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Introductions & Norms Your “LAMP” presenters Christy Frank: Franklinville Kirsty Hughes: Trinity Christin Frank: Trinity Tamara Lafferty: Franklinville Erin Stolp: Hopewell Kim Wilburn: Farmer Tammy Routh: Tabernacle Layla Fields: Southmont Norms Please silence cell-phones Please no side-bar conversations Please fill the “parking lot” whenever you have a question!

Common Core State Standards for Mathematics

Learning Targets Gain an awareness of the content and structure of the Common Core State Standards for Mathematics Understand the meaning of the Mathematical Practices in the CCSSM and apply the practices to your current classroom instruction Become familiar with the content standards at your grade level

www.corestandards.org

Common Core Notebooks Math Section  CCSS & Glossary  Learning Progressions  Unpacking Document  Crosswalk Document

Common Core State Standards

Design and Organization Standards for Mathematical Practice Carry across all grade levels Describe habits of mind of a mathematically expert student Standards for Mathematical Content K-8 standards presented by grade level Domains:  Number and Operations  Counting and Cardinality  Operations and Algebraic Thinking  Number and Operations in Base Ten  Number and Operations—Fractions  Measurement and Data  Geometry

Design and Organization Grade Level Overviews Mathematical Practices

Design and Organization Content standards define what students should understand and be able to do Clusters are groups of related standards Domains are larger groups that progress across grades

Content Domains

Illustrative Mathematics Tools http://illustrativemathemati cs.org/standards

Common Core Resources Glossary Tables Common addition and subtraction situations

Operations and Properties Tables Table 3. The properties of operations Common Core Resources

Unpacking Document

Crosswalks

1. What grade is the standard algorithm for multiplication taught? 2. What grade introduces the concept of probability? 3. What grade has volume as a critical focus area? 4. Which grade teaches cardinality? 5. By the end of what grade should students memorize addition facts? 6. What grade is responsible to teach the eight mathematical practices? 7. Line symmetry is introduced in what grade? 8. What grade are the concepts of area and perimeter taught? Scavenger Hunt

Time to Reflect Summary

Vertical Progression Look at handout; CCSS “Learning Progressions”: What will they already know? What do they need to know? Create a flow-chart showing how your table’s BIG IDEA progresses throughout K-5.

Focal Points & Critical Areas Focal Points Critical Area

Take a break…! …10 minutes

Equal Groups Materials on your table: colored tiles, construction paper, cm squared paper, scissors, glue sticks, markers. With a partner use tiles to create as many different arrays as you can for your assigned product. As you make each array, copy it on to cm squared paper and label it with the matching multiplication equation. Glue your arrays on the construction paper. Make a title showing the number you were assigned. Unit 5, Session 3.1 “Arranging Chairs”

Exploration Stations  What makes this activity a good task?  What mathematical practices are reinforced with this station?  What content standards or big ideas are addressed?

Standards for Mathematical Practice 2. Reason abstractly and quantitatively 3. Construct viable arguments and critique the reasoning of others 1.Make sense of problems and persevere in solving them 6. Attend to precision Overarching habits of mind of a productive mathematical thinker. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning 4. Model with mathematics 5. Use appropriate tools strategically Reasoning and Explaining Modeling and Using Tools Seeing Structure and Generalizing *p. 3 Unpacking Document

Mathematical Practices Picture Sort Sort the pictures to match each mathematical practice Pictures may fit multiple categories

Mathematical Practices

Construct viable arguments and critique the reasoning of others.

Attend to precision.

Quick Search! Using your NEW CCSS notebook… 1. Find the standard and sample activities that match the math activity we just completed. 2. Does it match more than one standard?

RectanglePerimeterArea

Mathematical Practices Mathematical practices describe the habits of mind of mathematically proficient students. In your classroom,  Who is doing the talking?  Who is doing the thinking?  Who is doing the math?

Is there any place for drill and practice? “Yes! However the tragic error is to believe that drill is a method of developing ideas. Drill is only appropriate when (a) the desired concepts have been meaningfully developed, (b) students already have developed (not mastered) flexible and useful procedures, and (c) speed and accuracy are needed. Watch children drilling basic facts who are counting on their fingers… What they may be improving is their ability to count quickly. They are not learning their facts.” Van de Walle “Teaching Student-Centered Mathematics” p. 21

Time to Reflect Summary

What’s In What’s Out

Challenges for Next Year What concepts need to be addressed in order to help students transition to the new math standards?

Time to Reflect Summary

Investigations Alignment How will Investigations align with the new Common Core State Standards? http://investigations.terc.edu/CCSS/

Goals of Investigations Support students to make sense of mathematics and learn that they can be mathematical thinkers. Focus on computational fluency with whole numbers as a major goal of the elementary grades. Provide substantive work in important areas of mathematics— rational numbers, geometry, measurement, data, and early algebra—and connections among them. Emphasize reasoning about mathematical ideas Communicate mathematics content and pedagogy to teachers. Engage the range of learners in understanding mathematics.

Investigations and the CCSS Close alignment between Investigations & the CCSS  New work builds on and extends the existing work within the grade level.  Some sessions have been omitted to allow for new material. Mathematical Practices are aligned with the goals and principles of Investigations and deeply embedded in the fabric of the curriculum. The Investigations curriculum when taught as intended, offers students and teachers coherence, focus, clarity and specificity in the teaching and learning of mathematics.

“ While the CCSS Content Standards describe what mathematics students should be able to understand and do, the mathematical practices describe how students should engage with these mathematical concepts and skills. The Investigations curriculum is intentionally designed to promote a deep understanding of mathematics and develop mathematically proficient students who can think, reason, model and solve problems.” (Standards for Mathematical Practices in Investigations in Number, Data and Space, p. 6.)

Using Investigations to Implement the Common Core – November 4, 2011 Grade Level Adaptations

Investigations Alignment Resources: Investigations and the Common Core State Standards Also found online www.pearsonsuccessnet.com

Investigations Alignment www.pearsonsuccessnet.com

Investigations and the CCSSM Companion materials to Investigations Investigations and the Common Core State Standards Each grade level resource book contains:  An instructional plan for adapting existing content and adding new content  Teacher and student materials for new content  Sessions, Classroom Routines/TMM, Teaching/PD Notes, Resource Masters, Assessments  Detailed correlations between Investigations and Mathematical Practices and Content Standards “Snap-in” Instructional Plan Tabs for each unit

How the New Content is Addressed Teaching/Math Notes Ten Minute-Math/Classroom Routines Homework & Practice Pages Sessions

Content & Pacing

Time to Reflect Summary

CCSSM Resources Books Magazines Technology Resources

DPI Wiki http://www.ncdpi.wikispaces.net/ http://maccss.ncdpi.wikispaces.net/home

CCSSM Resources Common Core State Standards Live Binder: http://www.livebinders.com/edit?id=133724 Resources:  21 st Century Skills  Common Core State Standards & Essential Standards  Crosswalks  Unpacking Documents  Investigations & CCSSM  Websites

Math Resources Aegom Interactive Smartboard Lessons www.aegom.com/

Video Resources Annenberg Media Videos & Resources  http://www.learner.org/resources/ browse. html?discipline=6 Discovery Education/United Streaming  http://streaming.discoveryeducation.com/

Math Resources National Council of Teachers of Mathematics (NCTM) www.nctm.org http://illuminations.nctm.org/ Teaching Children Mathematics Magazines

Math Resources SMART Exchange http://exchange.smarttech.com/index.html#tab=0 netTrekker http://school.nettrekker.com/authenticate/ipauth/1?np =/home.ftl&pp=/ipauth_error.ftl

Common Core Resources  ACRE: Common Core State and Essential Standards http://www.ncpublicschools.org/acre/standards/  ACRE: Instructional Support Tools http://www.ncpublicschools.org/acre/standards/support-tools/  Tools for the Common Core Standards http://commoncoretools.wordpress.com/  Illustrative Mathematics (CCSS Tools & Resources) http://illustrativemathematics.org/standards  Common Core Wiki (by Drew Polly) http://elemath.pbworks.com/w/page/30621644/common-core  National Council of Teachers of Mathematics www.nctm.org www.nctm.org/standards/mathcommoncore/

Math Resources

Time to Reflect Summary

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