an environment where each student is expected to learn at high levels, each student is supported so he can learn at high levels and each student demonstrates learning at high levels. How will we create this environment? Creating an Environment of Rigor Compiled by Karen Cardinali CFN 609.

19. 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 Standards for Mathematical Practice CCLS: Compiled by Karen Cardinali CFN 609.

20. Triads count off by 8. • Read the practice as per your grade level (2 minutes). • Talk to one another, unpack the practice. Starting with Kindergarten, what is the expectation for this practice and how can teachers support student development? How does this expectation build from Grade to Grade? • Create a poster to help your triad present the practice. Be prepared to share out with the group. What do these practices look like on your grade? Compiled by Karen Cardinali CFN 609.

21. Before leaving the room, please take your things and move to your grade level table. Thank you and enjoy a short break, we will start back promptly at ______ 10 Minute Break Compiled by Karen Cardinali CFN 609.

22. Take 5-10 minutes to individually read over the highlighted content standards that are associated with the chapter your grade level will be planning today. Discuss and jot down problems, strategies and models you might use or see when teaching towards these standards. Which standards do you need more support with? Standards addressed in Chapter 5: Stop and Jot Compiled by Karen Cardinali CFN 609.

23. K- Read pgs: 6, 8-11 1- Read pgs: 6, 13-17 2-Read pgs: O&A18-19, NBT bottom of pg 8-10 _________________________________________ Discuss and Chart • Share something new or interesting that you discussed/learned with your group. • What are the different problem types students will experience? What supports are in place with the standards or difficulties might students face with certain problem types? Give examples. • What are the strategies(Level 1-3)and/or models your students will experience when learning to add and subtract with the different problem types? What are the difficulties or supports embedded in these strategies? • Be prepared to present to the group. Progressions Operations and Algebraic Thinking Compiled by Karen Cardinali CFN 609.

24. How does the mathematics develop across grades? (Problem types, strategies, models. Share out Posters grade K-2) After each grade shares: What are the important pre-requisites for each grade? Which models are developed and what is the trajectory from concrete to abstract? Whole Group Process Compiled by Karen Cardinali CFN 609.

25. Take 5-10 minutes to re-visit what you jotted down How has your thinking about these standards been enhanced by reading the progressions documents? Support your thinking by using examples and/or models mentioned in the progressions that students might engage with when learning these standards. Which standards do you need more support with? Re-Visit Stop and Jot Compiled by Karen Cardinali CFN 609.

26. You will find unpacking standards documents to support teachers in their understanding of the common core and essential standards. The unpacking documents demonstrate at a granular level the knowledge and skills students are expected to master at a particular grade. http://www.dpi.state.nc.us/acre/standards/common-core-tools/ MATH “UNPACKED” STANDARDSPublic Schools of North Carolina Compiled by Karen Cardinali CFN 609.

27. Work through the PBA. Think about the strategies you might see students using. Scan the end of chapter tests. Begin to think about: • Which standards are being addressed? • In what way do the assessments address the shift of Rigor? Chapter tests and Performance Based Assessments Compiled by Karen Cardinali CFN 609.

28. Enjoy your Lunch We will start back in one hour promptly Compiled by Karen Cardinali CFN 609.

29. Planning? Structures? Challenges? Solutions? Units of study/Chapters Compiled by Karen Cardinali CFN 609.

30. Created by Karen Cardinali CFN 609.

31. Created by Karen Cardinali CFN 609.

32. Meet in grade level groups to begin to plan the unit of study using the template Kindergarten: Chapter 5 Grade 1: Chapter 5 Grade 2: Chapter 5 Unit Planning Compiled by Karen Cardinali CFN 609.

33. How will the Shifts be addressed throughout the unit? Did you see evidence of Rigor in the lessons? • What math practices do you see as particularly relevant to the chapter? • On a scale of 1-10 (1 being least)what is your comfort level with the content and underpinnings of this chapter to move forward with your own lesson planning? • Reflect on the process. Debrief Compiled by Karen Cardinali CFN 609.

34. How will you relay the information to the principal? How will you share this information with your grade level teacher team? Which aspects of today’s workshop resonated with you as something that could support your team in providing coherent instruction across the classrooms? ACTION PLAN Compiled by Karen Cardinali CFN 609.

35. Choose one “GoMath” inspired lesson from the unit of study that was planned today and plan it in detail. -Bring in 5 copies of the lesson plan with the task or samples of student work that will be used to assess understanding. -If the lesson was taught, kindly prepare to reflect on how the plan impacted the lesson. ***Please bring a copy of the unit plan that you worked on and continued with your team. You will not be judged on your lesson or unit plan, it is purely for a reflective and collaborative purpose Bridge to PracticeBetween now and session 2 on January 6, 2014, Please prepare the following Compiled by Karen Cardinali CFN 609.

36. Please take 10 minutes to reflect on your learning today. • What questions do you have about anything we discussed today (Shifts, standards, unit planning…)? • What ideas resonated with you (Shifts, standards, unit planning…)? Please be specific. • What will you bring back to your classroom to use? How will you use it? Please be specific. • Optional: Name and School __________________________________ Reflections School____ Compiled by Karen Cardinali CFN 609.

37. www.604and609.org; Network website www.engageny.org: State curriculum, materials and updates www.achievethecore.org www.illustrativemathematics.org; Sample problems for each standard and links to other helpful websites http://ime.math.arizona.edu/progressions/: Progressions Documents www.commoncoretools.me www.corestandards.org http://www.dpi.state.nc.us/acre/standards/common-core-tools/ http://parcconline.org/parcc-content-frameworksMajor, supporting and additional work of the grade http://schools.nyc.gov/Academics/CommonCoreLibraryDOE website, links, resources, Program specific information http://www.p12.nysed.gov/assessment/math/ccmath/parccmcf.pdf http://vimeo.com/44524812: Video clip on the instructional Shifts www.Thinkcentral.com : Online Resource for GoMath http://www.ode.state.or.us/wma/teachlearn/commoncore/math-practice-posters-in-student-language.pdf Important Links Compiled by Karen Cardinali CFN 609.

38. Enjoy your afternoon. Thank you for your attention and participation. CFN 609 Compiled by Karen Cardinali CFN 609.