1. Examining the CCSS in Practice through lesson plans and student work Class 3 Part 1 March 14, 2011

2. Talk Moves and Formats Five Talk Moves Talk Formats RevoicingWhole Class RepeatingSmall Group ReasoningPartner Adding on Waiting

3. Journal Review by Your Peers Read and react to each other’s journal entries about the talk moves/formats Use Post-it-Notes to record your comments in each journal Pass the journals to the right until you get your own journal back Discuss as a group – What stands out after reading all the journals?

4. Learning Intentions We Are Learning To … analyze students’ thinking on a Continuum of Student Thinking and Understanding, and advance students’ thinking by asking good questions and making adaptations and modifications to move students to the next stage or stages

5. Success Criteria We will know we are successful when we can understand the components of the Continuum of Student Thinking and Understanding and fill in the form after analyzing student work

6. A Wisconsin Graphic of CCSS

7. Common Core State Standards Alignment Task 1 Present your completed Task 1 to the teachers at your table, briefly reviewing the task and student work. What questions did you write in Part 3 to move students’ thinking forward? Discuss your summary answers in Part 4.

8. Common Core Alignment Task 2 Present your second task to the teachers at your table. What did you see and hear when your students worked on this task? Discuss differences/ similarities between the two tasks in relation to the Standards for Mathematical Practices.

9. Summary We were learning to recognize three of the Standards for Mathematical Practices—sense making, reasoning, and tools— within a chosen Content Standards progression. We will know we are successful when we can articulate how both a Content Standard and a Standard for Mathematical Practice are infused in a math lesson in the classroom.

10. Stages on the Form

11. Finishing the Big Ideas about Basic Fact Development Let’s continue to explore ….. with ten frames

12. 8 + 6 Strategies: Make a ten. Use a double. Use fives. Use some other equivalent problem. Put 8 counters on your first frame & 6 counters on your second frame.

13. Make a ten: 8 + 6 How could you make a ten?

14. Make a ten: 8 + 6 How could you make a ten? Move 2 counters to the top frame. Write an equation. 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14 Then you have 10 and 4 more counters.

15. Use a double: 8 + 6 What doubles might you use? Write an equation. 8 + 6 = 6 + 6 + 2 = 12 + 2 = 14 Reason 6 + 6 = 12.Reason 6 + 6 = 1 Then add 2 more.

16. Use fives: 8 + 6 Can you see some fives? Where? Reason: 5 + 5 is 10; need to add 3 more and 1 more. Write an equation. 8 + 6 = 5 + 5 + 3 + 1 = 10 + 4 = 14

17. 7 + 96 + 7 Select a problem. Draw a strategy card for the group. Everyone uses ten frames and counters to reason through the strategy and writes an equation(s) that shows the reasoning. Share, compare, and discuss as a group. Repeat with another strategy card. Reflect: Which strategies seem to work best for each problem?

18. Place 15 counters on the double ten frame. Completely fill one frame, place 5 on the other frame. Decompose to ten: 15 – 6

19. How can you remove 6 counters in parts by decomposing it in a way that gets you to or “leads to a ten”? Decompose to ten: 15 – 6 Remove 5 counters to get to ten. Remove 1 more. Write an equation. 15 – 5 – 1 = 9 or 15 – 5 = 10; 10 – 1 = 9

20. Use ten frames and counters to reason through the “Decompose to Ten” strategy. Write an equation(s) to show the reasoning. Share and discuss in your small group. ---------------------------- Try it: 13 – 5 16 – 7 Brainstorm: What other subtraction facts would lend themselves well to this strategy? Make a list of facts and try them out.

21. Reflect How do these tasks engage you in the content learning infused with practices? (Mathematical Practices Standards 1, 2, 5) How do these tasks help you to better understand the mathematics? (Content Standards K.OA.4, K.OA.5, 1.OA.6)

22. Checking in… Standard 2.OA.2: Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers. “Acquiring proficiency in single-digit arithmetic involves much more than memorizing.” ( Adding It Up, NRC, 2001, p. 6) What is that “more” and how do we help students get there?

23. What other practices were infused in the content learning? Provide specific examples.