Plainview – Old Bethpage CSDMathematics Board Report

October 15, 2013

Christian Bowen Jill M. GieraschLarry Farrell

AgendaI. District UpdatesII. Instructional SupportIII. Next Steps

Elementary Program • K-4 enVisions – Common Core Aligned• Shifts• “I Can Statements”

2013-2014• Fluency - Sprints• Standards for Mathematical Practice• Performance Based Tasks• Review of Annotated Questions

COMMON CORE STANDARDS MATH INSTRUCTIONAL SHIFTS

Shift 1 Focus Narrow and deepen the scope of how time and energy is spent in the math classroom, to focus deeply on only the concepts that are prioritized in the standards.

Shift 2 Coherence Carefully connect the learning within and across grades so each standard is not a new event, but an extension of previous learning.  

Shift 3 FluencySpeed and accuracy with simple calculations; students memorize core functions so that they are more able to understand and manipulate more complex concepts.

Shift 4 Deep Understanding Teachers teach more than “how to get the answer.” Development of deep conceptual understanding of core math concepts by applying them to new situations.

Shift 5 Application Students are expected to use math and choose the appropriate concept for application even when not prompted to do so. Math concepts in “real world situations.”

Shift 6 Dual IntensityStudents are practicing and understanding. “Drills” and skills as balanced through extended application of math concepts.

Third Grade – (Properties)

Pre - Common Core

(3 x 4) x 2 = 3 x (4 x 2)

This equation is an example of which property?

I can rewrite a multiplication problem in several different ways.

Third Grade – (Properties)

Common CoreThe teachers write 9 x 8 on the board. Jill says “that is

equal to 12 x 6!” The teacher asks Jill to show her work on the

board. Jill writes The teacher says “That’s excellent!"

A) Use Jill’s method to determine a pair of factors that is equal to 16 x 6.

B) Explain how you arrived at your answer.

Shift:Deep

Understanding

Middle School ProgramGrades 5 & 6

• Go Math!Instructional Materials~ Focus on Conceptual Rather Than Procedural ~ On-line Component~ Center-based Activities~ RtI Alignment (built-in)~ Soar to Success – Grade 5~ Pacing Guides~ Smartphone Link to Lesson – Grade 6

2013-2014• Fluencies - Sprints• Standards for Mathematical Practice • Performance Based Tasks• Review of Annotated Questions• Coach Resource• Revision of Interim Assessments – CC aligned

Grades 7 & 82013-2014• Exploring Go Math 6-8, Big Ideas & Digits Resources (Anticipated Selection Date by Thanksgiving)• Assessment Support Materials “Coach-like”• Fluencies• Standards for Mathematical Practice • Performance Based Tasks• Review of Annotated Questions

Algebra 1 Grades 8 & 9

What’s New?~ New Exam Scheduled for June 3rd

• “Requirement beginning with 9th Grade Cohort” ~ June 20th Regents – Integrated Algebra - 2005 VersionQuestion?

• Take both assessments? If so, the higher grade will be used on the transcript

Instructional Materials~ On Core Support Workbook~ Access to Curriculum Modules 1-4 from Engage NY “commoncore.org”

2013-2014• Fluencies• Standards for Mathematical Practice • Performance Based Tasks• Review of Acceleration - Meeting the Needs of the Individual Learner

*No new textbook published truly aligned to Common Core Shift Standards

II. Instructional SupportStaff Training• Math Chairperson, Christian Bowen • Consultant, Lawrence Farrell• Staff Development – 18 Hours, Department Meetings,

Professional WorkshopsResources• Fasttmath, Scholastic

~ Grades K-8, RtI, Special Education• IXL.com

~ Grades 5 Algebra ~ Home and classroom support

• Mathrightnow.com ~ Grades 9-12, student resource

Presentation for the Board of Education

by Lawrence Farrell

• What makes CC different than other initiatives?• Our Plan

Standards for Mathematical Practice

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

2. Reason abstractly and quantitatively.3. Constructive 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.

Our Plan

• Introduce teachers to the theory of CC math

• Make fluency a priority in our classes• Assure that students are practicing the

SMP’s• Advance our (teachers/administrators)

Common Core mathematics to new levels

III. Next Steps: • Building Capacity – Focused and Differentiated Staff

Development Based on District, School and Individual Teacher Needs.

• Parent Education – Engage NY– Parent Organization– Parent University

• Common Core Curriculum Alignment• Data Analysis• Selecting Aligned Instructional Materials• Goal Setting