1. CFN 204 www.cfn204.com Paul Perskin

2. Warm Up2012-2013 CIE2012 State Math AssessmentsThe Structure is the StandardsShift 2 – CoherenceErin’s ProblemsBreakLearning ProgressionsPractice with Progression NCTM Article – Part III - Teaching in Grades 3 & 4

3.  Please remove the document on the left hand side of the folder titled: New York State PreK - 8 Common Core Learning Standards for Mathematics  What is in this document and how can we use it to help in our planning?  Please remove the document on the left hand side of the folder titled: New York State PreK - 8 Common Core Learning Standards for Mathematics  What is in this document and how can we use it to help in our planning?

4.  How can you use a calculator with a broken 7 key to solve the following equation? = 4 x 7 Explain your strategy to your neighbor?

5.  Guiding Questions ◦ What does it mean to deepen and broaden the citywide instructional expectations? ◦ How might I begin planning for next year? ◦ Why are three specific competencies from Danielson’s Framework called out and why where they selected?

6.  What did we see in the math assessments that ◦ we expected? ◦ was surprising? ◦ was particularly challenging for students?  What are the instructional implications?  How will we prepare our students to handle the increased rigor?

7. Instructional Next Steps Noticings

8.  Article by Phil Daro, Bill McCallum & Jason Zimba  Read the article and HIGHLIGHT or underline at least 3 (x > 3) items that resonate with you.  Article by Phil Daro, Bill McCallum & Jason Zimba  Read the article and HIGHLIGHT or underline at least 3 (x > 3) items that resonate with you.

9.  Principals and teachers carefully connect the learning within and across grades so that, for example, fractions or multiplication spiral across grade levels and students can build new understanding onto foundations built in previous years. Teachers can begin to count on deep conceptual understanding of core content and build on it. Each standard is not a new event, but an extension of previous learning.

10. Erin has 6 boxes. Each box has 7 caterpillars in it. How many caterpillars does Erin have?

11. Erin has 6 beetles. She has 7 times as many caterpillars as beetles. How many caterpillars does Erin have?

12.  As a table, discuss how Problems A and B are alike and different.  Use the Venn Diagram to help you chart the similarities and differences.  As a table, discuss how Problems A and B are alike and different.  Use the Venn Diagram to help you chart the similarities and differences.

14.  Read the two word problems. Then answer the questions below. (Worksheet Provided) 1. What single equation can be used to answer both questions? Use words or diagrams to explain why this equation answers both questions. 2. What do the numbers in your equation mean when it is used to solve problem A? 3. What do the numbers in your equation mean when it is used to solve problem B?

15. UUse the following questions to guide your discussion: 1.What changed when Problems A and B were combined and the three questions were added? 2.What was challenging as you worked on this problem? Why? What was easy? 3.What CCLS is this task aligned to and why? 4.How can this support you in your work as a coach/lead teacher?

17.  G UIDING Q UESTIONS : ◦ What are the Common Core Learning Progressions? ◦ How can we use them to deepen our understanding of the CCLS and the sequence of teaching and learning that prepares students for success?

18.  The Common Core State Standards in mathematics were built on progressions. ◦ Narrative documents describing the progression of a topic across a number of grade levels, informed both by research on children's cognitive development and by the logical structure of mathematics. ◦ These documents were spliced together and then sliced into grade level standards. From that point on the work focused on refining and revising the grade level standards.

19.  They can explain why standards are sequenced the way they are, point out cognitive difficulties and pedagogical solutions, and give more detail on particularly knotty areas of the mathematics.  This would be useful in teacher preparation and professional development, organizing curriculum, and writing textbooks.

20.  Read the selected sample of “Progressions for the Common Core State Standards in Mathematics”  As you read, identify 2 to 4 significant sentences or phrases from the text.  Choose one of them and write it on an index card.  Put the index cards face down in the middle of the table and mix them up.  Each person selects a card, reads the sentence or phrase and comments on it. ◦ *If you choose your own, put it back face down.

21.  The answer is 15 boxes. Write three word problems as tools to build learning from one grade to the next. ◦ * Ignore the directions at the top of the handout.

22.  What did you learn about trying to create word problems that progress from grade to grade?  Did you encounter any difficulties?  Were there any “aha” moments?

23.  Part 3 of 5  By Angela T. Barrow and Shannon Harmon

24.  Please take a few minutes to complete the feedback form.