Common CoreSummer Institute

Fourth Grade

July 31-August 2, 2012

Today’s Schedule:8:30-9:00 Welcome, Norms,

& Entry Task9:00-9:45 Standards for

Mathematical Practice Mini-Lesson

9:45-10:45 Grocery Store Task(10:10-10:25 Break)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

12:00-1:15 Lunch1:15-1:45 Multiplication &

Division Situations

1:45-2:10 Investigations: Multiplicative Comparison Add-On Lesson

2:10-2:20 Lesson Discussion

2:20-2:35 Break2:35-3:15 Investigations

Games3:15-3:30 Gift Time!

Group Norms

• Be engaged! You deserve the opportunity to learn and collaborate with colleagues!

• Use our parking lot for questions, comments, and concerns.

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)

Let’s Begin with Math: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.

How do you know this expression equals 348?How did you use multiples of 10?

Overview of Standards for Mathematical Practices

1. Make sense of problems and persevere in solving them.

2. Reason abstractly and quantitatively.

3. Construct viable arguments and critique the reasoning of others.

4. Model with mathematics.

5. Use appropriate tools strategically.

6. Attend to precision.

7. Look for and make use of structure.

8. Look for and express regularity in repeated reasoning.

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.

Standards for Mathematical Practices Mini-Lesson

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.

Standards for Mathematical Practices Mini-Lesson

Grocery Store Task

• Smarter Balanced Item Spec

Break Time!

Please re

turn in

15 minutes!

Mr. Lee“All I Do is Learn!”

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?

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

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?

Content Standards

• Specific to your grade level• Separated into 5 Domains in 4th

Grade• Domains are subdivided into

Clusters• Clusters are subdivided in

Standards

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

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.

Lunch Time!

12:00 – 1:15

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.

Common Multiplication & Division Situations

Common Multiplication & Division Situations

Common Multiplication and Division Situations

Unknown Product3 x 2 = ?

Group Size

Unknown3 x ? = 66 ÷ 3 = ?

Number of Groups

Unknown? x 2 = 66 ÷ 2 = ?

Equal Groups 1 2 3ArraysArea 4 5 6

Compare 7 8 9

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.

Multiplicative Comparison• You can view these lessons

online at Pearson Successnet (www.pearsonsuccessnet.com)

• Teacher Resources

• Student Resources

• Success Tracker

Multiplicative Comparison 1.6A

DARLENEJUAN

Darlene picked 7 apples. Juan picked 4 times as many apples. How many apples did he pick?

7 x 4 = 28

Multiplicative Comparison 1.6AFranco’s daughter is 2 feet tall. Franco is 3 times as tall as his daughter. How tall is he?

What equation can we write to

represent what’s happening in this

problem?

2 x 3 =

Where is the 2 in this problem?Where is the x 3?

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.

5 ft.

5 ft.

5 ft.

5 ft.

35 feet

35 ft. = 5 ft. x

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?

Break Time!

Please re

turn in

15 minutes!

The Ron Clark Academy“Problems Up!”

Game or Assessment?

• Play Small Array, Big Array• Play Missing Factors• Play Multiple Turn Over• Smarter Balance Item Specs

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?

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