Please complete your morning work!

1. Please complete your morning work! (keep for later)

2. Introductions & Norms  Your “LAMP” presenters Christy Frank: Franklinville Kirsty Hughes: Trinity Christin Frank: Trinity Tamara Lafferty: Franklinville Erin Stolp: Hopewell Kim Wilburn: Farmer Tammy Routh: Tabernacle Layla Fields: Southmont Norms Please silence cell-phones Please no side-bar conversations Please fill the “parking lot” whenever you have a question!

3. Common Core State Standards for Mathematics

4. Learning Targets • Gain an awareness of the content and structure of the Common Core State Standards for Mathematics • Understand the meaning of the Mathematical Practices in the CCSSM and apply the practices to your current classroom instruction • Become familiar with the content standards at your grade level

6. www.corestandards.org

7. Common Core Notebooks • Math Section • CCSS & Glossary • Learning Progressions • Unpacking Document • Crosswalk Document

8. Common Core State Standards

9. Design and Organization Standards for Mathematical Practice • Carry across all grade levels • Describe habits of mind of a mathematically expert student Standards for Mathematical Content • K-8 standards presented by grade level • Domains: • Number and Operations • Counting and Cardinality • Operations and Algebraic Thinking • Number and Operations in Base Ten • Number and Operations—Fractions • Measurement and Data • Geometry

10. Design and Organization Grade Level Overviews Mathematical Practices

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

12. Standards Domain Grade Level

13. Content Domains

14. Illustrative Mathematics Tools http://illustrativemathematics.org/standards

15. Common Core Resources Glossary Tables Common addition and subtraction situations

16. Common Core Resources Operations and Properties Tables Table 3. The properties of operations

17. Unpacking Document

18. Crosswalks

19. Scavenger Hunt 1. What grade is the standard algorithm for multiplication taught? 2. What grade introduces the concept of probability? 3. What grade has volume as a critical focus area? 4. Which grade teaches cardinality? 5. By the end of what grade should students memorize addition facts? 6. What grade is responsible to teach the eight mathematical practices? 7. Line symmetry is introduced in what grade? 8. What grade are the concepts of area and perimeter taught?

20. Time to Reflect

21. Vertical Progression Look at handout; CCSS “Learning Progressions”: What will they already know? What do they need to know? Create a flow-chart showing how your table’s BIG IDEA progresses throughout K-5.

22. Focal Points & Critical Areas Focal Points Critical Area

23. 3rd Grade Big Ideas 2-D Shapes Fractions Area Multiplication Division

24. Take a break…! …10 minutes

25. Equal Groups Materials on your table: colored tiles, construction paper, cm squared paper, scissors, glue sticks, markers. With a partner use tiles to create as many different arrays as you can for your assigned product. As you make each array, copy it on to cm squared paper and label it with the matching multiplication equation. Glue your arrays on the construction paper. Make a title showing the number you were assigned. Unit 5, Session 3.1 “Arranging Chairs”

27. Exploration Stations What makes this activity a good task? What mathematical practices are reinforced with this station? What content standards or big ideas are addressed?

28. Standards for Mathematical Practice 2. Reason abstractly and quantitatively 3. Construct viable arguments and critique the reasoning of others Reasoning and Explaining Overarching habits of mind of a productive mathematical thinker. 4. Model with mathematics 5. Use appropriate tools strategically • Make sense of problems and persevere in solving them • 6. Attend to precision Modeling and Using Tools 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning Seeing Structure and Generalizing *p. 3 Unpacking Document

29. Mathematical Practices Picture Sort • Sort the pictures to match each mathematical practice • Pictures may fit multiple categories

30. Mathematical Practices

33. Construct viable arguments andcritique the reasoning of others.

34. Attend to precision.

35. Quick Search! Using your NEW CCSS notebook… Find the standard and sample activities that match the math activity we just completed. Does it match more than one standard?

37. Mathematical Practices Mathematical practices describe the habits of mind of mathematically proficient students. In your classroom, • Who is doing the talking? • Who is doing the thinking? • Who is doing the math?

38. Is there any place for drill and practice? “Yes! However the tragic error is to believe that drill is a method of developing ideas. Drill is only appropriate when (a) the desired concepts have been meaningfully developed, (b) students already have developed (not mastered) flexible and useful procedures, and (c) speed and accuracy are needed. Watch children drilling basic facts who are counting on their fingers… What they may be improving is their ability to count quickly. They are not learning their facts.” Van de Walle “Teaching Student-Centered Mathematics” p. 21

39. Time to Reflect

40. What’s In What’s Out

41. Challenges for Next Year • What concepts need to be addressed in order to help students transition to the new math standards?

42. Time to Reflect

43. Investigations Alignment • How will Investigations align with the new Common Core State Standards? • http://investigations.terc.edu/CCSS/

44. Goals of Investigations • Support students to make sense of mathematics and learn that they can be mathematical thinkers. • Focus on computational fluency with whole numbers as a major goal of the elementary grades. • Provide substantive work in important areas of mathematics—rational numbers, geometry, measurement, data, and early algebra—and connections among them. • Emphasize reasoning about mathematical ideas • Communicate mathematics content and pedagogy to teachers. • Engage the range of learners in understanding mathematics.

45. Investigations and the CCSS • Close alignment between Investigations & the CCSS • New work builds on and extends the existing work within the grade level. • Some sessions have been omitted to allow for new material. • Mathematical Practices are aligned with the goals and principles of Investigations and deeply embedded in the fabric of the curriculum. • The Investigations curriculum when taught as intended, offers students and teachers coherence, focus, clarity and specificity in the teaching and learning of mathematics.

46. “While the CCSS Content Standards describe what mathematics students should be able to understand and do, the mathematical practices describe how students should engage with these mathematical concepts and skills. The Investigations curriculum is intentionally designed to promote a deep understanding of mathematics and develop mathematically proficient students who can think, reason, model and solve problems.” (Standards for Mathematical Practices in Investigations in Number, Data and Space, p. 6.)

47. Grade Level Adaptations

48. Investigations Alignment • Resources: • Investigations and the Common Core State Standards • Also found online • www.pearsonsuccessnet.com

49. Investigations Alignment • www.pearsonsuccessnet.com

50. Investigations and the CCSSM • Companion materials to Investigations Investigations and the Common Core State Standards • Each grade level resource book contains: • An instructional plan for adapting existing content and adding new content • Teacher and student materials for new content • Sessions, Classroom Routines/TMM, Teaching/PD Notes, Resource Masters, Assessments • Detailed correlations between Investigations and Mathematical Practices and Content Standards • “Snap-in” Instructional Plan Tabs for each unit