Plainview – Old Bethpage CSD Mathematics Board Report October 15, 2013 Christian Bowen

1. Plainview – Old Bethpage CSD Mathematics Board Report October 15, 2013 Christian Bowen Jill M. Gierasch Larry Farrell

2. Agenda District Updates Instructional Support Next Steps

3. 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

4. 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 Fluency Speed 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 Intensity Students are practicing and understanding. “Drills” and skills as balanced through extended application of math concepts.

5. Third Grade – (Properties) Pre - Common Core (3 x 4) x 2 = 3 x (4 x 2) This equation is an example of which property?

6. I can rewrite a multiplication problem in several different ways.

7. Third Grade – (Properties) Shift: Deep Understanding Common Core The 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.

8. Middle School Program Grades 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

9. Grades 7 & 8 2013-2014 • 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

10. 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 Version Question? • 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

11. II. Instructional Support Staff Training • Math Chairperson, Christian Bowen • Consultant, Lawrence Farrell • Staff Development – 18 Hours, Department Meetings, Professional Workshops Resources • Fasttmath, Scholastic  Grades K-8, RtI, Special Education • IXL.com  Grades 5  Algebra  Home and classroom support • Mathrightnow.com  Grades 9-12, student resource

12. Presentation for the Board of Education by Lawrence Farrell • What makes CC different than other initiatives? • Our Plan

13. Standards for Mathematical Practice • Makes sense of problems and persevere in solving them. • Reason abstractly and quantitatively. • Constructive 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.

14. 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

15. 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