1. BTSA/AIP SPRING PROFESSIONAL DEVELOPMENT MARCH 25, 2014 5:40-7:00 NANCY HAYASHIDA, MATH COACH NHAYASHIDA@LBSCHOOLS.NET X2962 Common Core Mathematics and the Use of Manipulatives

2. Common Core Mathematics Instructional Shifts for Mathematics Focus Coherence Rigor  fluency  application  deep understanding

3. Common Core State Standards for Mathematics Mathematical Standards Eight Mathematical Practices They both have equal weight

4. Common Core State Stand ards for Mathematics Mathematical Standards Grade level specific Informs what the goal is for each student at the grade level Common Core does not prescribe how the standards can be met

5. Grade Level Standards Focus Areas Domains Clusters Standards  Major work  Supports the major work  Additional, not connected to the major work Grade level Domain Standard

6. www.achievethecore.org Highlight the cluster headings green, yellow and blue in your standards document.

7. www.achievethecore.org Highlight the cluster headings green, yellow and blue in your standards document.

8. www.achievethecore.org Highlight the cluster headings green, yellow and blue in your standards document.

9. www.achievethecore.org Highlight the cluster headings green, yellow and blue in your standards document.

10. www.achievethecore.org Highlight the cluster headings green, yellow and blue in your standards document.

11. www.achievethecore.org Highlight the cluster headings green, yellow and blue in your standards document.

12. Standards Activity Looking at your grade level Mathematical Standards: Highlight the cluster headings: Green – major work, critical for the grade level Yellow – additional work, doesn’t connect directly to the major work Blue – supports the major work of the standard

13. Eight Mathematical Practices Consistent Kindergarten thru Grade 12 Mathematical Practices are to be done daily within the context of the lesson

14. Eight Mathematical Practices 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.

15. MP #5: Use appropriate tools strategically Read the MP5 “Tools” What have you used? Why did you choose to use that particular manipulative? What did you do with them? Students? What was the purpose?

16. Manipulatives Why should I use them in my lesson? Manipulatives provide students with a tactile and concrete experience to make sense of the concept. Manipulatives provide students with a “hook” to refer back to when working with the abstract.

17. Manipulatives Which one do I use? Purpose Unifix cubes, snap cubes, base ten blocks Ten-frames, two-sided counters Color tiles Pattern blocks, tangrams Judy clocks, rulers, protractors, fraction bars Student made tools are also manipulatives

18. These are Manipulatives Too!

19. Manipulatives Marilyn Burns-Base Ten Blocks:  What are the concepts the students are practicing?  How did one activity help support or lead into the next concept?

20. Concrete, Representational, Abstract In each lesson students should experience C-R-A

21. Concrete use of Manipulatives

22. Representation and Abstract

23. Summarize In terms of the Common Core Mathematical Practices and Mathematical Standards, what role do manipulatives play? Why is it important that manipulatives are used during instruction by students? What is C-R-A and why is it important?