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Next Generation Standards 2 nd grade mathematics

Next Generation Standards 2 nd grade mathematics

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Next Generation Standards 2 nd grade mathematics

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  1. Next Generation Standards 2nd grade mathematics Ashlee Beatty – Wood County Schools Judi Hamrick- Tyler County Schools Sonah Smith- Wirt County Schools Thinking is a requirement for learning mathematics. Visible Thinking in Mathematics What is thinking?

  2. Welcome & Introductions

  3. Goals • Develop an understanding of the structure of the Next Generation CSOs • Develop an understanding of the Standards for Mathematical Practice • Develop an understanding of the mathematical content within the 2nd grade Next Generation Mathematics CSOs

  4. Nxt Gen vs Other Strategies Processes CCSS Shifts Using Standards for Instruction Knowing Standards

  5. Visible Thinking • Teachers explain their thinking out loud. • Students orally articulate their thinking. • Students listen to other students articulate their thinking. • Students engage in discussion while forming their understanding. Visible Thinking in the K-8 Mathematics Classroom Hull, Balka Miles

  6. What’s in the Bank? • Determine all possible combinations of coins for your piggy bank. Provide justification for your solution. • How do you know that you have found all possible combinations?

  7. Setting the Stage Teachers need to become students of the standards with his or her collaborative team. “…the standards define what students are expected to know and be able to do, not how teachers should teach.” CCSS authors

  8. Paradigm Shift in Professional Development How much mathematics a first grade in the United States learns, and how deeply he or she learns it, in many schools is largely determined by the student’s school and, even more directly, the first-grade teacher to whom the student is assigned. Sometimes, the inconsistencies teachers develop in their isolated practice can create gaps in curriculum content with consequent inequities in students’ instructional experiences and learning (Kanold, 206)

  9. One of the characteristics of high-performing elementary schools that are successfully closing the achievement gap is their focus on teacher collaboration as a key to improving instruction and reaching all students. (Education Trust, 2005; Kersaint, 2007)

  10. The world’s highest-performing countries in mathematics or sustained educational improvers—Singapore, Hong Kong SAR, South Korea, Chinese Taipei, and Japan—allow significant time for elementary school mathematics teachers to collaborate and learn from one another. (Mourshed, Chijioke, & Barber, 2010)

  11. In our schools, we prioritize teacher development over curriculum development. You do not make teachers better by handing them a packaged curriculum and sending them to a few days of training. Instead, teachers need time to analyze the standards, practice different teaching strategies, learn from mentors, collaborate with colleagues, observe one another, look at student work together, reflect on why certain approaches work better than others, learn from mistakes and continually improve. None of this is fast or easy, But it is how teachers become great. Deborah Kenny founder of Harlem Village Academies

  12. The Structure is the StandardsPhil Daro, Bill McCallum, Jason Zimba 1 – thing you learned 1 – question you have 1 – reaction to what you’ve read

  13. Next Generation Content Standards and Objectives for Mathematics in West Virginia Schools • Standards for Mathematical Practice • Content Standards and Objectives

  14. 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. • Look for and express regularity in repeated reasoning. Mathematical Standards

  15. Standards for Mathematical Practice • Read and study resources related to your assigned Standard for Mathematical Practice. • What is the intent of the Mathematical Practice? • What teacher actions facilitate this Mathematical Practice? • What evidence is there that students are demonstrating this Mathematical Practice? • Create a poster illustrating the key elements of the Standard for Mathematical Practice. • Connect SMP to “What’s in the Bank?” task. (Be ready to share evidence.) • Be ready to share.

  16. Ashlee Beatty- agaydac@access.k12.wv.us Judi Hamrick – jghamric@access.k12.wv.us Sonah Smith- Sonah.smith@access.k12.wv.us

  17. Next Generation Standards 2nd grade mathematicsDay 2 Ashlee Beatty – Wood County Schools Judi Hamrick- Tyler County Schools Sonah Smith- Wirt County Schools From Memory = Memorize

  18. Goals • Develop an understanding of the structure of the Next Generation CSOs • Develop an understanding of the Standards for Mathematical Practice • Develop an understanding of the mathematical content within the 2nd grade Next Generation Mathematics CSOs

  19. The Structure is the standards

  20. Next Generation Content Standards and Objectives for Mathematics in West Virginia Schools • Counting and Cardinality • Operations & Algebraic Thinking • Numbers & Operations Base Ten • Number & Operations Fractions • Geometry • Measurement & Data

  21. Transition from 21st Century Standards to Next Generation Mathematics Standards • FOCUS • FOCUS • FOCUS • Coherence • Rigor • Conceptual Understanding • Procedural Skill and Fluency. • Application

  22. Conceptual Understanding Skills Knowledge

  23. Job #1 for K-5 Mathematics Coming to a Stronger Understanding of Number and Operations Four Standards Focus on Number and Operations • Counting & Cardinality • Operations & Algebraic Thinking • Numbers and Operations-Base Ten • Number and Operation-Fractions

  24. Next Generation Standards Progression

  25. Digging deeper in the standards

  26. Create an irregular shape on the top half of the chart paper.

  27. What’s the Area? Use available materials to determine the area of your shape. Justify your solution.

  28. Thinking is a requirement for learning mathematics. Visible Thinking in Mathematics What is thinking?

  29. Next Generation Common Core Standards • Read and study resources related to Operations and Algebraic Thinking and Measurement and Data • What are the grade level priorities related to OA and MD? • Which Objectives in the Cluster Are Familiar? • What is New or Challenging in these Objectives? • On what topics do I need more knowledge? • Complete the Analysis Tool for OA and MD. • Be ready to share: • 1 Ah Ha ! • 1 Oh No ! Connect the standards to the “What’s the Area?” & the “Piggy Bank” task. Be ready to share evidence that supports the standards.

  30. What is fluency?

  31. Fluency: Simply Fast and Accurate? I Think Not! • Individually read this article. • As a group, develop a definition of FLUENCY. • Provide examples and non-examples for strategies to develop mathematical fluency of young students.

  32. Rigor-Application • Student use appropriate concepts and procedures for application • Provide opportunities for students to apply math concepts in “real world” situations • Outside of math students are using grade –level-appropriate math to make meaning of and access content Adapted from Achieve

  33. Required Fluencies in K-6

  34. Pathway to Fluency

  35. Strategies to Develop Fluency

  36. What NOT to do--- Teaching Basic Facts What to do--- Ask students to self-monitor Focus on self-improvement Drill in short time segments Work on facts over time Involve families Make drill enjoyable Use technology Emphasize the importance of quick recall of facts • Don’t use lengthy timed tests • Don’t use public comparisons of mastery • Don’t proceed through all facts all at once • Don’t move to memorization to soon • Don’t use facts as a barrier to good mathematics • Don’t use fact mastery as a prerequisite for calculator use

  37. Number Talks Number talks are short conversations centered around purposefully crafted computation problems.

  38. “Designer” Flashcards • Personalized according to individual student needs • Based on number relationships • Repeated practice of targeted facts

  39. Next Generation Standards 2nd grade mathematicsDay 3 Ashlee Beatty – Wood County Schools Judi Hamrick- Tyler County Schools Sonah Smith- Wirt County Schools From Memory = Memorize

  40. Goals • Develop an understanding of the structure of the Next Generation CSOs • Develop an understanding of the Standards for Mathematical Practice • Develop an understanding of the mathematical content within the 2nd and 3rd grade Next Generation Mathematics CSOs

  41. What do you see? art-artgallery.com Izabella Pavlushko

  42. Next Generation Common Core Standards • Read and study resources related to Number and Operations Base Ten and Geometry • What are the grade level priorities related to NBT and G? • Which Objectives in the Cluster Are Familiar? • What is New or Challenging in these Objectives? • On what topics do I need more knowledge? • Complete the Analysis Tool for NBT and G. • Be ready to share: • 1 Ah Ha ! • 1 Oh No ! Connect to previous student tasks.

  43. Now what do you see? art-artgallery.com Izabella Pavlushko

  44. Curate a Pinterest BoardGeometric Art • Create a Board for Geometric Art • Include a minimum of 5 works of art that represent 2nd and 3rd grade Geometry Standards

  45. Suggested Use ofWorks of Art • Display works of art in the morning. • Use the same piece for a period of time. • Enjoy • Discuss “What do you see?” • Re-create • Create original works of art • Display student original pieces • Place copies of Works of Art in the art center.

  46. Additive/multiplicative structures

  47. Write a short typical addition “word” problem.