1. Common Core Math – A Different Approach to Teaching the Curriculum
Kristin Luconte
Rochester City School District

2. Introduction Kristin Luconte Rochester City School District
27 years experience
22 years as a 1st and 2nd grade teacher
5 years as an ELA coach

3. Learning Objectives
Participants will learn new strategies to teach the Common Core Math curriculum including ways to differentiate lessons for struggling learners.

4. At first… Modules as a script ~ Read lessons word for word.
Expect student dialogue examples from lessons to magically come out of your students’ mouths.
Make sure to go through “scripted” lesson in its entirety even if it takes 3 hours. (That way I’m sure to do exactly what NYSED wants me to do, right?)
Plow through modules because there are 183 days of school and 180 LESSONS!

5. Which led to…

6. What really happened in my room…
Took me about a month to get through the 8 lessons in module 1! (Grrr…)
Students were as lost trying to follow the lesson as I was delivering it.
Some students “got it”, others didn’t.
There was no creativity in my lessons.
Students sitting on rug for way too long.
I missed pieces of the lesson trying to fit it in my allotted math block.
I also missed the big picture!
Students (and teacher) missed having “fun” in Math.

7. Sooo…
I struggled for a few months like this – spending lots of time meeting with colleagues and studying the material so I could make it flow more smoothly during implementation.
I decided to pull back and really look at what they were asking me to teach…
THE STANDARDS!

8. Next Steps…
Looking at and focusing on the objective of each lesson suddenly made it feel less overwhelming.
Read through whole lesson (even all the side boxes) to get the gist.
Make sure to highlight (and plan to use) the necessary vocabulary .
Find a way to reach EACH child.
Now to put my own “spin” on it!

9. What I know already worked…
Learning Centers in ELA
Allows me to group students so I can reach individuals at their appropriate level
Gives students the opportunity to “teach” each other the skills being practiced.
Students learn to problem solve without an adult around.

10. Hmmm…How to make it work for Math?
Split students up into 4 groups.
Heterogeneously or homogeneously?
Decide what each “center” will be
and where it will be in the room.
How to fit elements of the Module
lesson into this new format?
How to make choices for what to assign at each center?
How will I reach all students in my room?

11. Grouping… Heterogeneous
There will be 3 groups at any given time that are on their own. (One group with me for each rotation.)
Needed to have some students in each group that could “lead”.
Needed to think about personalities also.
What number of groups is really feasible?

12. Rituals and Routines… Students need to know the expectations for:
Working in small groups
Accountable talk
Voice level
Conflict resolution
Physical rotation of groups to next center
What to do when bell rings
How to clean up and get ready to rotate

13. Putting it together… What will centers be?
I had 3 computers and 4 iPads - Technology Center was born.
I had lots of fun math games and manipulatives – Math Game Center was born.
I had an application problem – Application Center was born.
I had a problem set that most students had trouble completing on their own. – Teacher Center was born.

14. Now What... How will this work logistically?
Where am I going to PUT everyone? Need to spread centers out around the room to limit distraction between groups, but close enough to me that I can get there easily.
Need to find games that align with objectives and standards of each lesson/unit that can be played without adult support.
Need to make sure computers and iPads have “worthy” math games.
Need to introduce those games.

15. Now What… Need to train “leaders” in each group.
How to help their team share strategies
How to brainstorm as a team
How to keep teammates on task
How to resolve conflicts on their own
How to include everyone in the group
Need to figure out how to fit fluency practice and concept development into lesson.
What materials do I need?
What problems might arise?

16. Planning…

17. A plan is only that, without in-depth preparation!
Planning…
A plan is only that, without in-depth preparation!

19. What does the 80(ish) minute block look like?
Planning…for real…
What does the 80(ish) minute block look like?
Whole group fluency activity from the module. (4 - 5 min.)
Whole group concept development from module. (Might not be every example.) (20 min.)
Briefly discuss application problem and maybe some strategies. (2 min.)
Centers (45 min.)
Student Debrief (10 min.)

20. Planning for each center…
Teacher Center – Problem set
Decide ahead of time which problems to do. Some students can do it all, some will only have time for a few.
Decide which students will need more support (sit nearest to you) and which students can work more independently or in partners.
Now I have an even smaller sub group that I’m working closely with in each rotation. (Which did not happen without this format.)

21. Planning for each center…
Have materials readily available.
Problem set papers
Clipboards
Pencils/erasers
manipulatives
White board, expo markers, white board eraser
Timer/bell

22. Teacher Center

23. Teacher Center

24. Teacher Center

25. Planning for each center…
Application Center – Application problem
Close to teacher for additional support if needed.
Have materials readily available
Application problem typed up, or plain paper if application problem is posted in the room.
Clipboards
Pencils/erasers
Manipulatives if needed

26. Application Center

27. Application Center

28. Application Center

29. Application Center

30. Application Center

31. Planning for each center…
Technology Center – Computers and iPads
Students on iPads near computers but in full view of teacher (gathered at a table).
Computers - students go on First in Math, Xtra Math, or Compass Learning
Have each child’s usernames and passwords in a binder or on sticks near computer center.
Headphones for each computer and
iPad.

32. Technology Center

33. Technology Center

34. Planning for each center…
Math Game Center
Games must be aligned with the curriculum and have skills students have previously been taught.
Some games are right in the lessons (Race to 50/100).
Use manipulatives from other programs.
Teachers Pay Teachers, Pintrest
Flash cards
Make sure games include directions, and materials are in basket/baggies/envelopes.
Teach game for the week during morning meeting on Monday.

35. Math Game Center

36. Math Game Center

37. Math Game Center

38. Math Game Center

39. What does the teacher do the whole time?
I set up the centers while students are at specials.
After the concept development, as students are dispersed with their groups, I have my group put their name on their problem set and quietly read directions while I quickly walk around and make sure each group is settled.

40. What does the teacher do the whole time?
I set timer for about 12 minutes.
I work with my group on the problem set.
Once I feel my group can do an example or 2 on their own, I try to make it to each group for a “pulse check”.
If students are stuck at the application center, I facilitate discussion or suggest a strategy.
I go back to my center to check on progress and assist.

41. Rotation Schedule

42. Rotation Schedule with Group Signs

43. Student Debrief At last bell, clean up center and gather on rug.
Discuss Problem Set and/or Application Problem using module lesson as a guide.
Have students share strategies and discuss whether they thought
the strategies were
effective.

44. Day 1… Focus on logistics, expectations, and routine.
Split class into their groups.
Set timer for 5 minutes.
At bell, clean up quietly and set up for next group.
Practice rotating clockwise to next center.
After 4 rotations, clean up and gather on rug for Student Debrief. (Week one debrief was mostly about bullet one above!)
Add more time each day (up to 12 minutes for us).

45. Questions…