1. W ELCOME M IDDLE S CHOOL M ATHEMATICS E DUCATORS & P RINCIPALS Day 2 Educator Effectiveness Academy Summer 2011

2. Debby Ward Linda Kaniecki Married Like to Travel High School in DC Live in Harford Co. Live in Anne Arundel Co. Born in Baltimore, MD Born in Jersey Shore, PA Golden Retriever No Pets Double Bubble 2

3. D AY 2 The participant will: Continue to reflect on how the Standards for Mathematical Practice will be infused into daily instruction in the mathematics classroom. Investigate the content of the Common Core State Standards for Mathematics (CCSSM) and related documents. 3

4. Feedback If a thought comes to mind that would help to inform future work, please share by writing the thought on a Post-it note and placing it on the appropriate Feedback poster. 4

5. Standards for Mathematical Practice Matching Activity Outcome The participant will make connections between the thought processes used in completing a typical mathematical task and the behaviors described in the Standards for Mathematical Practice. 5

6. Task Look at the contents of your group’s envelope. Think about and discuss how you would solve each problem. Reflect on the proficiencies described in the Standards for Mathematical Practice and their connections to the approach used. Based on the approach you used, match the predominate Standard for Mathematical Practice to the problem. Note- This is not a one-to-one matching exercise… more Standards exist than problems. This exercise was designed to promote discussion about the Standards for Mathematical Practice! Standards for Mathematical Practice Matching Activity 6

7. Completion of problems, such as those used in this activity represent just one way of helping students develop the proficiencies described in the Standards for Mathematical Practice. While we asked you to select just one standard for each problem, in reality using these standards should be very fluid in that multiple Standards for Mathematical Practice may be addressed within any given lesson or activity. 7

8. Scavenger Hunt Outcome The participant will become better acquainted with the content of the Common Core State Standards for Mathematics. 8

9. Scavenger Hunt 1.One your own, search through the Common Core State Standards for Mathematics for the answers to each question. 2.Compare answers with the members of your group. 9

10. C HECK FOR U NDERSTANDING Think-Pair-Share What are some of the similarities and differences between the K-8 Content Standards and the High School Content Standards? 10

11. Principals Welcome to Session 2

12. Day 2 Outcomes for Session 2 The participant will: o Deepen his/her familiarity with the Standards of Mathematical Practice and the Common Core State Standards for Mathematics o Become familiar with the Maryland Common Core State Curriculum frameworks 12

13. Jeopardy Outcome The participant will deepen his/her familiarity with the Standards for Mathematical Practice and the Common Core State Standards. 13

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15. o How many Standards for Mathematical Practice are there? o What is the difference between the way the codes for the K-8 and the High School standards begin? C HECK FOR U NDERSTANDING 15

16. Maryland Common Core State Curriculum Framework Documents Exploration Outcome The participant will become familiar with the Maryland Common Core State Curriculum frameworks. 16

17. o Divide into Expert Groups o Using the Framework Document, respond to the Exploration Questions o Compare answers and prepare summary statements in Expert Groups o Move to Home Group o Present summary from Expert Group to Home Group Jigsaw Strategy Maryland Common Core State Curriculum Framework Documents Exploration 17

18. o What is the purpose of the Essential Skills and Knowledge Statements? o Within the middle school grade band (grades 6-8), are all of the domains the same? o If not, which domains appear in one or more grades, but not in others? C HECK FOR U NDERSTANDING 18

19. Principals Welcome to Session 3

20. Day 2 Outcomes for Session 3 The participant will: o Review the Standards for Mathematical Practice; the Common Core State Standards; and the Maryland Common Core State Curriculum Frameworks o Analyze selected standards o Generate instructional strategies which might be used to develop students understanding of the standard o Make connections to the Standards for Mathematical Practice 20

21. Outcome The participant will review the: Standards for Mathematical Practice Common Core State Standards for Mathematics Maryland Common Core State Curriculum Frameworks Task At each poster record a fact, that you have learned in one of the earlier sessions, about the given topic. Do not duplicate statements. Topics 1.Standards for Mathematical Practice 2.Structure and Vocabulary of the Common Core State Standards for Mathematics 3. Maryland Common Core State Curriculum Framework 21

22. Pass the Standard Outcome: The participant will analyze selected standards, generate instructional strategies, and make connections to the Standards for Mathematical Practice. 22

23. Pass the Standard o Open the envelope and distribute papers o Use the Common Core State Standards for Mathematics to locate the standard listed. o Write the actual language of the standard in the center of the paper. o Record an example of something you might include in a lesson targeting this standard and Standards for Mathematical Practice that could be fostered through the use of the strategy. o Pass the Standard to the person on your right. o Contribute a new idea to the chart. 23

24. 24 6.NS.1

25. 25 6.NS.1 Step 1 Locate this standard using the Common Core State Standards, and copy it into this space Interpret and compute quotients of fractions, and solve word problems involving division of fractions by fractions, e.g., by using visual fraction models and equations to represent the problem.

26. 26 6.NS.1 Step 2 Interpret and compute quotients of fractions, and solve word problems involving division of fractions by fractions, e.g., by using visual fraction models and equations to represent the problem. 1 st Participant’s Thoughts Sketch a simple drawing of two straightforward division samples Note that the quotient is greater than the dividend Standard(s) for Mathematical Practice: reason abstractly and quantitatively; model with mathematics Record an idea of an experience that you might include in a lesson targeting this standard, and if time allows, record a Standard for Mathematical Practice that might be applicable

27. Completed Example 27

28. What are the challenges that teachers will face as they implement the new curriculum? 28

29. Session 4

30. Day 2 Outcomes for Session 4 The participant will: o Offer suggestions for additions/improvements to the “Essential Skills and Knowledge” statements that support the standards used in the Pass the Standard activity. o Make connections between an instructional task and the content and practice standards. 30

31. Maryland Common Core Framework Documents Feedback Outcome: The participant will offer suggestions for additions/improvements to the Essential Skills and Knowledge statements that support the content standards. 31

32. Grade 66.NS.142Your suggested edits/additions Example 32

33. The “Essential Skills and Knowledge Statements” were created in an effort to help educators develop a common understanding of what the standard means. What, if any, additions or suggestions did your group come up with as you reviewed the existing statements? 33

34. Making Connections Outcome: The participant will make connections between an instructional task and the Standards for Mathematical Practice and the content standards. 34

35. Making Connections o Complete the assigned problem. o Share your approach and outcome with your group. o Search through the Common Core State Standards for standards that this problem would support. o Discuss how this problem might be used in a lesson. o Identify and discuss connections between thought processes used while solving this problem and the Standards for Mathematical Practice. o Pair up with someone who has a different problem. o Share summary of discussions about assigned problem. 35

36. Every Standard for Mathematical Practice may not be demonstrated within each exercise given… BUT… multiple standards should be evident in all mathematics lessons. 36

37. Standards for Mathematical Practice are not isolated skills or activities. Instead, they are the appropriate observable actions that mathematically proficient students display. 37

38. The mathematically proficient student should have such a well- grounded understanding of the Standards for Mathematical Practice that they become habits of mind to be applied as needed when dealing with any mathematics problem. 38

39. On Post-Its, please write any questions that you have about: Standards for Mathematical Practice Common Core State Standards for Mathematics Maryland Common Core Curriculum Frameworks Place your questions on the Exit Ticket poster as you leave for the day. Thanks! 39