PRESENTED BY DR. LINDA K. GRIFFITH APRIL 29, 2013 Planning for CCSSM Instruction-First Grade

Quotes “Wise men say only fools rush in…” ~Elvis Presley “Fools rush in where angels fear to tread.” ~Alexander Pope (essay in 1709) “The whole problem with the world is that fools and fanatics are always so certain of themselves and wiser people so full of doubts.” ~Bertrand Russell ( )

Process vs. Product The focus of today is to explore a process for planning mathematics instruction in first grade. The products that will be shown are only examples to show what products might emerge from the process. None of these products are complete and they have not been field tested.

PHIL DARO Grain Size

Questions to Ponder as You View the Video Why does mathematics not break down into lessons size pieces? What is Daro proposing to replace common lesson planning? What evidence is he using to support his position?

Phil Daro-Planning Chapters and Not Lessons

Discuss Why does mathematics not break down into lessons size pieces? What is Daro proposing to replace common lesson planning? What evidence is he using to support his position?

Planning the Year Focus and Coherence is not promoted by a checklist. Focus and Coherence means you are working on many related standards simultaneously and may not “finish” a standard in a unit. See page 3-4 of the CCSSM.

What is the focus for Grade 1? Read to page 13 of the CCSSM. Discuss the four focus areas for Grade 1. What, if any, are the connections between these foci? What have you done in the past that is simply not here now?

Need a 3-D Model Year Long Plan Topics (across the top) Time (down the side) Units (shading) – require narrative descriptions

Example of Scope and Sequence

Discuss at Your Table Refer to pages of the CCSSM. List the topic titles you would use across the top of the year long planning document.

Compare to Sample The topic names you will see on the sample are: Addition/subtraction Place Value Distance measures Time measures Data Shapes How do these compare with yours?

Keeping the Focus What topic is pervasive in Grade 1? The Glue

Compare to Sample In the sample it appears that addition and subtraction are the glue for grade 1. How does this compare with your group discussion?

Connections between Topics Discuss the relationships between topics to help you think about units that cross topics. Decisions that you make here may change as you move to the next phase in the process. Shade in units to show the connections you are making, and number your units. Does this validate your thinking about the “glue”?

Unit or Chapter Planning: Step 1 Begin with studying the “primary” resources related to the driving topic in a unit.

Eg: Meaning of Addition and Subtraction CCSSM page 88 Developing Essential Understanding: Addition and Subtraction pages Children’s Mathematics: CGI Chapter 2 Elementary and Middle School Mathematics: Teaching Developmentally, 7 th Edition pages Cognition Based Assessment and Teaching of Addition and Subtraction page 10 Young Mathematicians at Work: Constructing Number Senses, Addition and Subtraction pages

Try It Out Study these resources in your group. What are the similarities and differences in the information from these resources? How did these materials impact your thinking about teaching meaning of operation in grade 1? What questions do you have after studying these resources?

The Big Question Why is meaning of addition and subtraction important?

Can we apply what we learned? Classify each of the 15 problems on the handout using one classification schema you have studied.

Next Step What are the essential understanding related to meaning of addition and subtraction? OR What are the goals for the unit?

Summative Assessment Discuss how you might summatively assess students’ understanding of meaning of operation (addition and subtraction).

Compare Will your assessment plan give you information about student understanding of all the problem types? One possible resource for this assessment could be “Learning Mathematics in the Primary Grades” developed the Madison, WI School District the Problem Solving Interviews.

Sample The sample names this unit, “Representing and solving problems involving addition and subtraction.” How do the sample unit goals compare with those you discussed in your group?

Collecting Potential Problems and Tasks As you study primary resources you begin to collect problems and tasks that you might use in day-to-day instruction. Not every problem or task would be used by every teacher. Some teachers may need additional problems or tasks. A collaborative group might agree on the initial formative assessment task. Secondary resources can be used as sources for problems and tasks.

Study and Discuss Examine the problems and tasks included in the sample unit. How do these align with the unit goals? How do these align with the primary resources? How are these alike or different from materials you have used in the past? Are the prerequisite skills the students would need to bring from kindergarten or develop to engage in these problems and tasks?

What does instruction look like?

Phil Daro- Answer Getting

Discuss At Your Table Can you give examples of things we have done in the past in first grade that were “answer getting strategies”? What can we do instead?

THE RESEARCH tinyurl.com/AR-PPDM-article The Purposeful Pedagogy and Discourse Instructional Model

The Foundation Jacobs, Lamb, and Philipp on professional noticing and professional responding; Smith, Stein, Hughes, and Engle on orchestrating productive mathematical discussions; Ball, Hill, and Thames on types of teacher mathematical knowledge; and Levi and Behrend (Teacher Development Group) on Purposeful Pedagogy Model for Cognitively Guided Instruction.

On-going formative assessment Learning goals Day-to-Day Planning for Instruction

Step 1 Write or select a problem or task that has the potential to reveal some mathematics that will help reach the learning goal. What is the mathematics this task or problem has the potential to reveal?

Step 2 Anticipate what students will do that might be productive to share. Remember there are productive failures.

Step 3 Pose the problem and monitor students as they solve. Teachers role during this process is called professional noticing. Requires that they have the teacher specialized content knowledge.

Deborah Ball – Teacher Content Knowledge

Steps 4 and 5 Select student work to share that would be productive. Sequence the papers to share to help students make connections.

Step 6 Compare and contrast strategies and make mathematical connections (Discourse).

Building Fact Fluency

8 Standards for Mathematical Practice  Make sense of problems and persevere in solving them.  Reason abstractly and quantitatively.  Construct viable arguments and critique the reasoning of others.  Model with mathematics.  Use appropriate tools strategically.  Attend to precision.  Look for and make use of structure.  Look for and express regularity in repeated reasoning.

What Others Have Done New York Georgia Indiana North Carolina

Remember The process is what is important. The handout contains samples of what products might look like.