1. Quick Survey The Standards for Mathematical Practice have been placed around the room. The powers at CMS have decided we will only focus on one this year, decide which one is most important and why

2. What are the Common Core State Standards? Why were they created? How are they different from the math standards we already have?

3. Why Common Core? “The common core standards finally make real the promise of American public education to expect the best of all our schoolchildren.” - Michael Casserly, Executive Director, Council of the Great City Schools

4. Unwrapping Boxes Activity What could it be?

5. Why unwrap Standards?

6. One more box… What’s in the last box? Hmmm, listen to what Phil Daro (Common Core writer) has to say about this…

7. Phil Daro-Boxes But as well designed as these standards may be, it’s just the easy part to design and write something down The hard part comes… with putting them to work And the users have ultimate control over how they’re used So no matter how well designed the tool is – the user has control And there you see my granddaughter Sadie using a well-designed crayon So …………… if all people do, is take out their old state standards, toss them out And replace these common core state standards into those old boxes NOTHING IS REALLY GOING TO CHANGE We designed these as a platform for new kinds of instructional systems We didn’t design these to be thrown into the old boxes The old boxes in fact, are the infrastructure for making things a mile wide, inch deep

8. What are our Boxes? What structures/boxes/ instructional systems may prevent us from making a change?

9. In a few words… Look at your Standards for Practice read the first 3 words of each practice what do you notice?

10. What do you think? Standards for Practice and our PLC

11. Modeling – Practice 4 Take a look at Practice 4 How would it look in a classroom?

12. Modeling How could you encourage this student to model with mathematics?

13. Interpreting the Common Core How to encourage students to model with mathematics Now this is one of the mathematical practices that is often misinterpreted particularly by elementary teachers because when they see the word model, they immediately think of, how we’ve previously used the word model which is to… get out the stuff. And we use Cuisenaire rods and blocks and all different kinds of things, but this mathematical practice is particularly about using symbols in mathematical representations to model a real situation. Kind of the reverse of what we’re usually trying to think about doing. But they are important partners, I mean the reason that we use concrete manipulatives to help us understand the mathematics is so that when we see something in the real world, we can then apply our mathematics to it appropriately. So we want to ask questions like… “how could we use symbols to represent what’s happening here?

14. Interpreting the Common Core

15. What does it mean to model mathematically? Modeling

16. Perimeter Task What rectangles can be made with a perimeter of 18? Feel free to use any of the tools provided at your table to solve this problem. Which rectangle gives you the greatest area? How do you know? What do you notice about the relationship between area and perimeter?

17. Perimeter Task What practices were at play here?

18. Perimeter Task The Standards for Practice are VITAL Record your thoughts Talk at your table

19. Perimeter Task The Standards for Practice are VITAL What are some strategies we can use in our schools to help teachers see the importance of the Standards for Mathematical Practice?

20. You: slides 1-3 (intro) Me: slide 4-9 (boxes, mathematically proficient students) You: 10-15 (modeling) Me: 16-18 (perimeter task...I actually think it would be good for you to interject thoughts here especially at slide 17 & 18 because you may think of things that I don't think of...or if you just want to continue from slide 15 on, that's fine too). You: Closure & exit ticket if we want one...probably a good idea

21. Draw a Mathematician What does a student mathematician look like? Who: Any CMS K-5 Student What: Draw a Mathematician contest. Why: The Elementary Math Department is looking for a student-drawn picture to use for our Common Core posters next year. When: Due Wednesday, June 1 st Where: Courier submissions to Amy LeHew, Walton Plaza #839 Details: On white 8 ½ x 11 paper Dark enough to be copied Include on back of drawing: Name of student School and Grade Level Name of Teacher who encouraged the work

22. Read each standard Record a word/phrase and/or icon to represent the meaning of that standard on a sticky note As you finish each standard, put your sticky note on the correct poster

23. Gallery Walk Take your chart- walk around the room and record what helps you make meaning of the standard

24. Interpreting the Common Core