1 / 18

Elementary Math Common Core Georgia Performance Standards Preplanning August 3 and 6, 2012

Elementary Math Common Core Georgia Performance Standards Preplanning August 3 and 6, 2012. Agenda. Value Line Activity The Mathematical Practices The Common Core Standards document Closer look at grade level standards Changes from GPS K-5 Addition and Subtraction

lisbet
Download Presentation

Elementary Math Common Core Georgia Performance Standards Preplanning August 3 and 6, 2012

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Elementary Math Common Core Georgia Performance Standards Preplanning August 3 and 6, 2012

  2. Agenda • Value Line Activity • The Mathematical Practices • The Common Core Standards document • Closer look at grade level standards • Changes from GPS • K-5 Addition and Subtraction • Aligning textbook to Common Core • Instructional Unit 1 • Misconceptions • Unit 1 Planning

  3. That’s Me!! • I went to the beach this summer! • I taught a different grade level last year. • I have received some common core training. • I am ready to implement common core state standards.

  4. Value Line Activity Think about the characteristics of a good mathematics student. Where would you place “your” characteristic on this value line (1 being least important and 5 being most important)?

  5. Standards for Mathematical Practice These are the backbone of the practices.

  6. The Mathematical Practices • Remove SFMP from the envelope. • Discuss its meaning and how its implementation would look in the classroom. • Identify the behaviors a teacher would need to use and encourage in her classroom to help students master this practice standard. • Write the name of the SFMP on top of the chart paper. • List the teacher behaviors on chart paper.

  7. Design and Organization • Standards define what students should understand and be able to do • Clusters are groups of related standards • Domainsare larger groups that progress across grades

  8. Focal points at each grade level

  9. Grade Level Overviews

  10. Grade Level Standards Cut the standards into strips Arrange the standards on chart paper into groups. Group the standards you feel belong together. Give each set of standards a title. Write the title near each set on the chart paper. Gallery Walk What are other ways to group the standards?

  11. Gallery Walk Discussions How did you group them? Would you change your groupings based on how others grouped the standards. Are there standards that can go fit in more than one group? What did you notice? Did other groups have a similar grouping? Glue standards to the chart paper.

  12. What’s New? What’s Different? Circle standards that are new to the grade level. Underline parts of a standard that is different for the grade level.

  13. Addition and Subtraction • Put the standards in order by grade level (K-2, 3-5) • How does Addition and Subtraction progress from kindergarten to fifth grade? • What strategies are consistent across the grade levels?

  14. How does the textbook align to CCGPS? Look at your group’s assigned lesson. What standard is addressed in the lesson? What part of the lesson aligns with the standard? What part of the lesson does not align to the standard? How can you adjust the lesson so it aligns to the standard? Put on chart paper with lesson name at the top.

  15. How has the unit changed? • Unit is an attached document in SAMS • SFMP in each unit • Strategies for Teaching and Learning include NLVM and Teaching Student-Centered activities • Misconceptions • Suggested assessment questions

  16. Misconceptions Based on the standards in Unit 1, what are other misconceptions students may have? Choose one misconception and discuss strategies for addressing the misconception prior to the lesson, during the lesson, and after the lesson.

  17. Unit 1 Planning Work with grade level to plan for Unit 1. Resources to assist with planning CCGPS Teaching Guide Curriculum Map Unit 1 Unit 1 Assessment Questions CCGPS Glossary CCGPS K-5 Standards (by school) Arizona Academic Standards Progressions

More Related