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Common Core Summer Institute Fourth Grade July 31-August 2, 2012

Common Core Summer Institute Fourth Grade July 31-August 2, 2012. Today’s Schedule:. 12:00-1:15 Lunch 1:15-1:45 Multiplication & Division Situations 1:45-2:10 Investigations: Multiplicative Comparison Add-On Lesson 2 :10-2:20 Lesson Discussion 2:20-2:35 Break

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Common Core Summer Institute Fourth Grade July 31-August 2, 2012

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  1. Common CoreSummer InstituteFourth GradeJuly 31-August 2, 2012

  2. Today’s Schedule: 12:00-1:15Lunch • 1:15-1:45Multiplication & Division Situations 1:45-2:10 Investigations: Multiplicative Comparison Add-On Lesson 2:10-2:20 LessonDiscussion 2:20-2:35Break 2:35-3:15 Investigations Games 3:15-3:30 Gift Time! 8:30-9:00 Welcome, Norms, & Entry Task 9:00-9:45 Standards for Mathematical Practice Mini-Lesson 9:45-10:45 Grocery Store Task (10:10-10:25Break) 10:45-11:30 Standards for Mathematical Practice Key Points and Illustration 11:30-11:50 OA and NBT Scavenger Hunt 11:50-12:00 Moving from NCSCOS to CCSS

  3. Group Norms • Be engaged! You deserve the opportunity to learn and collaborate with colleagues! • Use our parking lot for questions, comments, and concerns.

  4. Operations and Algebraic Thinking (OA)Number and Operation in Base Ten (NBT) Today we will look at the following : *Standards for Mathematical Practice: What are they? What role do they play in student learning? *Explore Operations and Algebraic Thinking and Number and Operations in BaseTen content standards *Examine how new standards relate to Investigations content for OA and NBT *View item specs from Smarter Balance Assessment Consortium (SBAC)

  5. Brainstorm some equations that equal 348 using multiples of 10, multiplication, and subtraction. You may only use one number that is not a multiple of ten. Let’s Begin with Math: How do you know this expression equals 348? How did you use multiples of 10?

  6. Overview of Standards for Mathematical Practices • 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. • Look for and express regularity in repeated reasoning.

  7. Standards for Mathematical Practices Mini-Lesson • Students need to be exposed to each of the Standards for Mathematical Practice. • Mini-Lessons can be used introduce and provide experiences for students. • Practices should be grouped as they are introduced and referenced in math instruction daily.

  8. Standards for Mathematical Practices Mini-Lesson

  9. Standards for Mathematical Practices Mini-Lesson Create a pattern tower on your paper strips. Start with 15. Keep adding 12. Start with 13 . Keep adding 20. Start with 17. Keep adding 18. Start with 14. Keep adding 23. Complete your strip. Describe in writing how you used patterns or structures to complete each tower.

  10. Standards for Mathematical Practices Mini-Lesson

  11. Grocery Store Task • Smarter Balanced Item Spec

  12. Break Time! Mr. Lee “All I Do is Learn!” Please return in 15 minutes!

  13. Grocery Store Task • How is this task similar to or different from a question on the EOG? • How will teachers, students, and parents have to shift expectations to be prepared for tasks like this one?

  14. Standards for Mathematical PracticeKey Points & Illustrations • Identify the key points that your students would need to understand about the practices that your group has been assigned. • Identify some key points for your colleagues. • On your poster, illustrate and show key points for how you used your two mathematical practices in the grocery store task. • http://thinkmath.edc.org

  15. Standards for Mathematical Practice: What changes do we need to make to develop mathematically proficient students? • What changes will I need to make in how I teach and how my classroom operates? • How will collaborative and individual planning for math need to change? • How will I communicate new expectations to parents and students?

  16. Content Standards • Specific to your grade level • Separated into 5 Domains in 4th Grade • Domains are subdivided into Clusters • Clusters are subdivided in Standards

  17. Reading the Standards • Domains: overarching ideas that connect topics across the grades • Clusters: illustrate progression of increasing complexity from grade to grade • Standards: define what students should know and be able to do at each grade level

  18. Let’s Get Acquainted with Operations and Algebraic Thinking (OA) and Number and Operations in Base Ten (NBT) NCDPI Unpacking Documents http://maccss.ncdpi.wikispaces.net/Fourth+Grade • Read the content standards for OA and NBT • Read 4th Grade CCSS Sample Questions • Connect each sample question to one of the OA or NBT standards.

  19. Lunch Time! 12:00 – 1:15

  20. Common Multiplication & Division Situations • There are 3 kinds of Multiplication Situations: Equal Groups, Arrays, Area, Comparison. • Unknowns can be in any place in any of these situations. • Situations can involve discrete or more abstract situations. Use discrete before abstract.

  21. Common Multiplication & Division Situations

  22. Common Multiplication & Division Situations

  23. Multiplicative Comparison • TERC has created additional lessons to address new content in the CCSS. • You can view these lessons online at Pearson Successnet (www.pearsonsuccessnet.com) • You will receive the snap-in units and Common Guide in August. • Today, we are going to explore a new lesson from Unit 1.

  24. Multiplicative Comparison • You can view these lessons online at Pearson Successnet (www.pearsonsuccessnet.com) • Teacher Resources • Student Resources • Success Tracker

  25. Multiplicative Comparison 1.6A Darlene picked 7 apples. Juan picked 4 times as many apples. How many apples did he pick? Darlene Juan 7 x 4 = 28

  26. Multiplicative Comparison 1.6A Franco’s daughter is 2 feet tall. Franco is 3 times as tall as his daughter. How tall is he? Where is the x 3? What equation can we write to represent what’s happening in this problem? Where is the 2 in this problem? 2 x 3 =

  27. Multiplicative Comparison A tree in Helena’s yard is 35 feet tall. Helena is 5 feet tall. The tree is how many times as tall as Helena? 5 ft. 5 ft. 5 ft. 35 feet 5 ft. 5 ft. 35 ft. = 5 ft. x 5 ft. 5 ft.

  28. Multiplicative Comparison • How might you need to address needs of ELL, EC, and TD students? • What will you look and listen for to assess student understanding as they work? • Which Standards for Mathematical Practice might students use as they complete this task? • Which content standard(s) will students use in the work of this lesson?

  29. Break Time! The Ron Clark Academy “Problems Up!” Please return in 15 minutes!

  30. Game or Assessment? • Play Small Array, Big Array • Play Missing Factors • Play Multiple Turn Over • Smarter Balance Item Specs

  31. What Do You Think? • How do the games we played support student mastery of Common Core Standards? • How are the Smarter Balance item specs like/different from EOG type problems? • Considering the differences, what changes do we need to make in instruction?

  32. 1-1-1-Ticket Out the Door • One thing you learned • One idea that you will use in your classroom • One question you still have (Get a free gift as you head out the door!) susan.copeland@cms.k12.nc.us tia.taylor@cms.k12.nc.us

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