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South Dakota Common Core State Standards Phase I - Mathematics

South Dakota Common Core State Standards Phase I - Mathematics. July 7, 2011 K - 6. WELCOME. WHO ARE WE? Roxane Dyk : Mid-Central/ESA 3 Karen Taylor: TIE. Credit Information. Icebreaker. Three Year Plan. Phases I, II, III. Agenda. 8:30 Begin Background Disaggregate Standards

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South Dakota Common Core State Standards Phase I - Mathematics

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  1. South Dakota Common Core State StandardsPhase I - Mathematics July 7, 2011 K - 6

  2. WELCOME • WHO ARE WE? • RoxaneDyk: Mid-Central/ESA 3 • Karen Taylor: TIE

  3. Credit Information

  4. Icebreaker

  5. Three Year Plan

  6. Phases I, II, III

  7. Agenda 8:30 Begin • Background • Disaggregate Standards • Peer Review • Muddiest Water 11:30 – 12:30 Lunch on Your Own 12:30 – 12:45 -Talk about the muddiest points 12:45-4:00 • Disaggregate Standards • Peer Review • Exit Survey • Credit

  8. Phase I Outcomes

  9. Norms

  10. Things to think about …

  11. Using the Web Site http://sdccteachers.k12.sd.us Bookmark it!

  12. CCSS Mathematics Standards Two Types of Standards • Mathematical Practice (recurring throughout the grades) • Mathematical Content (this will be different at each grade level)

  13. Standards of 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.

  14. SDCCSS Mathematics Standards The standards for mathematics: • are focused, coherent, and rigorous • aim for clarity and specificity • stress conceptual understanding of key ideas • balance mathematical understanding and procedural skill • are internationally benchmarked

  15. Research Behind the Practices

  16. Cracking the Code What does it all mean? Let’s take a look…

  17. Components: K-8 grade level Mathematics Standards

  18. Disaggregating Standards Disaggregating Process: • Locate the Disaggregating Template on your table • Locate the Disaggregating Peer Review document • We will model a section then you will complete that section for the standard you have been assigned at your table. • As you complete each section use the Peer Review document to define quality. • Peer Review will be completed at the end of the process.

  19. Modeling the Process: Math • Discussion Points: • Find strand: http://sdccteachers.k12.sd.us/ • Find previous year standard (if applicable) • Find following year standard (if applicable) • Quality will be defined by the Peer Review document

  20. Modeling the Process I can add and subtract numbers to 999 in many ways using a plan that makes sense to me. • Discussion Points: • Write the statement in student friendly language • Write an “I can” statement • Quality Indicators are defined on the Peer Review document.

  21. S Modeling the Process • Numbers can be decomposed and recomposed into component parts to add and subtract multi-digit numbers. • The value of a digit in our number system is determined by its place value position • Expanded notation • Commutative property of addition • Associative property of addition • Strategies and algorithms are the processes to add/subtract within 100. • Properties can help make adding/subtracting numbers fluent within 1,000. • Adding and subtracting can be used to solve each other. • Students will construct expanded notation for numbers up to 1000. • Students will prove/explain answers using manipulatives. • Students will apply place value to solve mental math problems. • Discussion Points : • A stem for “know” are nouns • A stem for “Do” are verbs • A stem for “Understand” is underlying meaning of standard • Keep in mind the 8 standards of mathematical practices • Everything students need to demonstrate mastery of the standard • Quality Indicators are defined on the Peer Review document.

  22. Modeling the Process Fluently – easily, flexibly, and accurately Within – without exceeding Strategies – ways to solve the problem Addend – A number which is involved in addition. Algorithms – a process or procedures used to solve mathematical problems • Discussion Points : • Key vocabulary teachers need to know/understand to work with the standard • List key vocabulary • Quality Indicators are defined on the Peer Review document.

  23. Modeling the Process To be able to use mental addition and subtraction when making buying items. To be able to check to make sure I received the correct change. • Discussion Points: • How might the grade level expectation be applied at home, on the job or in a real-world, relevant context? • Include at least one example. • Stem for the conversation with students to answer the question “why do I have to learn this?”. • This component of the template leads to student engagement, implementation of 21st Century Skills, and preparation for college and careers. • Quality Indicators are defined on the Peer Review document.

  24. Peer Review Process • Process • Assign Roles (2 minutes) • Facilitator • Time Keeper • Recorder • Review Template on your own (5 - 10 minutes) • Complete Providing Written Feedback • Share with Reviewing Group(5 - 7 minutes) • Share feedback with designers (10 minutes)

  25. Peer Review

  26. Exit Strategy Muddiest Point Think of ONE idea you are still confused about from this morning? Write it on your index card.

  27. Lunch On Your Own Please Return By 12:30

  28. Peer Review Muddiest of the Muddiest

  29. Refection: 4-3-2-1 Reflecting: • 4 things you will take back for you colleagues to know. • 3 tools that will be utilized. • 2 highlights of this phase. • 1 purpose of this phase?

  30. Things to think about …

  31. Dates of Trainings Registration is now open for the fall/winter Teacher Registration: https://spreadsheets.google.com/viewform?hl=en&formkey=dEtuSld5NVQ3dzBmZVdfSzBmTGFyUnc6MA#gid=0 District Registration: https://spreadsheets.google.com/viewform?formkey=dDdicEh0bUcxWi05WjJFWXlGaENCbWc6MQ

  32. Thanks so much for your hard work See you July 19 and 20 Pierre, SD RoxaneDyk: roxane.dyk@k12.sd.us Karen Taylor: ktaylor@tie.net

  33. Exit Strategy

  34. July 19 and 20 Work • Be thinking about the types of units that might align with your standards you worked with today. • You will be working on units with your standard group members. • Collaborate with group members and bring any resources/materials you might need for developing units focused on your assigned standards. • Unit template will be released and discussed in online pre-work.

  35. Credit Information

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