Connecticut Core Standards for Mathematics Systems of Professional Learning Module 2 Grades K-5: Focus on Content Standa

1. Connecticut Core Standards for Mathematics Systems of Professional Learning Module 2 Grades K-5: Focus on Content Standards

2. Focus on Standards for Mathematical Content Outcomes • By the end of this session you will have: • Strengthened your working relationship with peer Core Standards Coaches. • Deepened your understanding of the practice standards specified in the CCS-Math. • Examined the implications of the language of the content standards for teaching and learning. • Identified and modified CCS-aligned instructional tasks that combine both the content and practice standards. • Analyzed the progression of topics in the content standards both within and across grade levels.

3. Focus on Standards for Mathematical Content Outcomes (cont'd) • By the end of this session you will have: • Deepened your understanding of the potential of the CCS-Math to change mathematics teaching and learning. • Gained an understanding of some of the challenges involved in implementing the CCS-Math. • Explored strategies for supporting teachers as they make changes to their classroom practices. • Made plans for next steps in your CCS-Math implementation.

4. Today’s Agenda Morning Session • Welcome and Introductions • Sharing Implementation Experiences • The Language of the Content Standards • The Progression of the Content Standards Afternoon Session • Meeting the Expectations of the Content Standards through Cognitively Rigorous Tasks • Supporting Change • Next Steps Post-Assessment, Session Evaluation, & Wrap Up

5. Introductory Activity:Pre-Assessment – CCS-Math • Please complete the Pre-Assessment Page 4

6. Sharing Implementation Experiences • Section 1 Page 6

7. Coherence Instructional Shifts for Mathematics Rigor Focus • The Standards for Mathematical Content • The Standards for Mathematical Practice Two Areas

8. Focuses on the major work for each grade level Focus

9. Coherence The Standards are designed around coherent progressions and conceptual connections Use place value understanding and properties of operations to add and subtract Use place value understanding and properties of operations to add and subtract fluently Use place value understanding and properties of operations to perform multi-digit arithmetic

10. Coherence The CCS-Math are designed around coherent progressions and conceptual connections All Roads Lead to Algebra…… Math Concept Progression K-12

11. The major topics at each grade level focus on: Rigor • CONCEPTUAL UNDERSTANDING • More than getting answers • Not just procedures • Accessing concepts to solve problems • PROCEDURAL SKILL • AND FLUENCY • Speed and accuracy • Used in solving more complex problems • Are built on conceptual understanding • APPLICATION OF MATHEMATICS • Using math in real-world scenarios • Choosing concepts without prompting

12. Developing Mathematical Expertise The Standards for Mathematical Practice • 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

13. Sharing Experiences Implementing CCSS-Math Practice Standards Positive Highlights Challenges Lessons Learned Pages 6-7 Guide Pages 8-9

14. The Language of the Content Standards • Section 2 Page 8

15. What Do These Students Understand? – Part 1 1 2 2 412 X 412 Pages 9-11

16. From the CCSS-M Authors Watch Video

17. The major topics at each grade level focus on: Rigor • CONCEPTUAL UNDERSTANDING • More than getting answers • Not just procedures • Accessing concepts to solve problems • PROCEDURAL SKILL • AND FLUENCY • Speed and accuracy • Used in solving more complex problems • Built on conceptual understanding • APPLICATION OF MATHEMATICS • Using math in real-world scenarios • Choosing concepts without prompting

18. Conceptual Understanding “Conceptual understanding refers to an integrated and functional grasp of mathematical ideas.” (Adding it Up: Helping Children Learn Mathematics. 2001)

19. Conceptual Understanding Example CCSS.Math.Content.1.NBT.C.4Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. Question: What is 20 + 70?

20. Conceptual Understanding Question: What is 20 + 70? Student Response: 20 is 2 tens and 70 is 7 tens. So, 2 tens and 7 tens is 9 tens. 9 tens is the same as 90.

21. Conceptual Understanding Example Standard 2.OA.3: Determine whether a group of objects (up to 20) has an odd or even number of members, e.g., by pairing objects or counting them by 2s write an equation to express an even number as a sum of two equal addends. Question: Is 7 an even or odd number? Explain how you know. Student Response: 7 is odd because I cannot make pairs with all of the cubes like I can with 8 cubes. When I can make pairs with all of the cubes it is an even number.

22. Procedural Skill and Fluency “Procedural skill and fluency is demonstrated when students can perform calculations with speed and accuracy.” (Achieve the Core) “Fluency promotes automaticity, a critical capacity that allows students to reserve their cognitive resources for higher-level thinking.” (Engage NY)

23. Procedural Skill and Fluency • Mariana is learning about fractions. Show how she can divide this hexagon into 6 equal pieces. Write a fraction that shows how much of the hexagon each piece represents. • (PARCC 2013) Check all the equations that are true • 8 x 9 = 81 • 54 ÷ 9 = 24 ÷ 6 • 7 x 5 = 25 • 8 x 3 = 4 x 6 • 49 ÷ 7 = 56 ÷ 8 (PARCC 2013) Adding / subtracting with tens [Ask orally] (a) Add 10 to 17 (b) Add 10 to 367 (c) Take 10 away from 75 (d) Take 10 away from 654

24. Procedural Skill and Fluency Standard 1.OA.6: Add and subtract within 20, demonstrating fluency for addition and subtraction within 10, use strategies such as counting on; making ten; decomposing a number leading to a ten; using the relationship between addition and subtraction; and creating equivalent but easier or known sums. Example Question: What is 5 + 6? Student Response: I know that 5 + 5 = 10; since 6 is 1 more than 5, then 5 + 6 must be 1 more than 10. 1 more than 10 is 11.

25. Application of Mathematics • The Standards call for students to use math flexibly for applications. • Teachers provide opportunities for students to apply math in authentic contexts. • Teachers in content areas outside of math, particularly science, ensure that students are using math to make meaning of and access content. Frieda & Parker, 2012 Achieve the Core. 2012

26. Application of Mathematics Example There are 9 cookies left in the pan. Five students want to share the cookies equally. How many cookies will each student get?

27. What Do These Students Understand? – Part 2 1 2 2 412 X 412 Pages 9-11

28. Think About It… • How does the approach of the CCS-Math content differ from previous approaches to mathematics teaching and learning? • How might you help teachers to understand these differences?

29. Let’s Take A Break… …Be back in 10 minutes

30. The Progression of the Content Standards • Section 3 Page 15

31. The Organization of the Standards

32. Domain Distribution Source: http://www.definingthecore.com

33. Domain Progression For more Information: http://commoncoretools.me/category/progressions/

34. Exploring the Content Standards Number and Operations in Base Ten Number and Operations in Fractions Counting and Cardinality & Operations and Algebraic Thinking Measurement and Data Geometry

35. Exploring the Content Standards 4.NBT.4 Fluently add and subtract multi-digit whole numbers to any place. 2.NBT.1 Understand that three digits of a three-digit number represent amounts of hundreds, tens, and ones; e.g. 706 equals 7 hundreds, 0 tens, and 6 ones. K.NBT.1 Compose and decompose numbers from 11to19 into ten ones and some further ones e.g. by using objects, drawings, and record each composition or decomposition by a drawing or equation. Page 15

36. Exploring the Content Standards 1.NBT.2a Understand that numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones. 2.NBT.1 Understand that three digits of a three-digit number represent amounts of hundreds, tens, and ones; e.g. 706 equals 7 hundreds, 0 tens, and 6 ones. K.NBT.1 Compose and decompose numbers from 11to19 into ten ones and some further ones e.g. by using objects, drawings, and record each composition or decomposition by a drawing or equation. Guide Pages 14-15 Page 16

37. Exploring the Content Standards 3.MD.8 Solve real world and mathematical problems involving perimeters of polygons, including finding the perimeter given the side lengths, finding an unknown side length, and exhibiting rectangles with the same perimeter and different areas or with the same area and different perimeters. 3.NBT.2 Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction. 3.OA.8 Solve two-step word problems using the four operations. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. Guide Pages 14-15 Page 17

38. From the Authors Watch Video

39. Reflect • How might you help teachers at your school to fully understand the progressions of the content standards? • What questions do you anticipate teachers having about the content standards? Page 18

40. Bon Appétit

41. Meeting the Expectations of the Content Standards by Teaching with Cognitively Rigorous Tasks • Section 4

42. Math Class Needs a MakeoverDan Meyer Watch Video

43. Two Machines, One Job Ron’s Recycle Shop was started when Ron bought a used paper-shredding machine. Business was good, so Ron bought a new shredding machine. The old machine could shred a truckload of paper in 4 hours. The new machine could shred the same truckload in only 2 hours. How long will it take to shred a truckload of paper if Ron runs both shredders at the same time? (Van de Walle, Karp, & Bay-Williams, 2012)

44. Take a Look… 13 miles A ranger estimates that there are 9 deer in each square mile of the park. If this estimate is correct, how many total deer are in the park? • What is the area of the park? • How many are in the park? • How many total deer are in the park? = 1 square mile 9 deer in each 8 miles

45. Take a Look… 13 miles = 1 square mile A ranger estimates that there are 9 deer in each square mile of the park. If this estimate is correct, how many total deer are in the park? 9 deer in each 8 miles

46. Take a Look… 13 miles A ranger estimates that there are 9 deer in each square mile of the park. If this estimate is correct, how many total deer are in the park? 8 miles

47. Take a Look… The perimeter of the rectangular state park shown is 42 miles. A ranger estimates that there are 9 deer in each square mile of the park. If this estimate is correct, how many total deer are in the park? Explain your answer using numbers, symbols, and words.

48. The Big Question • How can I help teachers incorporate cognitively rigorous mathematics tasks that will benefit ALL students?

49. Strategies for Differentiating Cognitively Rigorous Tasks Scaffolding Open Questions Parallel Tasks C-R-A Page 22

50. Scaffolding Five friends ordered 3 large sandwiches. James ate ¾ of a sandwich. Katya ate ¼ of a sandwich. Ramon ate ¾ of a sandwich. Sienna age ½ of a sandwich. How much sandwich is left for Oscar? • What can be added to the problem? • What can happen during the implementation?