1. C OMMON C ORE S TATE S TANDARDS M ATH T RAINING Long Beach USD Math Office

2. Norms Minimize distractions Shorten your runway Be active and accountable learners

3. Let’s talk about Miguel

4. Miguel is 5 years old and will begin Kindergarten in the fall. He will graduate from high school in 2026 and from college in 2030. What will Miguel’s world be like in 2030? We can’t know for sure, but a few things are certain.

5. It’s likely that the career Miguel chooses doesn’t exist today. Advanced technology will be more central to Miguel’s life and that of his peers than for any previous generation in human history. Miguel’s generation will grapple with the impact of global challenges using understandings that have not yet been achieved and with technologies and solutions that have not yet been invented. The exponential pace of change means the world in which Miguel lives today will likely bear little resemblance to the world he will know in 2030.

6. Let’s talk about Miguel While school can’t prepare Miguel for every challenge he will face in the future, a quality and inspired CCSS-aligned education can empower Miguel to: Demonstrate independence and self-directed learning Value evidence, reason logically, and think conceptually and abstractly Analyze and use data Comprehend as well as critique Construct and present viable arguments Use media and technology strategically Persevere in making sense of and solving problems Understand and appreciate different perspectives and cultures Develop the skills and dispositions necessary to the responsible exercise of citizenship in an advanced democratic republic. These capacities, developed in the context of a well-rounded education, will ensure that Miguel can engage with and contribute to the 21 st -century world effectively and with purpose.

7. Take three minutes to discuss your thoughts to the following: What do we need to do to prepare our classrooms for Miguel?

9. Deep mathematical understanding Procedural fluency Ability to explain and justify answers Rigorous and habitual application of mathematical practices with mathematical content Assessment aligned to CCSS in mathematics should empower students to demonstrate:

10. SummativeSummative 1 InterimInterim 2 FormativeFormative 3 Assessment System Aligned to CCSS

11. Definition: Generally end of year (or end of course), one-time achievement test that cover a broad range of content. Examples: CST (ending 2013 - 14), Grades 2-11 SBAC (beginning 2014-15), Grades 3-8 and 11 End of Course Exams, Grades K-2 Summative Assessments

12. Definition: Assessments given at pre-determined times during the year to determine student achievement on selected content to measure progress and or diagnose student needs Examples: – Unit Assessments (K-8), District created – Chapter tests, Site/teacher created Interim Assessments

13. Take a few minutes to look at the Scope and Sequence and Unit Guide.. Turn and Talk with your table partner. Share out with the group

14. Formative Assessments Definition: Daily, real-time measurement of student achievement, followed by an immediate change in instruction. Can be formal or informal, and includes student feedback. Examples: Checking for understanding and resulting action Garnering feedback that provides a recipe for future action Classroom Challenges/FAL’s – using Cooperative Group Norms

15. C OOPERATIVE G ROUP A CTIVITY “String Geometry” The goal of this task is to create geometric shapes out of one piece of string as a group.

16. Example of establishing group norms: Cooperative Groups – groups of four or less JobDuties FacilitatorStart the group by reading the task Resource Manager Group question only Recorder/ Reporter Make sure that the group stays together on the same problem Team CaptainMake sure no one talks outside of the group.

17. Table Talk How does your vision of a CCSS- aligned assessment system compare and contrast to current or past assessments practices?

18. Curriculum aligned to CCSS: Designed to support ALL students in attaining the knowledge and skills described in the standards A system of intentional interactions among teachers, content, and students within a school context More than a set of management and administrative tasks More than a set of curriculum documents, programs, resources, and so on Fluid and dynamic

19. Adapted from Chicago Public Schools, 2013 Mathematics Instructional Unit Model Formative Assessment Lesson Formative Assessment Lesson Unit Assessment Unit Assessment Opening Task Opening Task Math Talk Moves Daily Lessons Daily Lessons Math Unit

20. MAP²D 2013 Grade 3 – Mathematics Instructional Unit 1 Unit 1 – Place Value with Addition and Subtraction Supporting Cluster – NBT. Use place value understanding and properties of operations to perform multi-digit arithmetic. MD. Geometric measurement: recognize perimeter as an attribute of plane figures and distinguish between linear and area measures. Formative Assessment Lesson – “Mystery Numbers” Formative Assessment Lesson – “Mystery Numbers” Unit Assess ment #1 Unit Assess ment #1 Opening Task – Trading to 1000! or A Wildlife Refuge Opening Task – Trading to 1000! or A Wildlife Refuge Math Talk Moves Instruction – Use your Unit 1 Guide to select lessons that will support this unit. Instruction – Use your Unit 1 Guide to select lessons that will support this unit. Unit 1 –Place Value with Addition and Subtraction 1 day Number of days will vary 2 - 3 days 1 day Turn and Talk Adding On Repeating Agree or Disagree Reasoning  How do you know your estimation is accurate?  Have you sufficiently supported your answer and shown your work?  How can you use your understanding of numbers and their values to solve addition and subtraction problems?

21. Lesson Structures Math Facts Fluency Math Content Number Talks Math Talk Moves Manipulatives

22. Facts Fluency

24. Number Talks Goal: Prepare students to learn to mentally solve problems accurately, efficiently, and flexibly. Accuracy – correct answer Efficiency – choose expedient strategy Flexibility – use number relationships with ease in computation Key Components of Number Talks 1.Classroom environment and community 2.Classroom discussions 3.The teacher’s role 4.The role of mental math 5.Purposeful computation problems

25. Number Talks Four Procedures and Expectations Essential to Number Talks 1.Select a designated location that allows you to maintain close proximity to your students for informal observations ad interactions. 2.Provide appropriate wait time for the majority of the students to access the problem. 3.Accept, respect, and consider all answers. 4.Encourage student communication throughout the number talk.

26. Let’s watch students engaged in Number Talks ….. Brainstorm Activity with your table group : 1. What were some accountability strategies you saw? 2. Additional accountability strategies you might try?

27. Six Ways to Develop Accountability Ask students to use finger signals to indicate the most efficient strategy. Keep records of problems posed and the corresponding student strategies. Hold small-group number talks throughout each week. Create and post class strategy charts. Require students to solve an exit problem using the discussed strategies. Give weekly computation assessment. Number Talks

28. Manipulatives Purpose:

29. Let’s stop and watch videos of students using math manipulatives…… Talk at your tables

30. Closure Define your challenges Set realistic expectation Keep your eye on the goal Next Training: Trimester 2

31. Q UESTIONS ?