1. Elementary Math: 2 nd Grade Professional Development January 2012

2. Norms  Participate actively.  Be respectful of people’s time, ideas, and needs.  Maintain a positive tone.  Be solution oriented.

3. Agenda * Introductions to Common Core State Standards * Digging into Mathematical Practices * Teaching Number Sense Using the Number Line and Sheltered Instruction * Exit Card

4. Learning Targets  I can describe to parents and colleagues the North Clackamas Common Core Standard implementation plan for math.  I can implement two of the eight Common Core Mathematical Practices into my classroom instruction.  I can teach grade level content through a variety of models that progress from concrete to abstract. (Build-Sketch-Record)  I can describe characteristics of Sheltered Instruction by talking to my peers about the techniques.

5. Goals of Common Core State Standards-Math  US students will become more competitive with A+ countries.  Colleges will have less remediation in math for incoming students.  Students across the country will have standards that are of equal rigor.  Allows for development of common assessments and teaching materials.

6. As of Today 45 States Have Adopted CCSS

7. Common Core Standards for Mathematics  Mathematical Practices  Mathematical Content

9. Progressions within and across Domains

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12. Role Play  What would parents want to know about the Common Core State Standards for Math?  Discuss with your partner what their questions would be how you would you respond. p o

13. Draws from Two Sources Principles and Standards for School Mathematics Adding It Up 13

14. NCTM Process Standards Problem Solving Reasoning and Proof Communication Representation Connections

15. Adding It Up: Strands of Mathematical Proficiency Strategic Competence Adaptive Reasoning Conceptual Understanding Productive Disposition Procedural Fluency

16. CCSS-M 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.

17. The Standards for Mathematical Practice Take a moment to examine the first three words of each of the 8 mathematical practices… what do you notice? Mathematically Proficient Students…

18. Looking at the Mathematical Practices

19. Mathematical Practice:1 Make sense of problems and persevere in solving them. Use the “Look For” Tool to record your thinking about what mathematically proficient students are able to do when they are participating in this practice. Record what teachers actions are in engaging students in this practice.

20. Construct viable arguments and critique the reasoning of others. Mathematical Practice: 3 Use the “Look For” Tool to record your thinking about what mathematically proficient students are able to do when they are participating in this practice. Record what teachers actions are in engaging students in this practice.

21. Pictorial Input Chart Draw a picture. Identify the key math vocabulary and prepositions and how you will teach them. Create a physical gesture to support the key words. Determine what manipulatives will be used to model the solution to the problem.