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CCSS Mathematics K-5

CCSS Mathematics K-5. CRW 2012. Today’s Learning Targets. I can understand that CCSS math standards requires a different type of teaching, which also requires a different type of assessing.

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CCSS Mathematics K-5

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  1. CCSS MathematicsK-5 CRW 2012

  2. Today’s Learning Targets • I can understand that CCSS math standards requires a different type of teaching, which also requires a different type of assessing. • I can understand that this different way of teaching and assessing has an impact on the work that we will be doing this week, as we create (3rd-5th) and revise (K-2nd) our Baseline and Benchmark Assessments.

  3. Math Shifts teachers & students: • Focus- Teach less, go deeper • Coherence- Build on previous learning and connect concepts • Rigor- Balance of conceptual understanding, procedural skill and fluency, and application of skills in problem solving situations

  4. When planning, ask “What task can I give that will build student understanding?” rather than “How can I explain clearly so they will understand?” Grayson Wheatley, NCCTM, 2002

  5. Teaching for Understanding Through Cognitive Demand The kind and level of thinking required of students to successfully engage with and solve a task.

  6. Cognitive Demand Spectrum MEMORIZATION PROCEDURES WITH CONNECTIONSTO UNDERSTANDING, MEANING, OR CONCEPTS PROCEDURES WITHOUT CONNECTIONS TO UNDERSTANDING, MEANING, OR CONCEPTS DOING MATHEMATICS Tasks that require engagement with concepts, and stimulate students to make connections to meaning, representation, and other mathematical ideas Tasks that require memorized procedures in routine ways

  7. Level 1: Recalling and Recognizing Student is able to recall routine facts of knowledge and can recognize shape, symbols, attributes and other qualities. Level 2: Using Procedures Student uses or applies procedures and techniques to arrive at solutions or answers. Depth of Knowledge

  8. Depth of Knowledge Level 3: Explaining and Concluding Student reasons and derives conclusions. Student explains reasoning and processes. Student communicates procedures and findings. Level 4: Making Connections, Extending and Justifying: Student makes connections between different concepts and strands of mathematics. Extends and builds on knowledge to a situation to arrive at a conclusion. Student uses reason and logic to prove and justify conclusions.

  9. Balance Defined “WHERE” THE MATHEMATICS WORK “HOW” THE MATHEMATICS WORK “WHY” THE MATHEMATICS WORK Problem Solving Computational & Procedural Skills DOING MATH Conceptual Understanding

  10. Understanding the Math The “Why” behind the math- students need to know why and be able to explain why! Develop the concept then teach the procedure that goes along with that. Concrete  Representational  Abstract

  11. Timeline for Common Core Mathematics Implementation Common Core State Standards Adopted June, 2010

  12. Let’s look at a familiar problem…

  13. a. b. c. d. Which of the following represents ?

  14. Same problem- a new twist…

  15. 1a. ο Yes ο No ο Yes ο No 1b. ο Yes ο No 1c. ο Yes ο No 1d. For numbers 1a – 1d, state whether or not each figure has of its whole shaded.

  16. Turn and Talk • This item is worth 0 – 2 points (depending on the responses). • What series of Yes and No responses would a student earn • 2 points? • 1 point? • 0 points?

  17. 1a. ο Yes ο No ο Yes ο No 1b. ο Yes ο No 1c. ο Yes ο No 1d. For numbers 1a – 1d, state whether or not each figure has of its whole shaded.

  18. For numbers 1a - 1d, state whether or not each figure has of its whole shaded. 2 points: YNYN 1 point: YNNN, YYNN, YYYN 0 point: YYYY, YNNY, NNNN, NNYY, NYYN, NYNN NYYY, NYNY, NNYN, NNNY, YYNY, YNYY

  19. Let’s Do Some Math!

  20. Sample Open-Response Question - Bill McCallum, 2012 In the barnyard is an assortment of chickens and pigs. Counting heads I get 13; counting legs I get 46. How many pigs and chickens are there?

  21. Place Value • Complete traditional place value wkst. • Now, look at CCSS worksheet

  22. Base Ten Activity • 160 How many ones do you have? • Using your base ten blocks and your place value mat, show me how to represent 160 • Now, show me how to represent 160 a different way • This example could be used in K-5 (different numbers) • Kindergarten calendar example

  23. Place Value- Table Talk • Traditional worksheet vs Common Core worksheet • What do you notice?

  24. Assessments • Assessment Specifications Summary is in your CRW folders and on our ISS Common Core wiki to guide you as you create your Baseline and Benchmarks.

  25. Thank You!! • Let’s put our brains to work, creating quality baselines and benchmarks that reflect the teaching and understanding of the CCSS!! 

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