1. South Dakota Common Core State Standards Phase I - Mathematics July 7, 2011 K - 6 1

2. WELCOME WHO ARE WE? – Roxane Dyk: Mid-Central/ESA 3 – Karen Taylor: TIE 2

4. Credit Information You can earn credit for your participation Three Credits $40.00 Per Credit We will have signup at the end of the day 4

5. Icebreaker Write Down a Three Digit Number

6. Three Year Plan 6

7. Phases I, II, III 7

8. Agenda 8:30 Begin – Background – Disaggregate Standards – Peer Review – Muddiest Water 11:30 – 12:30 Lunch on Your Own 12:30 – 12:45 -Talk about the muddiest points 12:45-4:00 – Disaggregate Standards – Peer Review – Exit Survey – Credit 8

9. Phase I Outcomes Become familiar with common core standards layout, design, concepts, terminology, etc. Learn how common core standards will impact teaching practices Engage in “Disaggregating” process for the designated focus standards for major concepts and cognitive level 9

10. Norms Listen with Engagement Honor Each Other’s Thinking Honor Private Think Time Everyone has a Voice during Group Activities Be Respectful of all Comments Participation is Expected Limit Side Conversation Take Care of Your Needs Turn Cell Phones Off or Vibrate 10

11. Things to think about … Role of participants/School leaders We are providing materials for you to be successful Keep information/process/materials in pure form What support do you need from your district? 11

12. Using the Web Site http://sdccteachers.k12.sd.us Bookmark it! 12

13. Two Types of Standards Mathematical Practice (recurring throughout the grades) Mathematical Content (this will be different at each grade level) CCSS Mathematics Standards 13

14. Standards of 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. 14

15. SDCCSS Mathematics Standards The standards for mathematics: are focused, coherent, and rigorous aim for clarity and specificity stress conceptual understanding of key ideas balance mathematical understanding and procedural skill are internationally benchmarked 15

16. Research Behind the Practices 16

17. Cracking the Code What does it all mean? Let’s take a look… 17

18. DOMAIN CLUSTER HEADINGS Standards within the CLUSTER FOOTNOTES Components: K-8 grade level Mathematics Standards 18

19. Disaggregating Standards Disaggregating Process: Locate the Disaggregating Template on your table Locate the Disaggregating Peer Review document We will model a section then you will complete that section for the standard you have been assigned at your table. As you complete each section use the Peer Review document to define quality. Peer Review will be completed at the end of the process. 19

20. Modeling the Process: Math 20 Discussion Points: Find strand: http://sdccteachers.k12.sd.us/http://sdccteachers.k12.sd.us/ Find previous year standard (if applicable) Find following year standard (if applicable) Quality will be defined by the Peer Review document

21. Modeling the Process Discussion Points: Write the statement in student friendly language Write an “I can” statement Quality Indicators are defined on the Peer Review document. I can add and subtract numbers to 999 in many ways using a plan that makes sense to me. 21

22. Modeling the Process Discussion Points : A stem for “know” are nouns A stem for “Do” are verbs A stem for “Understand” is underlying meaning of standard Keep in mind the 8 standards of mathematical practices Everything students need to demonstrate mastery of the standard Quality Indicators are defined on the Peer Review document. Numbers can be decomposed and recomposed into component parts to add and subtract multi-digit numbers. The value of a digit in our number system is determined by its place value position Expanded notation Commutative property of addition Associative property of addition Strategies and algorithms are the processes to add/subtract within 100. Properties can help make adding/subtracting numbers fluent within 1,000. Adding and subtracting can be used to solve each other. Students will construct expanded notation for numbers up to 1000. Students will prove/explain answers using manipulatives. Students will apply place value to solve mental math problems. S 22

23. Modeling the Process Discussion Points : Key vocabulary teachers need to know/understand to work with the standard List key vocabulary Quality Indicators are defined on the Peer Review document. Fluently – easily, flexibly, and accurately Within – without exceeding Strategies – ways to solve the problem Addend – A number which is involved in addition. Algorithms – a process or procedures used to solve mathematical problems 23

24. Modeling the Process Discussion Points: How might the grade level expectation be applied at home, on the job or in a real- world, relevant context? Include at least one example. Stem for the conversation with students to answer the question “why do I have to learn this?”. This component of the template leads to student engagement, implementation of 21 st Century Skills, and preparation for college and careers. Quality Indicators are defined on the Peer Review document. To be able to use mental addition and subtraction when making buying items. To be able to check to make sure I received the correct change. 24

25. Peer Review Process Process Assign Roles (2 minutes) Facilitator Time Keeper Recorder Review Template on your own (5 - 10 minutes) Complete Providing Written Feedback Share with Reviewing Group(5 - 7 minutes) Share feedback with designers (10 minutes) 25

26. Peer Review Work Time 26

27. Exit Strategy Muddiest Point Think of ONE idea you are still confused about from this morning? Write it on your index card. 27

28. Lunch On Your Own Please Return By 12:30 28

29. Peer Review Muddiest of the Muddiest 29

30. Refection: 4-3-2-1 Reflecting: – 4 things you will take back for you colleagues to know. – 3 tools that will be utilized. – 2 highlights of this phase. – 1 purpose of this phase? 30

31. Things to think about … School leaders Role of participants We are providing materials for you to be successful. Keep information/process/materials in pure form. What support do you need from your district? How are we going to role this out? 31

32. Dates of Trainings Registration is now open for the fall/winter Teacher Registration: https://spreadsheets.google.com/viewform?hl=en&formkey=dEtuSld5 NVQ3dzBmZVdfSzBmTGFyUnc6MA#gid=0 District Registration: https://spreadsheets.google.com/viewform?formkey=dDdicEh0bUcxW i05WjJFWXlGaENCbWc6MQ 32

33. Thanks so much for your hard work See you July 19 and 20 Pierre, SD Roxane Dyk: roxane.dyk@k12.sd.usroxane.dyk@k12.sd.us Karen Taylor: ktaylor@tie.netktaylor@tie.net 33

34. Exit Strategy On-line Evaluation Your ticket out the door!! 34

35. July 19 and 20 Work Be thinking about the types of units that might align with your standards you worked with today. You will be working on units with your standard group members. Collaborate with group members and bring any resources/materials you might need for developing units focused on your assigned standards. Unit template will be released and discussed in online pre-work. 35

36. Credit Information Put credit information here 36