Geometry k-6

1. Geometryk-6 Elko County School District CCSS Math Professional Development Module 3, Week 3 Digging into the CCSS, part 2

2. Today’s Agenda We will… • Identify key vocabulary within the standards. • Add clarifying information to standard components. • Review Critical Areas of Focus and begin making connections to other domains

3. 3 Shifts in CCSS Mathematics Shift 1: Focus: Focus strongly where the standards focus. Shift 2: Coherence: Think across grades, and link to major topics within grades Shift 3: Rigor: In major topics, pursue conceptual understanding, procedural skill and fluency, and application with equal intensity. CCSS help make our plates more healthy and nutritious (Beers 2012).

4. Unpacking and Repacking What is the purpose of unpacking the standards? “As a process, there is certainly power and potential for professional learning in ‘unpacking’ the (standards). However, ‘unpacking’ –at best- is only a small part of the professional learning rather than the beginning… If ‘unpacking’ is to be successful, it needs to be done by all educators within the system, not by a select few. The focus must remain, at all times, on the process of ‘unpacking’ and not the product. -Kansas Department of Education Week 2 Step 1: Target a standard Step 2: Chunk the Main Categories Step 3: Identify all standard components Step 4: Identify the Developmental Progression Week 3 Step 5: Identify Key Vocabulary Step 6: Add Clarifying Information Critical Areas of Focus

5. 2.G.3 Partition circles and rectangles into two, three, or four equal shares Describe Recognize Partition circles and rectangles into four equal shares, using the word fourths, fourth of 2.G.3 Describe the whole as two halves, three thirds, four fourths 2.G.3 Recognize that equal shares of identical wholes need not have the same shape 2.G.3 Partition circles and rectangles into two equal shares, using the word halves, half of 2.G.3 Partition Partition circles and rectangles into three equal shares, using the word thirds, third of 2.G.3 Partition circles and rectangles into two equal shares, using the word halves, half of 2.G.3 Fourths Fourth of Identical whole Builds on 1.G.3 Thirds Third of Needed for 3.G.2 whole partition rectangle Halves Half of Partition a shape into fourths in different ways Pattern Blocks Fraction Bars/Circles 2/2 = one whole Equal shares circle

6. Why are we Unpacking Standards? • To understand what the standards are asking students to know, understand, and be able to do • To make time for professional discussion about the standards • To build upon and use common terminology when discussing the implementation of the standards Unpacking is standards is not a substitute document for the Common Core Standards, it is a record of the conversation of those who are involved in the process of digging into the standards.

7. Step 5: Identify Key Vocabulary • Identify content vocabulary directly from the standard. • Identify additional vocabulary students will need to know to meet the standard. green

8. 2.G.3 Partition circles and rectangles into two, three, or four equal shares Describe Recognize Partition circles and rectangles into four equal shares, using the word fourths, fourth of 2.G.3 Describe the whole as two halves, three thirds, four fourths 2.G.3 Recognize that equal shares of identical wholes need not have the same shape 2.G.3 Partition circles and rectangles into two equal shares, using the word halves, half of 2.G.3 Partition Partition circles and rectangles into three equal shares, using the word thirds, third of 2.G.3 Partition circles and rectangles into two equal shares, using the word halves, half of 2.G.3 Fourths Fourth of Identical whole Builds on 1.G.3 Thirds Third of Needed for 3.G.2 whole partition rectangle Halves Half of Equal shares circle

9. Step 6: Add Clarifying Information • Kid-friendly language to add clarity • Clarifying pictures, words, or phrases • Definitions, examples • symbols, formulas, pictures, etc. CAUTION: do not replace important vocabulary that is included in the standard. yellow

10. 2.G.3 Partition circles and rectangles into two, three, or four equal shares Describe Recognize Partition circles and rectangles into four equal shares, using the word fourths, fourth of 2.G.3 Describe the whole as two halves, three thirds, four fourths 2.G.3 Recognize that equal shares of identical wholes need not have the same shape 2.G.3 Partition circles and rectangles into two equal shares, using the word halves, half of 2.G.3 Partition Partition circles and rectangles into three equal shares, using the word thirds, third of 2.G.3 Partition circles and rectangles into two equal shares, using the word halves, half of 2.G.3 Fourths Fourth of Identical whole Builds on 1.G.3 Thirds Third of Needed for 3.G.2 whole partition rectangle Halves Half of Partition a shape into fourths in different ways Pattern Blocks Fraction Bars/Circles 2/2 = one whole Equal shares circle

11. Repacking: Putting it all Together “These (Mathematical) practices are intended to underlie all instruction in mathematics, but if one focuses only on the standard statements very little direct evidence of them can be found. Also, the first page at each grade (K-8) identifies a series of ‘Critical Areas’ that are to be used as the broad ideas on which to plan all instruction around at that grade…A focus on the standards statements will find no reference to these and will miss a large part of the instructional impact intended with the new Standards.” -Kansas Department of Education In this module… • Mathematical Practices (Week 1) • Critical Areas of Focus • Rigor and Relevance (week 4) • Tasks and Strategies (week 5 & 6)

12. Video: The Importance of Focus in MathematicsJason ZimbaThe Hunts Institute Critical areas of focus are “intricate, difficult, necessary things prerequisite for the next level’s intricate, difficult, and necessary things.” (Zimba 2011).

13. Critical Areas of Focus • The critical areas are designed to bring focus to the standards at each grade by describing the big ideas that educators can use to build their curriculum and guide instruction. • 2-4 critical areas per grade level

14. Critical Areas of Focus While reading about your grade level in the Critical Areas Progression document, consider the following questions for discussion. • What connections can you make across the Critical Areas in your grade level? • When your students leave you at the end of the school year, what are the critical understandings your students need to take with them?

15. Refine Task Look at your task from Week 1. • What is the standard(s) you are teaching through your task? • Does it fit into one or more critical areas? • How can you adjust your task to make connections across more than one standard cluster, domain, or critical area?

16. Wrap Up: Reflection • How did today’s training impact your understanding of these standards? • No impact • Some impact • Significant impact • What ah-ha’s did you have today? • What questions do you still have about this domain?

17. Content Resources Burke, Kay. Balanced Assessment: From Formative to Summative. 2010. Solution Tree Press. Bloomington, IN. Kansas Department of Education. May 2011. A Cautionary Note About Unpacking, Unwrapping, and/or deconstructing the Kansas Common Core Standards. Available at www.ksde.org. Ohio Department of Education. February 2012. K-8 Standards Progression. Available Online: education.ohio.gov Zimba, Jason. The Importance of Mathematical Practices. Video vignette. 2011. James B. Hunt, Jr. Institute for Educational Leadership and Policy