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Math Lead P resentation Math lead presentation progressing towards common core

Math Lead P resentation Math lead presentation progressing towards common core. Ms. Washington M rs . Butler Ms . Hess. Agenda . Introduction Common Core “What’s Different?” Math Talks MIU Assessment Resources Mathematical Practices Article “Never Say Anything a Kid Can Say ”.

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Math Lead P resentation Math lead presentation progressing towards common core

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  1. Math Lead PresentationMath lead presentationprogressing towards common core Ms. Washington Mrs. Butler Ms. Hess

  2. Agenda • Introduction • Common Core “What’s Different?” • Math Talks • MIU • Assessment Resources • Mathematical Practices • Article “Never Say Anything a Kid Can Say”

  3. Common Core – Calculator Policy GRADES 3 – 5 • NO CALCULATORS!!!!! GRADES 6 – 7 • BASIC FOUR OPERATION CALCULATOR WITH SQUARE ROOT FUNCTION (ONLINE) GRADE 8 • ONLINE SCIENTIFIC CALCULATOR PARCC HAS SPECIFIC QUESTIONS THAT REQUIRE CALCULATORS. STUDENTS WHO ARE ALLOWED TO USE CALCULATORS CAN ONLY USE THE CALCULATOR ON APPROPRIATE QUESTIONS.

  4. Common Core vs. ISAT A store is advertising a sale with 10% off all items in the store. Sales tax is 5%. Adam and Brandi are customers discussing how the discount and tax will be calculated. Adam’s Process Take 10% off the original price. Then, add the sales tax to the discounted price. Brandi’s Process Determine the original price of the item, including sales tax. Then, take 10% off. In both equations, T represents the total cost of the television and p represents the regular price. Are they both correct? Use the properties of operations to justify your answer.

  5. Common Core vs. ISAT Michael bought a stereo on sale for 20% off the regular price. The regular price of the stereo was $180. What was the sale price of the stereo? • $36 • $160 • $90 • $144

  6. A daily ritual (approximately 10 minutes per day) with the entire class for the purpose of developing conceptual understanding of and efficiency with numbers, operations and mathematics. Math Talks are used to: - Review and practice procedures and concepts - Introduce concepts and properties about numbers - Reinforce procedures and numbers concepts - Explore mathematical connections and relationships Math Talks

  7. Math Talk - Example Which two are closer together?? 0.03 0.16 0.111 66.6% 2/3 0.67

  8. Mathematical Instructional Unit (MIU) Model

  9. ASSESSMENTS TO PROGRESS TOWARDS COMMON CORE Three assessments that will progress students toward common core assessments: • REACH (MARS) • BOY and EOY • Knowledge and application of concepts • Explain responses • Gradual pace of easy to hard • BENCHMARK • Quarterly • Knowledge and application of concepts • Both multiple choice and short answer questions • FORMATIVE ASSESSMENT LESSON (FAL) • Suggested Quarterly • Application of concepts • Week long process

  10. Formative Assessment Lesson • Two Types of FALs are Available: • Concept Development: focus on assessing and developing conceptual understanding, lessons are designed to reveal and develop students’ conceptions, and misconceptions, of significant mathematical ideas and how these connect to their other knowledge. • Problem Solving: lessons are designed to assess and develop students’ capacity to apply their mathematics flexibly to non-routine unstructured problems, both from the real world and within pure mathematics, built around rich tasks that assess how far students’ can “think with mathematics” • Every FAL Includes: • Pre and Post Assessments • Problems for student to tackle and solve • Questions for students to discuss, in groups and as a class • Detailed guidance for teachers on ways to interpret student responses and provide appropriate supports or interventions • Solutions to the tasks

  11. Formative Assessment Lesson SHARING GASOLINE COSTS SIXTH GRADE • Day 1 – Pre Assessment • Day 2 – Collaborative Group Response • Day 3 – Gallery Walk • Day 4 – Critique students samples • Day 5 – Post Assessment

  12. Mathematical Practices • 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. Primary examples of mp’s

  14. Upper grade examples of mp’s

  15. What’s Next? DIFFERENT STUDENT OUTCOME = DIFFERENT TEACHING STYLE PLEASE READ THE “NEVER SAY ANYTHING A STUDENT CAN SAY” ARTICLE AND SHARE YOUR THOUGHTS ABOUT TEACHING STYLES!!

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