Problems and Concepts and Skills, Oh My… Facilitator: Dr. Karen M. Beerer Discovery Education

1. Problems and Concepts and Skills, Oh My… Facilitator: Dr. Karen M. Beerer Discovery Education

4. What does this have to do with the Common Core Mathematics Standards?

5. Assess Your Knowledge and Understanding: Go to www.vot.rs and enter 31 73 32 to vote

6. CCSS Mathematics Standards The Structure: 8 Standards for Mathematical Practice which span K-12 Grades K-8 have grade-level specific standards High School Standards are listed in conceptual categories (e.g., Functions, Number & Quantity)

7. Traditional U.S. Approach

9. “Learning progressions,” or, as the concept more often is termed in the mathematics education literature --- “learning trajectories” --- are labels given to attempts to gather and characterize evidence about the paths children seem to follow as they learn mathematics. Hypotheses about the paths described by learning trajectories have roots in developmental and cognitive psychology and, more recently, in developmental neuroscience. These roots… describe the ways children’s actions, thinking, and logic move through characteristic stages in their understanding of the world… - Daro, 2012 What is a learning trajectory?

12. 30 second pause… • The structure of the Math CCSS • The focus and coherence of the Math CCSS • The placement of topics in the K-8 CCSS Math curriculum • Learning trajectories and the CCSS Math curriculum • Computational fluency in the Math CCSS • The CCSS Mathematics instructional shifts The best thing about the Math Common Core Standards is… http://padlet.com/wall/mathccss

13. Kid Snippets Video

14. Learning Trajectories Rigor Coherence Focus

16. Standards for Mathematical Practice

17. ☐ Have you…”unwrapped” the Standards for Mathematical Practice?

18. What do these SMPs look like?

19. Third Grade SMP video

20. On Common Ground with the Common Core Webinar Series Which Standards of Mathematical Practice were evident in the problem you just viewed? ______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.

21. Common Core Math Implementation Considerations An Instructional Model An Instructional Planning Tool Instructional Strategies and Tools Assessments

22. Common Core Math Implementation Considerations An Instructional technology integration Model An Instructional technology Planning integration Tool Instructionaltechnology integration Strategies and Tools Assesstechnologyintegrationments

23. CCSS requires students to: Publish - requiring deep consideration of audience, purpose, structure, text features, and format. Collaborate - forcing students to plan, adopt, adapt, rethink, and revise, all higher-level practices. Evaluate - necessitating that students make critical judgment calls about how information is presented and shared. Integrate - emphasizing design, and producing considerable cognitive load on a learner.

24. Consideration #1: A CCSS Math Instructional Model Step One: Task First!

25. The Top Five Sites for CCSS Math Tasks Dan Meyer’s Three Act Math Tasks

26. The Top Five Sites for CCSS Math Tasks The Mathematics Common Core Toolbox: www.ccsstoolbox.com

27. The Top Five Sites for CCSS Math Tasks Inside Mathematics: www.insidemathematics.org

28. The Top Five Sites for CCSS Math Tasks Illustrative Math: www.illustrativemathematics.org

29. The Top Five Sites for CCSS Math Tasks Mathematics Assessment Project: Map.mathshell.org

30. Consideration #2: An Instructional Planning Tool

31. An Instructional Planning Tool • Phase 1: Assess Students • Describe your exploration assessment activity: • Key Reminders: • Anticipate the likely student responses to cognitively demanding mathematical tasks • Monitor student responses to the task during this exploration phase

32. An Instructional Planning Tool Phase 2: Learning Goals Based on Student Data Phase 3: Design Instruction

33. Video: Teacher Debriefing Student Work

34. Consideration #3: Instructional Strategies and Tools Think-Ink-Pair-Share: T: Without pencils, students think for 1‐2 minute. I: Students may then use pencil to begin working...without talking to partner. P: Students then share their thinking and answer(s) with their partner. S: Pairs then may share with larger group.

35. Instructional Strategies and Tools • I Spy: • One student can go around to other teams and listen in for one minute. (without paper or pencil) • Student reports back to the team what was learned.

36. Instructional Strategies and Tools • Huddle: • One person from each team (teacher’s choice) is called to the front of the room. • Teacher gives a piece of information, checks for understanding. • Student goes back to team to share.

37. Instructional Strategies and Tools • Integrating Digital Videos • Construct mathematical knowledge • Answer challenging mathematical questions • Expand student visualization skills • Mathematically analyze events in video clips Mathematics in Movies: Mathematics in Movies

38. Consideration #4: Assessments • Explain your answer using numbers, symbols and words. • Drag tiles to… that make the statement true. There is more than one correct answer. • Compare these statements from two students…Can both students be correct? Explain how you know. • Are they both correct? Use the properties of operations to justify your answer. • Which of the following statements must be true about the model for …compared to the model you developed for …? Select all that apply. • Drag tiles to complete the sentences and the equation below based on the results of the experiment.

39. Assessments • Explain your answer using numbers, symbols and words. • Drag tiles to… that make the statement true. There is more than one correct answer. • Compare these statements from two students…Can both students be correct? Explain how you know. • Are they both correct? Use the properties of operations to justify your answer. • Which of the following statements must be true about the model for …compared to the model you developed for …? Select all that apply. • Drag tiles to complete the sentences and the equation below based on the results of the experiment.

40. Assessments http://www.drawzit.com

41. Assessments https://bubbl.us

42. Assessments www.infuselearning.com

45. On Common Ground with the Common Core Webinar Series You can’t lead the change if you don’t understand the change. -Dr. Christine Tell