Presentation on theme: " Math Leadership Network Meeting November 20, 2013."— Presentation transcript:
Math Leadership Network Meeting November 20, 2013
January pm, 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
Agenda The Latest Communications from SED Implementation and Misconceptions of the Math Modules 7 th & 8 th Grade Accelerated Curriculum 3 rd – 8 th Grade Periodic Assessment Project OCM BOCES PD Opportunities Q & A
The Latest From SED PD Kits New Progression Documents Module Updates Module Updates Statistics Module Teacher Flexibility Supporting Documents Overviews Units. Ratios, Functions Implementation Guide Units Checklist Units Closing the Gaps Assessment
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
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
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
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
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
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
A Word from the Commissioner Guidance on Integrating Curricular Materials into the Classroom
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.
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. Tristate/EQuIP rubric
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.
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
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
Number Bonds – A Foundation
The Tape Diagram ? 8 5 ? 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.
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?
Boys Girls Wore goggles Children at swim camp Did not wear goggles Wore goggles 14
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
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
Conceptual Understanding The 4 basic operations Properties of operations The equal sign; inequality Fractions Operations with negative numbers Exponentiation Systems of Equations
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
Why is Negative x Negative a Positive? (-5)(-3) = ? -5 (0) = 0 -5 (-3+3) = 0 -5(-3) + -5(3) = 0 -5(-3) = 0 -5(-3) has to be +15 Why is the answer +15? Multiplication by 0 = 0 Additive Inverse ( = 0) Distributive Property 3 groups of -5 is equal to -15 Additive Inverse ( = 0)
Why is Negative x Negative a Positive? The product is ( ) 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? ( ) Draw the model with 60 and -8 x 50 and -4. The product has to be the same: In order for that to happen, the product in the green portion of the model has to be positive. ( (-4x-8) =2392. If not, the product will not equal 2392.
Using a Tape Diagram to Show Division of Fractions
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 8 th graders instead of NYS Assessment decision hopefully before December break Only this year’s 9 th graders have option for both exams Cut score for passing will be similar to past years Calculator issues- Steve Katz
7 th and 8 th Grade Acceleration What are districts doing to address acceleration? How can we use the modules? 8 th grade students taking Regents instead of 8 th Grade State Assessment
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
Regional PD Opportunities Digging into the Modules K – 5 th Grade 6 th – 8 th Grade Grade Level Networking K – 2 nd Grade 3rd – 5 th Grade 6 th – 8 th Grade Algebra Geometry In-District Support Topic Workshops Tape Diagrams Fractions Questioning Fluency Number Sense
Parent Connection Resources on EngageNY Videos on Learn Zillion Singapore Strategies Packet Math Journals Parent Math Night
A Quick Read … “Why the Common Core Changes Math Instruction” was published in a recent issue of Kappan.
Add to Your Resource List Kansas Association of Teachers of Math-Flipbooks 100 Math Smartboard Lessons K-5 Norma Boakes Instructional Specialist Math Resources sults?q=100+math+smartboard+ lessons https://delicious.com/nboakes
Common Core Resources Illustrative Math PARCC Thinkfinity Achieve the Core Inside Mathematics Erie 2 BOCES
On-Line Fluency Resources Math Magician Math Magician Granny Prix Granny Prix Fun for the Brain Fun for the Brain Math Apps Math Apps Ramos Group Ramos Group Math Dictionary Math Dictionary Math Wire Math Wire K-5 Math Teaching Resources K-5 Math Teaching Resources Greg Tang Math Greg Tang Math Myers Corners Elementary School Myers Corners Elementary School
Model Drawing Resources Thinking Blocks Step-by-Step Model Drawing Model Drawing for Challenging Word Problems by Char Forsten By Lorraine Walker
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 practices-by-standard/ ng/curriculuminstruction/math/Pages/Mathemati csVocabulary.aspx https://sites.google.com/a/norman.k12.ok.us/mr- wolfe-s-math-interactive-whiteboard/
Discussion Groups Topic?
Questions??? Grades PreK - 8 Anne Marie Voutsinas Network Team Member Joanne Keim Network Team Member Grades Jack McLoughlin Network Team Member Dana Corcoran Science Coordinator THANK YOU!