1. Southern Regional Education Board An Introduction to the Mathematics Design Collaborative (MDC) Jason Adair jason.adair@sreb.org

2. Southern Regional Education Board Goals of Today’s Training  Explore strategies that address the College and Career Readiness Standards for Mathematics (CCSS-M) and the eight Standards of Mathematical Practice (SMP).  Identify ways that MDC can support teaching of the CCRS-M and engage students in a productive struggle.  Create resources for building formative assessments within the units of instruction to prepare students for the next generation of statewide assessments.

3. Southern Regional Education Board Necessary Shifts

4. Southern Regional Education Board So What? Who Cares?  What is the purpose of starting with this video?  How is it relative to the objectives of the training?

5. Southern Regional Education Board Rigor  Skills and concepts are clearly defined.  An ability to apply concepts and skills to new situations is expected. APPLICATION PROCEDURAL CONCEPTUAL

6. Southern Regional Education Board Standard for Mathematical Practice 1. Make sense of ______ and ______in solving them. 2. Reason ________ and ________. 3. Construct viable _____ and critique the _____ of others. 4. _____ with mathematics. 5. Use appropriate tools _______. 6. Attend to _______. 7. Look for and make use of _______. 8. Look for and express _____ in ______ reasoning. (www.corestandards.org)

7. Southern Regional Education Board Standards for Mathematical Practice 1)Make sense of problems and persevere in solving them. 2)Reason abstractly and quantitatively. 3)Construct viable arguments and critique the reasoning of others. 4)Model with mathematics. 5)Use appropriate tools strategically. 6)Attend to precision. 7)Look for and make use of structure. 8)Look for and express regularity in repeated reasoning. (www.corestandards.org)

8. Southern Regional Education Board The Foundation of MDC

9. Southern Regional Education Board The Big Idea of Assessment for Learning Students and teachers Using evidence of learning To adapt teaching and learning To meet immediate learning needs Minute ‐ to ‐ minute and day-by-day (Thompson & Wiliam, 2007)

10. Southern Regional Education Board The Five Strategies of Assessment for Learning 1.Clarifying and sharing learning intentions and criteria for success 2.Engineering effective discussions, questions and tasks that elicit evidence of learning 3.Providing feedback that moves learners forward 4.Activating students as the owners of their own learning 5.Activating students as instructional resources for one another (Thompson & Wiliam, 2007)

11. Southern Regional Education Board “The five key ingredients are designed to ensure that students are engaged in a productive struggle with mathematics rather than on the receiving end of a lecture.” (Shannon, 2011) Productive Struggle

12. Southern Regional Education Board Cooperative Learning Activity Match your puzzle-piece with other similar pieces to form a problem to solve. As a learning group team, select a strategy to solve the problem. Solve the problem as a team then submit a solution to the class. Your team must be able to justify the solution!!!

13. Southern Regional Education Board Common Core State Standards for Mathematical Practice 1)Make sense of problems and persevere in solving them. 2)Reason abstractly and quantitatively. 3)Construct viable arguments and critique the reasoning of others. 4)Model with mathematics. 5)Use appropriate tools strategically. 6)Attend to precision. 7)Look for and make use of structure. 8)Look for and express regularity in repeated reasoning. (www.corestandards.org)

14. Southern Regional Education Board The Five Strategies of Assessment for Learning 1.Clarifying and sharing learning intentions and criteria for success 2.Engineering effective discussions, questions and tasks that elicit evidence of learning 3.Providing feedback that moves learners forward 4.Activating students as the owners of their own learning 5.Activating students as instructional resources for one another (Thompson & Wiliam, 2007)

15. Southern Regional Education Board Possible Uses Pre-Assessment Exercise Introduce classroom procedures (cooperative learning, word problems, no “I don’t knows” accepted) Hook for new unit Review Exit Slip

16. Southern Regional Education Board Problem Solving Process

17. Southern Regional Education Board 1.Answer Statement a. Hint: The question usually appears as the last sentence of the problem. Students can cover the other information and focus on the last line to determine what the problem is asking. (Note: If the question is not here, go to the preceding line until it is found.) b. Write the question as an answer statement and leave a blank for the solution. Problem Solving Process

18. Southern Regional Education Board 2. Given Information a. Hint: Use the same process of covering everything and view each sentence separately. b. Determine and record relevant information from the problem. Problem Solving Process

19. Southern Regional Education Board 3. Strategy/Plan a. Students will use this space to state additional ideas they have for the problem. This may include other information they know about the problem, possible strategies for getting started, estimations for the solution, constraints, predictions, etc. b. NOTE: This is the section that allows students to formulate their own ideas about the problem and provides a place for them to create their own meaning about what is being asked. Problem Solving Process

20. Southern Regional Education Board 4. Solve a. Students select a strategy (translate verbal statements into mathematical statements, draw a picture, make a table, etc.) and solve. b. NOTE: Students can compare this to the estimation to determine the reasonableness of their answer. Problem Solving Process

21. Southern Regional Education Board 5. Check a. Student check their answers by substitution or by using another method to justify. b. NOTE: Once the answer has been checked, write the answer in the blank from step #1. Problem Solving Process

22. Southern Regional Education Board Let’s Practice

23. Southern Regional Education Board Problem Solving Process Gary began peeling a pile of 44 potatoes at the rate of 3 per minute. Four minutes later, Christen joined him, and peeled at the rate of 5 potatoes per minute. When they were finished, how many potatoes had each peeled?

24. Southern Regional Education Board Problem Solving K-2

25. Southern Regional Education Board Problem Solving 3-5

26. Southern Regional Education Board

27. Problem Source Brain Teasers/#19 Potato Problem http://braingle.com/ Author…8 th grade student…”Hamburger.”

28. Southern Regional Education Board Common Core State Standards for Mathematical Practice 1)Make sense of problems and persevere in solving them. 2)Reason abstractly and quantitatively. 3)Construct viable arguments and critique the reasoning of others. 4)Model with mathematics. 5)Use appropriate tools strategically. 6)Attend to precision. 7)Look for and make use of structure. 8)Look for and express regularity in repeated reasoning. (www.corestandards.org)

29. Southern Regional Education Board The Five Strategies of Assessment for Learning 1.Clarifying and sharing learning intentions and criteria for success 2.Engineering effective discussions, questions and tasks that elicit evidence of learning 3.Providing feedback that moves learners forward 4.Activating students as the owners of their own learning 5.Activating students as instructional resources for one another (Thompson & Wiliam, 2007)

30. Southern Regional Education Board

31. MDC It’s all about PROBLEM SOLVING

32. Southern Regional Education Board Online Resources  IllustrativeMathematics.org  InsideMathematics.com  ThreeActs.MrMeyer.com  achievethecore.org/  GeorgiaStandards.org  MathematicsVisionProject.org  reneeyates2math.com/  EngageNY.org  PARCConline.org  SmarterBalanced.org

33. Southern Regional Education Board Thank you jason.adair@sreb.org