Implementing the Common Core Standards

Day 2

WelcomeKate Arvo- Traverse Bay Intermediate ISD Traverse City, MI

karvo@tbaisd.org Parking Lot- Located on the back wall for questionsSB-CEUs- Must sign in and out to receive creditGroup Norms- Participate fully/actively

Listen for understanding Encourage all ideas and voices

Honor time commitments

Session AgendaIdentifying Common Core State Standards

and Mathematical Practices Revisited.The Six Shifts in Common Core MathematicsFraction Progressions in Grades 3-5AssessmentTime to Process and Plan

ActivitiesYou will work through a series of six activities. At

each activity station, read through the activity card, identify the CCSS-M that the activity targets and the Mathematical Practices needed to complete the activity.

Record your answers on the sheet provided. When the time is up, move to the next station and

repeat the process.Be prepared to discuss your findings.

Six Instructional Shifts in CCSS-M

FocusCoherenceFluencyDeep UnderstandingApplicationsDual Intensity

FocusShift #1:Teachers use the power of the eraser and significantly

narrow and deepen the scope of how time and energy is spent in the math classroom. They do so in order to focus deeply on only the concepts that are prioritized in the standards so that students reach strong foundational knowledge and deep conceptual understanding and are able to transfer mathematical skills and understanding across concepts and grades.

Where to focus

How to Focus

Shift 1 Video

As you watch the Shift 1- Focus video, consider the questions on the corresponding worksheet. You will have time following the video to record your answers.

FocusWith a grade-level partner:Examine your grade-level Common Core Standards.Identify and highlight the ‘focus’ standards. Those

standards that require 70% of the instructional focus and are necessary for fluency and understanding.

Identify the ‘rethink and link’ standards that make up 20% of the instructional focus.

All remaining standards are ‘sample’ standards.

FocusWhat are the implications for our school/

department/ district as we implement Shift 1?What will this mean that we have to change

about our practice?What challenges will we face as we make this

shift?What would I excise this semester in order to

make room for these areas of focus?

Six Instructional Shifts in CCSS-M

FocusCoherenceFluencyDeep UnderstandingApplicationsDual Intensity

Shifts 2- 6

Shifts 2- 6Where should we begin?What are the implications for our school/ district as we

implement Shifts 2- 6?What will this mean we have to change about our practice?What challenges will we face as we make these shifts? What

can we do about the need for student fluencies?How could our school have fun with fluency work?What can we, as adults, do to ensure our own deep

understanding of the focus areas in order to become better educators?

Fraction ProgressionsRead the 3-5 Number and Operations- Fractions

Progression Document silently.Consider the following questions:How does the progression document complement the

Six Shifts in Math? How will knowing about fraction progression across the

grade levels influence your teaching of fractions?

Additional ResourcesThe CCSS: Grades 3-5 Domain Progressions for

Mathematics can be found at the Connecticut State Department website :http://www.sde.ct.gov/sde/cwp/view.asp?a=2618&q=322622

Examples and exemplars can be found at the Arizona Department of Education site:http://www.azed.gov/standards-practices/mathematics-standards/

Assessment for LearningWhy are formative assessments sometimes called

performance tasks?How are formative assessments different than unit

lessons? How are they the same?What role does the teacher take in effective

formative assessment? What role does the student take?

Should assessment drive the lessons or the lessons drive the assessment?

Buttons TaskGita plays with her grandmother’s collection of black & white buttons. She arranges them in patterns. Her first 3 patterns are shown below.

Pattern #1 Pattern #2 Pattern #3 Pattern #4

1. Draw pattern 4 next to pattern 3.2. How many white buttons does Gita need for

Pattern 5 and Pattern 6? Explain how you figured this out.

3. How many buttons in all does Gita need to make Pattern 11? Explain how you figured this out.

4. Gita thinks she needs 69 buttons in all to make Pattern 24. How do you know that she is not correct?How many buttons does she need to make Pattern 24?

CTB/McGraw-Hill; Mathematics Assessment Resource Services, 2003

Button Task1. Individually complete parts 1 - 3.2. Then work with a partner to compare

your work and complete part 4. Look for as many ways to solve parts 3 and 4 as possible.

3. Consider each of the following questions and be prepared to share your thinking with the group:a) What mathematics content is needed to

complete the task?b) Which mathematical practices are needed to

complete the task?

CTB/McGraw-Hill; Mathematics Assessment Resource Services, 2003

Learner A

Pictorial RepresentationWhat does Learner A see staying the same? What does Learner A see changing? Draw a picture to show how Learner A sees this pattern growing through the first 3 stages. Color coding and modeling with square tiles may come in handy.Verbal RepresentationDescribe in your own words how Learner A sees this pattern growing. Be sure to mention what is staying the same and what is changing.

Learner B

Pictorial RepresentationWhat does Learner B see staying the same? What does Learner B see changing? Draw a picture to show how Learner B sees this pattern growing through the first 3 stages. Color coding and modeling with square tiles may come in handy.Verbal RepresentationDescribe in your own words how Learner B sees this pattern growing. Be sure to mention what is staying the same and what is changing.

Assessment Discussion

Discuss with your partner how you could use the “Key Strategies” for formative assessment to guide or instruct Students A and B.

End of Day Reflections1. Are there any aspects of your own thinking

and/or practice that our work today has caused you to consider or reconsider? Explain.

2. Are there any aspects of your students’ mathematical learning that our work today has caused you to consider or reconsider? Explain.