+Washington

State Mathematics

Fellows

Greta Bornemann October 23, 2013

+Welcome!You represent a statewide group of educators dedicated to implementing the CCSS to work with teachers, impact classroom instruction and maximize the student impact.

+Fellows – who are we?

We are teacher-leaders supporting the implementation of the CCSS in our district.

We have district sponsorship of our work, and a plan to work with administration and other teachers.

We are a part of a regional and state cadre of teacher-leaders working together on common goals.

We inform regional and state implementation efforts.

+Larger context

+Purpose of the Fellows

To be a part of and support a system that focuses on math making sense for all students. --Leadership in the Extended Community

This requires all of us to be intentional about putting the shifts into practice to reflect the CCSS vision both around the student making sense of the mathematics and demonstrating that understanding. –Leadership of Others and Self

The Fellows will use a formative assessment cycle that will support change in practice and experiences students have with the mathematics. –Leadership of Self

+Plan for the year Four regional meetings One state-wide meeting (for a subset of the Fellows)

Meetings centered around: Leadership of Self

Learning together and learning of new resources Engaging in a formative assessment cycle

Leadership of Others Reflecting on leading adult learners—Professional Development

Clips Planning next steps

Leadership in the Extended Community Providing feedback to the state-wide system Planning next steps

+ The Three Shifts in Mathematics

Focus: Strongly where the standards focusCoherence: Think across grades and link to major topics within grades Rigor: In major topics,

pursue with equal intensity: Conceptual understanding Procedural skill and fluency Application

+ 8

7th grade: 7.NS.A Apply and extend previous understandings of operations with fractions.7.NS.A.1

Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers; represent addition and subtraction on a horizontal or vertical number line diagram.

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+ 9

This is a critical area of focus for 7th Grade

“Students extend addition, subtraction, multiplication, and division to all rational numbers, maintaining the properties of operations and the relationships between addition and subtraction, and multiplication and division. By applying these properties, and by viewing negative numbers in terms of everyday contexts (e.g., amounts owed or temperatures below zero), students explain and interpret the rules for adding, subtracting, multiplying, and dividing with negative numbers.

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+Some New Ways of Doing BusinessA number line is shown below. The numbers 0 and 1 are marked on the line, as are two other numbers a and b. (This task assumes that the number line is drawn to scale.)

Which of the following numbers is negative? Choose all that apply. Explain your reasoning.

1. a−1

2. a−2

3. −b

4. a+b

5. a−b

6. ab+1

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+6-8 Progression on the Number System

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+What’s next for the Fellows?Support from OSPI: Statewide meeting Collecting informationSupport from Regional Mathematics Coordinators: Regional meetings On-going technical assistanceSupport from district/building: Work with teachers to support implementation of CCSS

+You can't wring your hands and roll up your sleeves at the same time.~Pat Schroeder

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Thank YOU!Common Core Supports:

Greta Bornemann,Greta.Bornemann@k12.wa.us

Anne GallagherAnne.Gallagher@k12.wa.us