South dakota common core state standards phase i mathematics
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South Dakota Common Core State Standards Phase I - Mathematics. November 8 and 9, 2011 K – 6. WELCOME. WHO ARE WE? Roxane Dyk : ESA 3 [email protected] Pat Hubert: ESA 2 [email protected] Credit Information. Agenda. 9:00 Begin Introduction Examining the Standards

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South dakota common core state standards phase i mathematics

South Dakota Common Core State StandardsPhase I - Mathematics

November 8 and 9, 2011

K – 6


Welcome
WELCOME

  • WHO ARE WE?

    • RoxaneDyk: ESA 3

      • [email protected]

    • Pat Hubert: ESA 2

      • [email protected]



Agenda
Agenda

9:00 Begin

  • Introduction

  • Examining the Standards

  • Mathematical Practices Exploration

  • Disaggregate Standards

  • Muddiest Water

    11:30 – 12:30 Lunch on Your Own

    12:30 – 12:45

    -Talk about the muddiest points

    12:45-3:30

  • Continue to Disaggregate Standards

  • Peer Review

  • Exit Questions

  • Credit



Welcome from dr schopp
Welcome From Dr. Schopp

  • Welcome



Using the web site
Using the Web Site

http://sdccteachers.k12.sd.us

Bookmark it!


Getting to know you
Getting to Know You!

Directions:

  • Select a piece of candy

    • Eat the candy

    • Save the wrapper


Getting to know you1
Getting to Know You!

Share with Your Table Mates

  • Introduce yourself, what you teach, where you teach and

  • What “standards” did you use to select your candy?


Pre survey data
Pre-Survey Data

Where are we today?

  • What were some of the key points you got from watching the videos and doing the pre-work?


Discussion board
Discussion board??

  • Looking forward to working with other teachers.

  • Excited about the new standards

    • More specific, align across grade-level

  • Is there a series that fits best with CCSS?

  • How do these compare to the old standards?

  • How do I keep the fidelity of the series I have to use and still honor CCSS?



Things to think about as we begin the process
Things to think about as we begin the process…

  • Role of participants/School leaders

  • We are providing materials for you to be successful

  • Keep information/process/materials in pure form

  • What support do you need from your district?



Ccss mathematics standards
CCSS Mathematics Standards

Two Types of Standards

  • Mathematical Practice

    (recurring throughout the grades)

  • Mathematical Content

    (this will be different at each grade level)


8 Standards for Mathematical Practice

http://commoncoretools.files.wordpress.com/2011/03/practices.pdf


Sdccss mathematics standards
SDCCSS Mathematics Standards

The standards for mathematics:

  • are focused, coherent, and rigorous

  • aim for clarity and specificity

  • stress conceptual understanding of key ideas

  • balance mathematical understanding and procedural skill

  • are internationally benchmarked



8 standards of mathematical practice
8Standards of Mathematical Practice

Directions:

  • Locate the “8 Standards of Mathematical Practice” laminated card on your table.

  • Each Table Group Will Review One Standard of Mathematical Practice and Teach that Standard to the Large Group.


Process
Process

  • Choose a recorder, reporter and time keepter

  • Record group thinking on Frayer Model note sheet during the discussion

  • Make a Frayer Model Poster to describe the standard to the large group.



Exit strategy
Exit Strategy

Muddiest Point

Think of ONE idea you are still confused about from this morning?

Write it on your index card.


Lunch
Lunch

On Your Own

Please Return By 12:30


Peer review
Peer Review

Muddiest of the Muddiest


Cracking the code
Cracking the Code

What does it all mean?

Let’s take a look…



Disaggregating standards
Disaggregating Standards

You Will Need:

  • The Disaggregating Template

  • The Disaggregating Peer Review Document

  • Your assigned Common Core Standard

    Process:

  • We will model a section then you will complete

    that section for the standard you have been

    assigned at your table.

  • As you complete each section use the Peer Review

    document to define quality.

  • Peer Review will be completed at the end of the process.




  • http://sdccteachers.k12.sd.us

    • Download Math Template to your desktop


Modeling the process math
Modeling the Process: Math

  • Discussion Points:

  • Find strand: http://sdccteachers.k12.sd.us/

  • Find previous year standard (if applicable)

  • Find following year standard (if applicable)

  • Quality will be defined by the Peer Review document


Modeling the process
Modeling the Process

I can add numbers to 999 in many ways that make sense to me.

I can subtract numbers to 999 in many ways that make sense to me.

3: NBT.2 Fluently add and subtract within 1000 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.

Must be written as an “I can” statement



Developing the know
Developing the ‘Know’

  • The facts, definitions, dates, places, names, processes, and examples you want students to know in order to master the standard.

  • Nouns or Short Phrases

  • Bulleted lists or statements, not complete sentences

  • Include essential facts that are new…donot include a list of prior knowledge, facts or definitions that student may use to learn new content.

    • Name of coins, value of coins, name of shapes,

    • Communitive Property, 1960, 1492


Modeling the process1

S

Modeling the Process

  • Compose and decompose numbers

  • Use addition and subtraction to solve non-routine problems

  • Expanded notation

  • Commutative property of addition

  • Associative property of addition

  • Fluently add and subtract numbers

Students will understand that:

3: NBT.2 Fluently add and subtract within 1000 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.

  • Keep in Mind :

  • Stems for “know” are nouns


Developing statements of understanding
Developing Statements of Understanding

  • S of U (statements of understanding) are written statements of truth, the core to the meaning(s) of the lesson(s) or unit.

  • S of U are what connect the parts of a subject to the student’s life and to other subjects.

  • It is through the understanding component of instruction that we teach our students to truly grasp the “point” of the lesson or experience.

  • Understandings are purposeful. They focus on the key ideas that require students to understand information and make connectionswhile evaluating the relationships that exist within the understandings.


Examples of understand statements
Examples of ‘Understand” Statements

Statements of Understanding are Essential Truths That Give Meaning to the Topic

Begin with “I want students to understand THAT…”

  • multiplication is another way to do addition.

  • there are a variety of strategies used to add numbers.

  • scale models can be used to represent real world scenarios

  • any combination of coins can be combined to make .50.


Understand misconception alert
Understand – MISCONCEPTION ALERT!

If it is difficult to distinguish between the ‘Know’ and the ‘Understand’ it is likely because the statement is pitched too low and as written, it lacks an essential truth; is focused only on facts and skills.

KNOW: Columbus came to the New World in 1492.

UNDERSTAND: When faced with conflict, individuals and groups either adapt or migrate to seek better conditions.


Modeling the process2

S

Modeling the Process

  • Students will understand that:

  • Problems can be solved using the addition and subtraction processes.

  • there is a relationship between the properties of operations and solutions of additions problems.

  • students use addition to check subtraction.

  • the value of a digit in our number system is determined by its place value position

3: NBT.2 Fluently add and subtract within 1000 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.


Developing do statements
Developing ‘Do’ Statements

  • ‘Do’ statements are action statements and begin with a verb.

  • Student performance provides evidence of mastery of the standard(s).

  • ‘Do’ statements describe procedural, application or extended thinking.

  • State that students can explain, interpret, apply, empathize or have perspective or self-knowledge, etc.

  • ‘Do’ statements do not describe a specific learning activity


Do statement misconception alert
DO’ Statement Misconception Alert!

The ‘Do’ is the Learning Outcome

  • May be Demonstration of Mastering a Standard

  • Evidence of a Thinking Skill

  • A Basic Skill of a Discipline

    Example:

  • Compare two novels to determine common themes.

    Non-Examples: (Not what happens in the lesson or what the teacher will do)

  • The students will complete a RAFT assignment in cooperative groups.

  • The teacher will read a story to the class and ask students to complete one of the three task cards based on their interests.


  • Modeling the process3

    S

    Modeling the Process

    • Construct expanded notation for numbers up to 1000.

    • Prove/explain solutions using manipulatives.

    • add two-digit numbers within 1000.

    • Apply place value to solve mental math problems.

    • Use a variety of strategies to solve addition problems.

    • Story problems can be solved using various addition strategies.

    3: NBT.2 Fluently add and subtract within 1000 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.

    • Discussion Points :

    • A hint for identifying the “Do” are verbs


    Dissecting standards into kud
    Dissecting Standards into KUD

    Standard: Fluently add and subtract within 1000 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.



    Modeling the process4
    Modeling the Process

    Fluently, strategies, place value, addend, algorithms, within

    Standard:

    3: NBT.2 Fluently add and subtract within 1000 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.

    • Keep in mind:

    • Key vocabulary teachers need to know/understand to work with the standard


    Modeling the process5
    Modeling the Process

    To be able to use mental addition and subtraction when buying items.

    To make sure the correct change was given.

    3: NBT.2 Fluently add and subtract within 1000 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.

    • Keep in Mind:

    • How might the grade level expectation be applied at home, on the job or in a real-world, relevant context?

    • A stem for the conversation with students to answer the question “why do I have to learn this?”.


    Peer review process
    Peer Review Process

    • Process

      • Assign Roles (2 minutes)

        • Facilitator/Time Keeper (Keeps Group on Task)

        • Recorder (Provides Written Feedback to Share).

        • Reporter (Provides Verbal Feedback)

      • (Exchange Standards) Reviewing Groups: Individually Review Standards (5 minutes)

      • Presenting Groups: Walks Through Your Standard with Reviewing Group (5-7 minutes per group)

        • Reviewing Groups: Ask Clarifying Questions

      • Reviewing Groups: Use “Peer Review Template” to provide written feedback. (15 minutes)

      • Reviewing Groups: Share feedback with designers (5-7 minutes per group)



    Consensus map
    Consensus Map

    • Come together with the other group working on the same standard and begin to create 1 map to put on the website.

    http://sdccteachers.k12.sd.us



    Evaluation of the day
    Evaluation of the Day

    • What did you like about today’s process? List 2 items.

    • What did you dislike about today’s process?

      List 2 items.

      Please be honest, we will make changes based on your feedback.



    Thank You

    See You Tomorrow at 8:00 am


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