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Common Core Math for Students with Disabilities

Common Core Math for Students with Disabilities. 2013 Making Connections Conference MS Gulf Coast Coliseum and Convention Center Thursday, June 6, 2013 Marla Davis, Ph.D., NBCT, Office Director for Mathematics Office of Curriculum and Instruction. Agenda. Keys to Shifting Instruction for

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Common Core Math for Students with Disabilities

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  1. Common Core Math for Students with Disabilities 2013 Making Connections Conference MS Gulf Coast Coliseum and Convention Center Thursday, June 6, 2013 Marla Davis, Ph.D., NBCT, Office Director for Mathematics Office of Curriculum and Instruction

  2. Agenda Keys to Shifting Instruction for Students with Disabilities The Standards for Mathematical Practice Scaffold Learning Authentic Mathematical Tasks

  3. The Structure of Disabilities in Learning Mathematics

  4. Math Instruction Issues that Impact Students with Disabilities Teacher-centered Teaching to “the middle” Isolated curriculum Algorithm-driven Lecture-style Irrelevant and inapplicable Lack of student-to-student interaction

  5. Work Session #1 The 1st Key to Shifting Instruction: The Standards for Mathematical Practice

  6. Standards for Mathematical Practice (Refer to CCSSM page 8) The Standards for Mathematical Practice describe ways in whichdevelopingstudent practitioners of the discipline of mathematics increasingly ought to engage with the subject matter as they grow in mathematical maturity and expertise throughout the elementary, middle and high school years. Designers of curricula, assessments, and professional development should all attend to the need to connect the mathematical practices to mathematical content in mathematics instruction.

  7. Work Session #1a: Analyzing the Standards for Mathematical Practice Directions: • Locate Handout #1a. • Select one person in your group to review one SMP. • As you read each SMP, create a list of 3 key words or phrases that summarizes the selected SMP. • As a group, have a “table-top discussion” about your selected SMP.

  8. The facilitator will select participants to report out.

  9. Standards for Mathematical Practice Make sense of problems and persevere in solving them. Reason abstractly and quantitatively. Construct 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. 8. Look for and express regularity in repeated reasoning.

  10. Work Session #1b: SMPs Placemat Activity Directions: • Locate the large brown envelope on your table labeled Standards for Mathematical Practice Placemat. • Empty the contents of the envelope on the table to allow every member of your group to see them (Handout #1b). • As a group, determine which column describes the behaviors indicated by each card.

  11. Work Session #1b: SMPs Placemat Activity (continued) persevere in solving them.

  12. Work Session #1b: SMPs Placemat Activity (continued)

  13. The facilitator will display the solutions for the Placemat Activity.

  14. Standards forMathematical Practice • In conclusion, the Standards for Mathematical Practice describe both __________________ and ______________ behaviors. • The SMPs will only become a part of our students’ everyday “math behavior” if teachers effectively and consistently ____________ what is expected by each Practice. • Teachers must proactively _____________ in order for the SMPs to emerge everyday in mathematical dialogue, activities, and tasks. Items on this slide are left blank intentionally.

  15. Making the Connection

  16. Work Session #2 The 2nd Key to Shifting Instruction: Scaffold Learning

  17. Work Session #2a: Activating Prior Knowledge Directions: • Locate Handout #2a. • As a team, write down five statements that you know about the three shapesprovided. (“sure statements”) • The facilitator will select several groups to share out.

  18. Work Session #2b: Providing Familiarity Directions: • Locate the small box of manipulatives/ tools on your table. • Discuss as a group, how each manipulative/tool might be used to address your group’s five “sure statements”.

  19. Work Session #2c: Creating Individualized Tasks Directions: • As a group, develop one assessment task that: • requires the use of one manipulative/tool from the box. • when solved, validates at least two of the “sure statements” created by your group. • Post your work on chart paper.

  20. Work Session #3 The 3rd Key to Shifting Instruction: Authentic Mathematical Tasks

  21. Work Session #3:Surrounded and Covered Directions: • Locate Handout #3. • Read the directions provided with the activity. • Based on your work in Work Sessions #1 and #2, • complete the task provided. • be prepared to discuss one Standard for Mathematical Practice evident in your work.

  22. Grade 4 Common Core State Standards: Measurement and Data Domain CCSS 4.MD.1: Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two-column table. For example, know that 1 ft is 12 times as long as 1 in. Express the length of a 4 ft snake as 48 in. Generate a conversion table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36), ... CCSS 4.MD.3: Apply the area and perimeter formulas for rectangles in real world and mathematical problems. For example, find the width of a rectangular room given the area of the flooring and the length, by viewing the area formula as a multiplication equation with an unknown factor.

  23. Grade 4 Common Core State Standards: Geometry Domain CCSS 4.G.2: Classify two-dimensional figures based on the presence or absence of parallel or perpendicular lines, or the presence or absence of angles of a specified size. Recognize right triangles as a category, and identify right triangles. CCSS 4.G.3: Recognize a line of symmetry for a two-dimensional figure as a line across the figure such that the figure can be folded along the line into matching parts. Identify line-symmetric figures and draw lines of symmetry.

  24. Conclusion: Adapting Math Instruction for Students with Disabilities

  25. Conclusion: Adapting Math Instruction for Students with Disabilities • Size • Time • Difficulty • Participation • Output method • Level of support • Teacher modeling • Alternate options • Scaffold Learning • Manipulatives/tool selection

  26. Homework • Find a “buddy” and write their name or email address on the line below. __________________________________________ • With your cell phone, take a picture of the mathematical task created by another group, from Work Session #2c. • Solve the task on 8 ½” x 11” paper and exchange papers with your “buddy”. • Identify the Standards for Mathematical Practice evident in your their work. • Have a brief discussion about your findings.

  27. CCSSM Exemplar Assessment Prototypes PARCC http://www.parcconline.org/samples/item-task-prototypes Smarter Balanced (SBAC) http://www.ode.state.org.us/serach/page/?id=3747 Illustrative Mathematics (IM) www.illustrativemathematics.org Mathematics Assessment Resources Service (MARS) http://map.mathshell.org/materials/lessons.php New York City Dept of Education (NYC) http://schools.nyc.gov/Academics/CommonCoreLibrary/TasksUnitsStudentWork/default.htm

  28. CCSSM Resources Common Core Website www.corestandards.org PARCC Assessment Administration Guidance http://www.parcconline.org/assessment-administration-guidance PARCC Grade Level Assessment Blueprints and Test Specifications http://www.parcconline.org/assessment-blueprints-test-specs Progression Documents for CCSSM http://math.arizona.edu/~ime/progressions/ PARCC Model Content Frameworks for Mathematics http://www.parcconline.org/parcc-model-content-frameworks SEDL CCSSM Support Videos http://secc.sedl.org/common_core_videos/

  29. MDE Resources Office of Curriculum and Instruction www.mde.k12.ms.us/ci MDE iTunes U (archived webinars) www.mde.k12.ms.us/itunes MDE Common Core Website www.mde.k12.ms.us/ccss CCSS and PARCC training materials https://districtaccess.mde.k12.ms.us/commoncore/ Curriculum and Instruction Listserv http://fyt.mde.k12.ms.us/subscribe/subscribe_curriculum.html

  30. MDE Contact Information Office of Curriculum and Instruction 601.359.2586 Office of Accreditation 601.359.3764 Nathan Oakley – Director of Curriculum and Instruction noakley@mde.k12.ms.us Dr. Marla Davis – Office Director for Mathematics mdavis@mde.k12.ms.us

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