Common Core Where have we been and where we are going…

Overview 2011 – 2012 Understanding the standards and identifying strategies for implementation 2012 – 2013 Implementation of the Common Core State Standards, collaborative development of aligned lessons

Fall Spring 2012 Discussed shifts in thinking required to approach Common Core State Standards –Informational texts –Writing grounded in evidence from text –Text complexity Explored unpacked standards and considered relationship to NC SCOS

Fall Spring 2012 Modeled specific instructional strategies to help teachers address CC Anchor Standards –Think Aloud –Guided Reading –Word Study –ACE and Synthesis –Quality Questioning

Spring 2012 To prepare for Curriculum Review Week, teams of teachers gathered to begin work on Curriculum Guides. A Strategy Sharing Task Force formed to determine a plan and process for sharing exemplar resources across Iredell- Statesville Schools.

Curriculum Review Week June 2012 Teacher teams worked on Curriculum Guides and new assessments aligned to the new standards. At the end of the week, the teachers documented their work in a video and document. All Curriculum Review Week work is available on the Curriculum & Instruction web page.

August 2012 Curriculum Review Week teachers and Instructional Facilitators provided professional development for their teachers including: –Common Core Anchor Standards –Work completed during Curriculum Review Week –How to access and use the Curriculum Guides

A Lesson Modeled This lesson relates to the following Standards for Mathematical Content in the CCSS for Mathematics: 7.RP use proportional relationships to solve multistep ratio and percent problems. 7.NS Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers. 7.NS Solve real-world and mathematical problems involving the four operations with rational numbers

Math Standards 2. Reason abstractly and quantitatively 7. Look for and make use of structure

Increasing and Decreasing Quantities by a Percent I CAN: determine the percent of increase or decrease between two amounts. I WILL: relate a percent to a fraction. I WILL: relate a decimal to a percent I WILL: determine what fraction, percent, or decimal represents the difference between two amounts

Pre-Assessment Read through the questions and try to answer them as carefully as you can. The example at the top of the page should help you understand how to write out your answers.

For now, let’s put on our teacher hats… What are some common issues that students might have with these problems? What are questions you could ask that would help the students in their understanding.

There is a powerful idea at work here! “Rather than teaching algorithms that students memorize, work meaningfully on the idea that all percent changes are just multiplications by a scale factor!” This is a big concept.

Let’s work on the first part of the activity. You will work in groups of 2-3 students. Take out Card Set A and Card Set B Cut them apart Arrange the cards from set A on your poster as shown in the next slide.

The task: Working as a team, take turns placing a percentage card between each pair of money cards. (horizontally and vertically). Each time you do this, you must explain your thinking clearly and carefully. If you do not agree with your partner, you may challenge him/her. The important thing is for both of you to understand the math for all your placements. Record your findings on your sheet.

There’s more! Cut apart Card Set C: Decimal Multipliers Take turns placing a decimal card between each pair of money cards. Remember, you must explain your thinking clearly and carefully and challenge your partner if you do not agree. You may use your calculators to check the arithmetic. Be on the lookout for patterns. Again record your findings on your sheet.

Visit your neighbor time Choose one member of your group to take your recording sheet and compare it with the work of another group. If there are differences between yours and theirs ask for an explanation. If you still don’t agree, explain your group’s thinking. The members that remain, should be ready to explain to the visitor the reasons for your group’s matches. Do you want to make any changes?

Again, let’s put on our teacher hats… If class time allows, you can give the third set of cards which are the fractional equivalencies, OR, after recording the placement of the other two sets, students could clean up and the third set could be given the following class. Follow the same procedure for this set, including the sharing time.

Concluding and generalizing You will want to discuss and help students generalize what they have learned. Sample questions could be: Suppose prices increase by 10%. How can I say that as a decimal multiplication? How can I write that as a fraction multiplication? What is the fraction multiplication to get back to the original price? How can you write that as a decimal multiplication? As a percentage?

Improving the Assessment Look at your original assessment responses. Think about what you have learned this lesson. Using what you have learned, try to improve your work.

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Fall 2012 – Spring 2013 Collaborate and submit resources aligned to the new Common Core State Standards

phttp://map.mathshell.org/materials//index.ph p p/classroom-video-visits/public-lessonshttp:// p/classroom-video-visits/public-lessons Sites that might help your planning

Creating Your Lesson/Activity Save template from C&I webpage to your computer Template was created as a form so that formatting would remain consistent for posting Type in the far left of the box to be able to type in the text field For supplemental documents that accompany the lesson, copy and paste them as additional pages to the lesson plan file

To “unlock” the template for revisions or adding additional pages… MS Word 2003: View Toolbars Forms Click the Revise as needed Click the Save MS Word 2010: “Review” tab Restrict Editing (far right) Stop Protection Revise as needed allow only this type of editing… In drop down, select “filling in forms” Yes, start enforcing protection & click “ok” when the password box comes up Save

Posting Your Lesson/Activity Name lesson and save: content_standard_lesson title (ex. ELA_5.RI.1_synthesisstrategy) to: Thanks in advance for following the process! No clean up of lessons = quick posting for your access!