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Mathematics Grades K-2 Louisiana Textbook Adoption State Textbook Committee Training and Orientation May 8, 2012

Mathematics Grades K-2 Louisiana Textbook Adoption State Textbook Committee Training and Orientation May 8, 2012

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Page 1: Mathematics Grades K-2 Louisiana Textbook Adoption State Textbook Committee Training and Orientation May 8, 2012

Mathematics Grades K-2Louisiana Textbook AdoptionState Textbook CommitteeTraining and Orientation

May 8, 2012

Page 2: Mathematics Grades K-2 Louisiana Textbook Adoption State Textbook Committee Training and Orientation May 8, 2012

Louisiana Department of Education 2

Overview

• Louisiana’s Implementation of CCSS• CCSS for Mathematics Overview

– Structure and Organization– Instructional Shifts

• Understanding the Critical Focus Areas• Evaluation Tool #1• Exemplars• Understanding the Standards for Mathematical Practice• Evaluation Tool #2• Evaluation Tool #3• Additional Resources

Page 3: Mathematics Grades K-2 Louisiana Textbook Adoption State Textbook Committee Training and Orientation May 8, 2012

Louisiana Department of Education 3

Louisiana’s Implementation of

Common Core State Standards

Page 4: Mathematics Grades K-2 Louisiana Textbook Adoption State Textbook Committee Training and Orientation May 8, 2012

Louisiana Department of Education 4

2012-13 2013-14 2014-15PreK GLEs CCSS CCSS

K CCSS CCSS CCSS

Grade 1 CCSS CCSS CCSS

Grade 2 Transitional CCSS CCSS

Grades 3-8 Transitional Transitional CCSS

High School

Transitional Transitional CCSS

Implementation OverviewNew standards and assessments for ELA and mathematics will be

phased in over several years

No changes – teach current GLEs, and take current assessments

Teach and assess CCSS only

Teach combination of GLEs and CCSS based on crosswalk documents

Assess GLEs being taught during transition

Page 5: Mathematics Grades K-2 Louisiana Textbook Adoption State Textbook Committee Training and Orientation May 8, 2012

Louisiana Department of Education 5

Summary 2012-13• Curriculum

– Transitional Curriculum• ELA : Grades 2 through English IV• Math: Grades 2 through Algebra 2

– CCSS-based New Comprehensive Curriculum• Kindergarten and Grade 1 Math

– CCSS Implemented via Extensive Professional Development• Kindergarten and Grade 1 ELA (No Comprehensive Curriculum)• Basals aligned to CCSS• Various components phased as PD is provided

– No development of state curriculum for other grades• LDOE collaborates with other states to select curricular materials

for Grades 2 and higher in ELA and math

• Transitional Assessments– Grades 3-8, EOC tests

Page 6: Mathematics Grades K-2 Louisiana Textbook Adoption State Textbook Committee Training and Orientation May 8, 2012

Louisiana Department of Education 6

Common Core State Standards

For MathematicsOverview

Page 7: Mathematics Grades K-2 Louisiana Textbook Adoption State Textbook Committee Training and Orientation May 8, 2012

Louisiana Department of Education 7

Mathematics Standards Overview

• Standards for Mathematical Practiceo Apply to all grade levelso Describe habits/reasoning of mathematically proficient students

• Standards for Mathematical Contento K-8 standards presented by grade levelo High school standards presented by conceptual theme

Number and Quantity Algebra Functions Modeling Geometry Statistics and Probability

Page 8: Mathematics Grades K-2 Louisiana Textbook Adoption State Textbook Committee Training and Orientation May 8, 2012

Louisiana Department of Education 8

Grade Level Critical Areas

Page 9: Mathematics Grades K-2 Louisiana Textbook Adoption State Textbook Committee Training and Orientation May 8, 2012

Louisiana Department of Education 9

Standards Overview Page

Page 10: Mathematics Grades K-2 Louisiana Textbook Adoption State Textbook Committee Training and Orientation May 8, 2012

Louisiana Department of Education 10

Structure

Domain

Cluster Heading

Standard

Page 11: Mathematics Grades K-2 Louisiana Textbook Adoption State Textbook Committee Training and Orientation May 8, 2012

Louisiana Department of Education 11

Instructional Shifts in Mathematics

3 Shifts 6 ShiftsFocus strongly where the standards focus

Focus

Coherence: Think across grades, and link to major topics within grades

Coherence

Rigor: In major topics, pursue conceptual understanding, procedural skill and fluency, and application with equal intensity

Fluency

Deep Understanding

Application

Intensity

Page 12: Mathematics Grades K-2 Louisiana Textbook Adoption State Textbook Committee Training and Orientation May 8, 2012

Louisiana Department of Education 12

Instructional Shifts: Focus

• Use the power of the eraser to drastically change the way time and energy is spent in the classroom.

• Focus deeply on the major work of each grade to build strong foundations– Solid conceptual understanding– High degree of procedural skill and fluency– Apply math to solve problems inside and outside of

the classroom

Page 13: Mathematics Grades K-2 Louisiana Textbook Adoption State Textbook Committee Training and Orientation May 8, 2012

Louisiana Department of Education 13

Instructional Shifts: Coherence

Thinking across grades: The Standards are designed around coherent progressions from grade to grade. Teachers carefully connect the learning across grades so that students build new understanding onto foundations built in previous years. Teachers begin to count on deep conceptual understanding of core content and build on it. Each standard is an extension of previous learning.

Linking to major topics: Instead of allowing additional or supporting topics to detract from the focus of the grade, these topics can serve the grade level focus. For example, instead of data displays as an end in themselves, they support grade-level word problems.

Page 14: Mathematics Grades K-2 Louisiana Textbook Adoption State Textbook Committee Training and Orientation May 8, 2012

Louisiana Department of Education 14

Instructional Shifts: Rigor

Conceptual understanding: The Standards call for conceptual understanding of key concepts, such as place value and ratios. Teachers support students’ ability to access concepts from a number of perspectives so that students are able to see math as more than a set of mnemonics or discrete procedures.  Procedural skill and fluency: The Standards call for speed and accuracy in calculation. Teachers structure class time and/or homework time for students to practice core functions such as single-digit multiplication so that students have access to more complex concepts and procedures.

Page 15: Mathematics Grades K-2 Louisiana Textbook Adoption State Textbook Committee Training and Orientation May 8, 2012

Louisiana Department of Education 15

Instructional Shifts: Rigor Continued

Application: The Standards call for students to use math flexibly for applications. Teachers provide opportunities for students to apply math in context. Teachers in content areas outside of math, particularly science, ensure that students are using math to make meaning of and access content.

Page 16: Mathematics Grades K-2 Louisiana Textbook Adoption State Textbook Committee Training and Orientation May 8, 2012

Louisiana Department of Education 16

Composite of High Achieving Countries

Page 17: Mathematics Grades K-2 Louisiana Textbook Adoption State Textbook Committee Training and Orientation May 8, 2012

Louisiana Department of Education 17

Composite of U. S. State Curricula

Page 18: Mathematics Grades K-2 Louisiana Textbook Adoption State Textbook Committee Training and Orientation May 8, 2012

Louisiana Department of Education 18

Comparison of CCSS with A+ Composite

Page 19: Mathematics Grades K-2 Louisiana Textbook Adoption State Textbook Committee Training and Orientation May 8, 2012

Louisiana Department of Education 19

Understanding the Critical Focus Areas• Read the Critical Focus Areas for grades K-2.• Analyze and discuss the content for each grade level’s

Critical Focus Areas– What are the concepts?– What are the procedures and skills?– What are the relationships the students are to make?– What are appropriate models for representing this learning?

• Identify and discuss the domains, clusters, and standards within each grade level which are connected to the Critical Focus Areas for that grade.

• Compare each Critical Focus Area across the grades to become familiar with previous and future learning.– What understandings does this learning build upon?– What are related future understandings?

Page 20: Mathematics Grades K-2 Louisiana Textbook Adoption State Textbook Committee Training and Orientation May 8, 2012

Louisiana Department of Education 20

How to Use Evaluation Tool #1:

Evaluating Content Alignment

Page 21: Mathematics Grades K-2 Louisiana Textbook Adoption State Textbook Committee Training and Orientation May 8, 2012

Louisiana Department of Education 21

Evaluation Tool #1

Domain

Page 22: Mathematics Grades K-2 Louisiana Textbook Adoption State Textbook Committee Training and Orientation May 8, 2012

Louisiana Department of Education 22

Tool #1 Content Coverage Rubric

Content Coverage Rubric

Not Found (N) – The mathematics content was not found.

Marginal (M) – Gaps in the content, as described in the Standards, were found and these gaps may not be easily filled.

Acceptable (A) – Few gaps in the content, as described in the Standards, were found and these gaps may easily be filled.

High (H) – The content was fully formed as described in the Standards.

Page 23: Mathematics Grades K-2 Louisiana Textbook Adoption State Textbook Committee Training and Orientation May 8, 2012

Louisiana Department of Education 23

Tool #1 Balance Rubric

Balance of Mathematical Understanding and Procedural Skills Rubric

Not Found (N) – The content was not found.

Marginal (M) – The content was found and focused primarily on procedural skills and minimally on mathematical understanding, or ignored procedural skills.

Acceptable (A) – The content was developed with a balance of mathematical understanding and procedural skills consistent with the Standards, and the connections between the two were developed.

Page 24: Mathematics Grades K-2 Louisiana Textbook Adoption State Textbook Committee Training and Orientation May 8, 2012

Louisiana Department of Education 24

Evaluation Tool #1

Page 25: Mathematics Grades K-2 Louisiana Textbook Adoption State Textbook Committee Training and Orientation May 8, 2012

Louisiana Department of Education 25

Evaluation Tool #1

• Completed by publisher– List the titles of all textbooks being submitted for review in the

first cell of each section.

– Provide the Chapter and Page Numbers which provide evidence of alignment to the content standards for ALL grades/textbooks on ONE document.

– Make three copies of the same document and submit one copy with each of the textbooks to be submitted for review.

• Verified by committee– Will complete the columns labeled Content and Balance using

the coding identified in the rubrics

– Place for comments/notes/examples

Page 26: Mathematics Grades K-2 Louisiana Textbook Adoption State Textbook Committee Training and Orientation May 8, 2012

Louisiana Department of Education 26

Exemplars

Page 27: Mathematics Grades K-2 Louisiana Textbook Adoption State Textbook Committee Training and Orientation May 8, 2012

Louisiana Department of Education 27

Addition and Subtraction Subtypes

Page 28: Mathematics Grades K-2 Louisiana Textbook Adoption State Textbook Committee Training and Orientation May 8, 2012

Louisiana Department of Education 28

Content Examples

Ways to Make 8

4 and 4

3 and 5

Page 29: Mathematics Grades K-2 Louisiana Textbook Adoption State Textbook Committee Training and Orientation May 8, 2012

Louisiana Department of Education 29

Content Examples

• Bobbie Bear has a box of red and blue buttons. She takes 4 buttons out of the box. How many of each color button might she have?

– Ask students to draw pictures and write the number for each color. Students may represent their solution using drawings, equations, or both. Not all possible pairs that total 4 are required to meet this standard, but students should be encouraged to include more than one.

Page 30: Mathematics Grades K-2 Louisiana Textbook Adoption State Textbook Committee Training and Orientation May 8, 2012

Louisiana Department of Education 30

Content ExamplesSample class discussion:

Teacher: Let’s look at this page in our story. Let’s count the birds together: 1, 2. How many birds are in the scene?

Student: 2 birds

Teacher: That’s right. How many trees are in the scene?

Class: 2 trees

Teacher: That’s right. Let’s find some other things to count.

Page 31: Mathematics Grades K-2 Louisiana Textbook Adoption State Textbook Committee Training and Orientation May 8, 2012

Louisiana Department of Education 31

Content ExamplesSample discussion more aligned to CCSS:

Teacher: Look at this page in our story. Let’s count the birds together: 1, 2, 3. How many birds are in the scene?

Student: 3 birds.

Teacher: That’s right. Are there 2 trees or are there 3 trees in the scene?

Class: 3 trees.

Teacher: How do you know?

Student: Because the last number we said was 3.

Teacher: Very good explanation! The birds are small and the trees are big. Are there still 3 in both groups?

Student: Yes, even though they are different sizes, the number stays the same.

Page 32: Mathematics Grades K-2 Louisiana Textbook Adoption State Textbook Committee Training and Orientation May 8, 2012

Louisiana Department of Education 32

Content Example

Addition through 6

4 + 0 = ____ 2 + 3 = ____ 0 + 4 = ____

2 + 1 = ____ 5 + 0 = ____ 3 + 3 = ____

2 + 4 = ____ 0 + 6 = ____ 1 + 4 = ____

0 + 1 = ____ 2 + 2 = ____ 5 + 1 = ____

3 + 1 = ____ 4 + 2 = ____ 0 + 0 = ____

1 + 1 = ____ 2 + 0 = ____ 3 + 2 = ____

Page 33: Mathematics Grades K-2 Louisiana Textbook Adoption State Textbook Committee Training and Orientation May 8, 2012

Louisiana Department of Education 33

Content Example

1) Sue has 3 apples. John gives her two more. How many apples does Sue have? Show your thinking with a drawing or number sentence.

2) Complete the following:a) 5 = ___ + 2 b) 4 + 2 = ___ c) 4 = 3 + ___

3) Is the following statement true or false? Explain your thinking.

7 = 2 + 5

Page 34: Mathematics Grades K-2 Louisiana Textbook Adoption State Textbook Committee Training and Orientation May 8, 2012

Louisiana Department of Education 34

Content Examples

Page 35: Mathematics Grades K-2 Louisiana Textbook Adoption State Textbook Committee Training and Orientation May 8, 2012

Louisiana Department of Education 35

Content Examples

Page 36: Mathematics Grades K-2 Louisiana Textbook Adoption State Textbook Committee Training and Orientation May 8, 2012

Louisiana Department of Education 36

A Closer Look at theStandards for Mathematical

Practice

Page 37: Mathematics Grades K-2 Louisiana Textbook Adoption State Textbook Committee Training and Orientation May 8, 2012

Louisiana Department of Education 37

Standards for Mathematical Practice

1. Make sense of problems and persevere in solving them.

2. Reason abstractly and quantitatively.

3. Construct viable arguments and critique the reasoning of others.

4. Model with mathematics.

5. Use appropriate tools strategically.

6. Attend to precision.

7. Look for and make use of structure.

8. Look for and express regularity in repeated reasoning.

Page 38: Mathematics Grades K-2 Louisiana Textbook Adoption State Textbook Committee Training and Orientation May 8, 2012

Louisiana Department of Education 38

Standards for Mathematical Practice

Refer to the document with the full text of the Standards for Mathematical Practice.

Read the first three words of each standard.

Who are the standards describing?

• “Mathematically proficient students…”

Page 39: Mathematics Grades K-2 Louisiana Textbook Adoption State Textbook Committee Training and Orientation May 8, 2012

Louisiana Department of Education 39

Math Practices Activity

• Each group will be assigned one or two of the math practice standards.

• Individually highlight the verbs for your assigned standard.

• As a group, answer the following questions:

– What are the students doing?

– What is the teacher doing?

• Choose a person to report out one important idea to the entire group.

Page 40: Mathematics Grades K-2 Louisiana Textbook Adoption State Textbook Committee Training and Orientation May 8, 2012

Louisiana Department of Education 40

Organizational Chart for MPs

Page 41: Mathematics Grades K-2 Louisiana Textbook Adoption State Textbook Committee Training and Orientation May 8, 2012

Louisiana Department of Education 41

How to Use Evaluation Tool #2:

Evaluating Inclusion of Mathematical Practices

Page 42: Mathematics Grades K-2 Louisiana Textbook Adoption State Textbook Committee Training and Orientation May 8, 2012

Louisiana Department of Education 42

Evaluation Tool #2

When trying to identify how the Standards for Mathematical Practices were treated, refer to the Standards in shaded cells in Tool 1.

– These content standards provide a suggested basis for reviewing the Mathematical Practices as they have the greatest potential to incorporate the Mathematical Practices in the curriculum materials.

– The identified content standards are only suggestions, not mandates, for where the practices might be addressed.

– Evidence of the Mathematical Practices found may be linked to additional standards not shaded in Tool 1.

Page 43: Mathematics Grades K-2 Louisiana Textbook Adoption State Textbook Committee Training and Orientation May 8, 2012

Louisiana Department of Education 43

Evaluation Tool #2

• Publishers shall complete one tool for each textbook being submitted for review.– List pages that show evidence of the math

practices in cells under each standard

• Verified by committee– Comments regarding your agreement that the

cited evidence is indicative of the standard.

Page 44: Mathematics Grades K-2 Louisiana Textbook Adoption State Textbook Committee Training and Orientation May 8, 2012

Louisiana Department of Education 44

Evaluation Tool #3

• Publishers will complete the identifying textbook information.

• The remainder of the tool will be completed by the committee; indicate Yes or No and provide additional comments as necessary

– Summary of Tool #1 and Tool #2 with additional questions

• Committee members will make independent decision about whether to Adopt or Reject a particular submission

Page 45: Mathematics Grades K-2 Louisiana Textbook Adoption State Textbook Committee Training and Orientation May 8, 2012

Louisiana Department of Education 45

Additional Resources• Located on the Wikispace:

– Math Progression Documents• K-5 Counting and Cardinality and Operations and Algebraic Thinking• K-5 Measurement and Data• K-5 Number and Operations in Base Ten

– North Carolina Unpacked Content (for each grade)

• CCSSM Curriculum Analysis Project Report– http://www.louisianaschools.net/topics/ccss_math_analysis.html

• Illustrative Mathematics Project– http://www.illustrativemathematics.org