Math Leadership Network Meeting

1. Math Leadership Network Meeting November 20, 2013

2. January 17 5-8pm, Central Square Middle School • January 18, 8am - 3:30pm, Central Square Middle School • Break-out sessions by grade level led by Math Teacher Leaders. The focus will be on understanding the complex math concepts and instructional approaches of the grade level standards. • $40 Charge per person • Visit Sciencecenter.ocmboces.org to register

3. Agenda • The Latest Communications from SED • Implementation and Misconceptions of the Math Modules • 7th & 8th Grade Accelerated Curriculum • 3rd – 8th Grade Periodic Assessment Project • OCM BOCES PD Opportunities • Q & A

4. The Latest From SED • PD Kits • New Progression Documents • Module Updates • Statistics Module • Teacher Flexibility • Supporting Documents • Overviews Units. Ratios, Functions • Implementation Guide Units • Checklist Units • Closing the Gaps • Assessment

5. Progressions • K Counting and Cardinality; K – 5 Operations and Algebraic Thinking • K – 3 Categorical Data; 2 – 5 Measurement Data • K – 5 Number and Operations in Base Ten • K – 5 Geometric Measurement • K – 6 Geometry • 3 – 5 Number and Operations - Fractions

6. Progressions • 6 – 7 Ratios and Proportional Relationships • 6 – 8 Statistics and Probability • 6 – 8 Expressions and Equations • 6 – 8 The Number System • HS Algebra • HS Statistics and Probability • Grade 8, HS Functions • HS Modeling

7. PK – 5 Modules Update Kindergarten Modules 1,2,3,5 1st Grade Modules 1-5 2nd Grade Modules 1-5 3rd Grade Modules 1-5 4th Grade Modules 1-4 5th Grade Modules 1-4 EngageNY

8. 6 – 12 Modules Update • Grade 6 Modules 1 - 3 • Grade 7 Modules 1 - 3 • Grade 8 Modules 1 – 4 • Algebra Modules 1 - 5 • Geometry Module 1

9. Developing Statistical Thinking Across the Grades

10. Developing Statistical Thinking Across the Grades

11. Curriculum Overviews • Provides a picture of the modules at each grade level • Year-long Summary • Module Sequence Rationale • Major Emphasis Clusters • Alignment Chart with Time Line and Standards

12. Implementation Guide • Information for implementing modules in classrooms • Standards for Mathematical Practice • Assessment Approaches • Differentiation Strategies for ELLs, SWDs, Above Level and Below Level Learners • Mathematical Models

13. CCLS Checklist • Cross-reference of when each standard is addressed • Major emphases standards are marked with an asterisk • Post State Assessment are marked with a “+” sign • If you are adapting or referring to the modules you could use this document to determine which module addresses a particular standard

14. Implementing The Modules • Logistical Issues: Pacing, Scripts, Answer Keys • Instructional Issues: Gaps, Models and Strategies • Mastery vs. Student Success • Teacher Flexibility and Interpretation • Fidelity • Student Reactions • Parent Comfort and Support

15. A Word from the Commissioner Guidance on Integrating Curricular Materials into the Classroom

16. The optional curricular materials on EngageNY are designed to be adopted or adapted. Educators will find both PDF and Word versions available for their use. Some lessons provide detailed instructions or recommendations but it is important to note that the lessons are not scripts and rather they should be viewed as vignettes so that the reader can imagine how the class could look. 

17. Lessons are adaptable and allow for teacher preference and flexibility so that what is happening in the classroom can both meet students' needs and be in service to the shifts and the standards. If you do choose to make significant changes to lessons, the Tristate/EQuIP rubric is available to help you evaluate the quality, rigor, and alignment of your adapted lessons.

18. Also, please note that the Math modules include a significant number of problem sets so that students have ample opportunity to practice and apply their knowledge. Educators can help students to achieve deep conceptual knowledge by asking them to complete selected problems that have been designed in a sequential, thoughtful order. It is not expected that all the problems in a problem set be administered, but rather educators can choose from the ample amount of problems provided. Educators may certainly adapt this curriculum using their own judgment regarding student needs and pace of the semester and/or year.

19. Instructional Models and Strategies • 10 Frames • 5 Groups • Base 10 Blocks • Number Towers/Bundles • Quick 10 • Place Value Disks • Place Value Charts • Addition Recording • Multiplication Recording • Arrays • Area Model • Number Bonds • White Boards • Rekenrek

20. Instructional Models and Strategies • Tape Diagram • Vertical Number Line • Double Number Line • Hide Zero Cards • Sprints • Decomposing Numbers • Read-Draw-Write • Integer Game • Ratio Tables • Coordinate Plane • Equations y=kx • Fraction Tiles • Ratio Tables • Hundreds Chart

21. Number Bonds – A Foundation

22. The Tape Diagram 8 5 ? 5 8 ? • Part-whole models are usually more helpful when modeling situations where you are given information relative to a whole. • Compare to models are usually best when comparing quantities.

23. Try this… • 88 children were in swimming camp. One-third of the boys and three-sevenths of the girls wore goggles. If 34 students wore goggles, how many girls wore goggles?

24. 88 Children at swim camp Boys Girls 34 54 Did not wear goggles Wore goggles Wore goggles 20 14 34

25. Closing the Gaps • Foundational standards • Required fluencies from lower grades • Assessments from lower grades • Pre-Assessment • Differentiating and Scaffolding Instruction • Collaborating with your colleagues • Learn Zillion http://learnzillion.com/

26. Remediating Prerequisite Knowledge • Assessing Conceptual Understanding • Remediating Conceptual Understanding Gaps • Assessing Fluency • Remediating Fluency Gaps • Conceptual Questioning, Discussion, Models • Use 15 minute sessions or whole class sessions? • At beginning of year or all through the year? • Rapid White-Board Exchanges • Sprints

27. Conceptual Understanding • The 4 basic operations • Properties of operations • The equal sign; inequality • Fractions • Operations with negative numbers • Exponentiation • Systems of Equations

28. Remediating Strategy • Assess • Discuss and/or Model • Repeat • Use concrete objects – Starbursts and Tape Diagrams • Subtraction- Use “fewer” • Multiplication means “equal groups”. Use Array Model and Area Model. • Division - Say “How many 5’s in 25?” Instead of “25 divided by 5.” (½’s in 5? ½’s in 2/3?) • Rely on Properties to show math

29. Why is Negative x Negative a Positive? • (-5)(-3) = ? • -5 (0) = 0 • -5 (-3+3) = 0 • -5(-3) + -5(3) = 0 • -5(-3) + - 15 = 0 • -5(-3) has to be +15 • Why is the answer +15? • Multiplication by 0 = 0 • Additive Inverse (-3 + 3 = 0) • Distributive Property • 3 groups of -5 is equal to -15 • Additive Inverse (+15 -15 = 0)

30. Why is Negative x Negative a Positive? • The product is 2392. (2000+300+80+12) • Draw the model with 60 and -8 (instead of 50 and 2) x 40 and 6 since 60-8 is equal to 52. Is the product the same? (2400+360-320-48) • Draw the model with 60 and -8 x 50 and -4. The product has to be the same: 2392. In order for that to happen, the product in the green portion of the model has to be positive. (3000-240-400 + (-4x-8) =2392. If not, the product will not equal 2392.

31. Using a Tape Diagram to Show Division of Fractions

32. Assessment Support and Changes • Annotated Test Questions • Test Guides released before December break • PARCC decision is coming • Field-tested questions will remain on Assessments • Algebra Regents for 8th graders instead of NYS Assessment decision hopefully before December break • Only this year’s 9th graders have option for both exams • Cut score for passing will be similar to past years • Calculator issues-email Steve Katz

33. 7th and 8th Grade Acceleration • What are districts doing to address acceleration? • How can we use the modules? • 8th grade students taking Regents instead of 8th Grade State Assessment

34. Assessment Project • Multiple Choice and Extended Response Assessment • Quarterly Administration • Collaborative organized by BT BOCES • 3 – 8 Assessments available to OCM BOCES Component Districts (Math and ELA) • Contact Catie Reeve (creeve@ocmboces.org)

35. Regional PD Opportunities • Digging into the Modules • K – 5th Grade • 6th – 8th Grade • Grade Level Networking • K – 2nd Grade • 3rd – 5th Grade • 6th – 8th Grade • Algebra • Geometry • In-District Support • Topic Workshops • Tape Diagrams • Fractions • Questioning • Fluency • Number Sense

36. Parent Connection • Resources on EngageNYhttp://www.engageny.org/ • Videos on Learn Zillion http://learnzillion.com/ • Singapore Strategies Packet • Math Journals • Parent Math Night

37. A Quick Read… “Why the Common Core Changes Math Instruction” was published in a recent issue of Kappan.

38. Add to Your Resource List • Kansas Association of Teachers of Math-Flipbooks • 100 Math Smartboard Lessons K-5 • Norma Boakes Instructional Specialist Math Resources http://katm.org/wp/common-core/ http://www.squidoo.com/search/results?q=100+math+smartboard+lessons https://delicious.com/nboakes

39. Common Core Resources • Illustrative Math • PARCC • Thinkfinity • Achieve the Core • Inside Mathematics • Erie 2 BOCES www.illustrativemathematics.org www.parcconline.org www.thinkfinity.org www.achievethecore.org www.insidemathematics.org http://e2math.weebly.com/index.html

40. On-Line Fluency Resources • Math Magician • Granny Prix • Fun for the Brain • Math Apps • Ramos Group • Math Dictionary • Math Wire • K-5 Math Teaching Resources • Greg Tang Math • Myers Corners Elementary School

41. Model Drawing Resources • Thinking Blocks • Step-by-Step Model Drawing • Model Drawing for Challenging Word Problems www.thinkingblocks.com/ by Char Forsten By Lorraine Walker

42. More Resources… • Jordan School District, Utah (Math Practices Posters) • Granite Schools, Utah (Vocabulary Cards) • K-5 Math Teaching Resources (vocabulary & word walls) • Mr. Wolfe’s Interactive Whiteboard Practice http://elemmath.jordandistrict.org/mathematical-practices-by-standard/ http://www.graniteschools.org/depart/teachinglearning/curriculuminstruction/math/Pages/MathematicsVocabulary.aspx http://www.k-5mathteachingresources.com/ https://sites.google.com/a/norman.k12.ok.us/mr-wolfe-s-math-interactive-whiteboard/

43. Discussion Groups • Topic? • Topic? • Topic? • Topic?

44. Questions??? Grades PreK - 8 Grades 6 - 12 Jack McLoughlin Network Team Member jmcloughlin@ocmboces.org Dana Corcoran Science Coordinator dcorcoran@ocmboces.org • Anne Marie Voutsinas Network Team Member avoutsinas@ocmboces.org • Joanne Keim Network Team Member jkeim@ocmboces.org THANK YOU!