WELCOMEELEMENTARYMATHEMATICS EDUCATORS & PRINCIPALS

Day 3 Educator Effectiveness AcademySummer 2011

DAY 3The participant will:

Continue to reflect on how the Standards for Mathematical Practice will be infused into daily instruction in the mathematics classroom.

Continue to investigate the content of the Common Core State Standards for Mathematics (CCSSM) and related documents.

Find Someone Who

Outcome:

The participant will refine his/her understanding of the Common Core State Standards and the associated vocabulary.

• Mix and mingle, ask each other one question on the handout.

• Record the correct answer and the name of respondent

• Move to a new person and ask another question.

• Continue until the handout is complete.

FIND SOMEONE WHO

Find someone who can tell youhow many Standards there are for Standards of

Mathematical Practice.

Find someone who can name two domains in grade 4.

Find someone who can tell you the difference between a Domain and

a Cluster.

Find someone who can name 2 different standards of mathematical

practice.

Find someone who can tell you what the code 7.RP.2a stands

for.

Find someone who can tell you what should be infused

into daily mathematics instruction.

Find someone who can tell you where to find the domain of Counting and Cardinality.

Find someone who can tell you the name of your facilitator/teacher.

Find someone who can tell you where the domain of functions is introduced.

John Doeanswer

Your Name Goes Here

Record name and answer

Learning Progression of a Standard

Outcome:

The participant will develop a learning progression that includes a selected standard.

LEARNING PROGRESSION OF A STANDARD

1. In your group, discuss what a student must know before learning the targeted standard and what knowledge the targeted standard will support in later coursework.

2. Find the “Targeted Standard” in the appropriate grade in the Common Core State Standards for Mathematics or the appropriate Frameworks.

3. Search the different grade levels before and after, for standards that fall into a Learning Progression with this standard.

4. Record your findings on the provided table.

CourseStandardCode(s)

The Standard Rationale

Prekindergarten

PKMD Sort objects into categories and compare quantities

KindergartenKMD3 Classify objects into given categories and count to tell how many are in each

category.

1st Grade

1MD4 Organize data into three categories.Interpret data by asking which category has more/less.

2nd Grade 2MD9 Make line plot to represent measurement data

3rd Grade3MD3 Scaled picture graph and scaled bar graph to represent a data set

4th Grade4MD4 Line plots used for solving fraction addition and subtraction problems

5th Grade

5MD2Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8). Use operations on fractions for this grade to solve problems involving information presented in line plots.

6th Grade6SP3 Measure of Center versus Measure of Variation in a data set

7th Grade 7SP3 Use a dot plot to show mean absolute deviation.

8th Grade

Sample Response

• The Common Core State Standards for Mathematics were developed with consideration for research-based learning progressions that detail what is known today about the development of students’ mathematical knowledge, skill, and understanding over time.

• Examination of selected standards that exemplify a learning progression from one grade/course to another is intended to provide evidence of this fact.

SUMMARY

PrincipalsWelcome to Session 2

Day 3Outcomes for Session 2The participant will:

•Identify the Standards for Mathematical Practice that would be employed while completing a selected rich open-ended mathematics task

•Identify standards that need support and offer suggestions regarding the types of support that would be useful

Standards for Mathematical Practice

8 Corners Outcome

The participant will identify the Standards for Mathematics Practice that would be employed while completing a selected rich open-ended mathematics task.

At the end of your party, there were two boxes of pizza with some pieces left over. Box A had two slices of a medium cheese pizza left over that had been cut into eight equal pieces. Box B had two slices of a medium cheese pizza left over that was cut in six equal pieces.

Which box do you want to take home and why? Justify your response using models and pictures.

Share

Why did you make your selection?

Toolkit InputOutcome

The participant will identify standards that need support and offer suggestions regarding the types of support that would be useful.

•Review your assigned Domain

•Independently, select 5 Standards that are in need of support

•Record your selections on your “Individual Worksheet”

Toolkit Input

Ranking Standard Code Rationale

1

2

3

4

5

Individual Worksheet

As a group:

• Reach consensus on a “Top 5 List” for your group and record your results on the Group Toolkit Input form

•Suggest Toolkit components that would support the “Top 5 List”

Toolkit Input

Grade Level/Domain or Course/Unit

Top 5 Standards in Need of Supporting Documents

(Record the Code for the Standard)

Top 3 Toolkit Items that Need to be Created to Support this Standard

Additional Comments

1

2

Group- Toolkit Input FormGrade 4 Geometry

4.G.2Lessons Seeds

Lesson ideas to help students make sense of this standard.

What are your overall impressions of the standards that you reviewed?

PrincipalsWelcome to Session 3

Day 3Outcomes for Session 3The participant will:

•Make connections between the message delivered by a motivational speaker and the Standards for Mathematical Practice

•Formulate a plan for training teachers at their school

Dan Meyer VideoOutcome

The participant will make connections between the message delivered by a motivational speaker and the Standards for Mathematical Practice

• While watching the video, look for connections between Dan Meyer’s message and the Standards for Mathematical Practice

• Independently answer the provided questions

• Share responses with your table group

Dan Meyer Video

How does Dan Meyer’s philosophy on instruction compare to the Standards for Mathematical Practice?

ReflectionOutcome

The participant will formulate a plan for training teachers at their school.

• Independently, use the guiding questions to prepare discussion points to share with your school team

• Share discussion points with members of your group

Reflection

What should be included in upcoming Educator Effectiveness Academy sessions/webinars to help with the transition to the Common Core State Standards?

Exit Ticket