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Diggin Deep into Math Common Core 2.13.13
Diggin Deep into Math Common Core 2.13.13
Diggin Deep into Math Common Core 2.13.13
Diggin Deep into Math Common Core 2.13.13
Diggin Deep into Math Common Core 2.13.13
Diggin Deep into Math Common Core 2.13.13
Diggin Deep into Math Common Core 2.13.13
Diggin Deep into Math Common Core 2.13.13
Diggin Deep into Math Common Core 2.13.13
Diggin Deep into Math Common Core 2.13.13
Diggin Deep into Math Common Core 2.13.13
Diggin Deep into Math Common Core 2.13.13
Diggin Deep into Math Common Core 2.13.13
Diggin Deep into Math Common Core 2.13.13
Diggin Deep into Math Common Core 2.13.13
Diggin Deep into Math Common Core 2.13.13
Diggin Deep into Math Common Core 2.13.13
Diggin Deep into Math Common Core 2.13.13
Diggin Deep into Math Common Core 2.13.13
Diggin Deep into Math Common Core 2.13.13
Diggin Deep into Math Common Core 2.13.13
Diggin Deep into Math Common Core 2.13.13
Diggin Deep into Math Common Core 2.13.13
Diggin Deep into Math Common Core 2.13.13
Diggin Deep into Math Common Core 2.13.13
Diggin Deep into Math Common Core 2.13.13
Diggin Deep into Math Common Core 2.13.13
Diggin Deep into Math Common Core 2.13.13
Diggin Deep into Math Common Core 2.13.13
Diggin Deep into Math Common Core 2.13.13
Diggin Deep into Math Common Core 2.13.13
Diggin Deep into Math Common Core 2.13.13
Diggin Deep into Math Common Core 2.13.13
Diggin Deep into Math Common Core 2.13.13
Diggin Deep into Math Common Core 2.13.13
Diggin Deep into Math Common Core 2.13.13
Diggin Deep into Math Common Core 2.13.13
Diggin Deep into Math Common Core 2.13.13
Diggin Deep into Math Common Core 2.13.13
Diggin Deep into Math Common Core 2.13.13
Diggin Deep into Math Common Core 2.13.13
Diggin Deep into Math Common Core 2.13.13
Diggin Deep into Math Common Core 2.13.13
Diggin Deep into Math Common Core 2.13.13
Diggin Deep into Math Common Core 2.13.13
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Diggin Deep into Math Common Core 2.13.13

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In this professional development session our learning target is: …

In this professional development session our learning target is:
I can explore major shifts, math practices and content focus areas for my grade so I can use them in my teaching.
Success Criteria:
• Contrast major shifts in the CCSS-M to current practice
• Synthesize Standards for Math Practices
• Contrast major shifts in ways students demonstrate math proficiency (SBAC) to current practice
• Analyze Critical Areas of Focus
• Make connections to 5D
• Self-reflect to personalize the learning

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  • 1. Digging DeeperMath Common Core State StandardsMiddle SchoolPlease:1. Sign in and make a name tag2. Sit at a table balanced with 6th, 7thand 8th grade teachers and teachersfrom EMS, TMMS and OMS@MarciShepard#OrtingSDDr. Marci ShepardFebruary 2013
  • 2. @MarciShepard#OrtingSDWelcome and logisticsIntroductionsDance partnersDr. Marci Shepard  Orting School District  February 2013
  • 3. Dr. Marci Shepard  Orting School District  February 2013
  • 4. Flipped Teaching LessonQuestions and FeedbackDr. Marci Shepard  Orting School District  February 2013
  • 5. As a first step in implementing the Common Core Standards forMathematics, focus strongly where the standards focus.• Rather than racing to cover everything in today’s mile-wide, inch-deepcurriculum, educators are encouraged to use the power of the eraser andsignificantly narrow and deepen the way time and energy is spent in themath classroom.• Focus deeply on only those concepts that are emphasized in thestandards so that students can gain strong foundational conceptualunderstanding, a high degree of procedural skill and fluency, and theability to apply the math they know to solve problems inside and outsidethe math classroom.• Reviewing existing classroom materials, such as math textbooks, is alightweight way to begin implementing focus.• Instead, focus on…Math ShiftsMath PracticesMajor Work of GradeFocusDr. Marci Shepard  Orting School District  February 2013
  • 6.  I can explore major shifts, math practices and content focus areas formy grade so I can use them in my teaching.Success Criteria:• Contrast major shifts in the CCSS-M to current practice• Synthesize standards for math practices• Contrast major shifts in ways students demonstrate math proficiency(SBAC) to current practice• Analyze areas of focus• Make connections to 5D• Self-reflect to personalize the learningI can use math knowledge and ways of thinking in my discussions withmy colleagues and provide evidence to support my thinking.Success Criteria:(Co-develop)Dr. Marci Shepard  Orting School District  February 2013
  • 7.  I can explore major shifts, math practices and content focus areasfor my grade so I can use them in my teaching.Success Criteria:• Contrast major shifts in the CCSS-M to current practice• Synthesize standards for math practices• Contrast major shifts in ways students demonstrate math proficiency(SBAC) to current practice• Analyze areas of focus• Make connections to 5D• Self-reflect to personalize the learningI can use math knowledge and ways of thinking in my discussions withmy colleagues and provide evidence to support my thinking.Dr. Marci Shepard  Orting School District  February 2013
  • 8. Major ShiftsSurveying the Literature1. Gallery walk - read the walls2. Stand next to a selection that resonates with you3. As a group, discuss what resonated with you andbe prepared to share out4. Share outDr. Marci Shepard  Orting School District  February 2013
  • 9. Math practicesBreaking GroundDr. Marci Shepard  Orting School District  February 2013
  • 10.  I can explore major shifts, math practices and content focus areasfor my grade so I can use them in my teaching.Success Criteria:• Contrast major shifts in the CCSS-M to current practice• Synthesize standards for math practices• Contrast major shifts in ways students demonstrate math proficiency(SBAC) to current practice• Analyze areas of focus• Make connections to 5D• Self-reflect to personalize the learningI can use math knowledge and ways of thinking in my discussions withmy colleagues and provide evidence to support my thinking.Dr. Marci Shepard  Orting School District  February 2013
  • 11. Describe the thinking processes, habits of mind anddispositions that students need to develop a deep, flexible, andenduring understanding of mathematics; in this sense they arealso a means to an end.SP1. Make sense of problems“….they [students] analyze givens, constraints, relationships and goals. ….theymonitor and evaluate their progress and change course if necessary. …. And theycontinually ask themselves “Does this make sense?”Standards for Math PracticesDr. Marci Shepard  Orting School District  February 2013
  • 12. AND….Describe mathematical content students need to learn.SP1. Make sense of problems“……. students can explain correspondences between equations, verbal descriptions,tables, and graphs or draw diagrams of important features and relationships, graphdata, and search for regularity or trends.”Standards for Math PracticesDr. Marci Shepard  Orting School District  February 2013
  • 13. Take a moment to examine the first three words of eachof the 8 mathematical practices…What do you notice?Standards for Math PracticesMathematically Proficient Students…Dr. Marci Shepard  Orting School District  February 2013
  • 14. Read and discuss:• Conceptual Understanding – comprehension of mathematicalconcepts, operations, and relations• Procedural Fluency – skill in carrying out procedures flexibly,accurately, efficiently, and appropriately• Strategic Competence – ability to formulate, represent, andsolve mathematical problems• Adaptive Reasoning – capacity for logical thought, reflection,explanation, and justification• Productive Disposition – Propensity to see mathematics assensible, useful, and worthwhile, partnered with a belief inperseverance and one’s own efficacyMath ProficiencyMathematical proficiency is defined as having five essential components, or strands(National Research Council, 2001)Dr. Marci Shepard  Orting School District  February 2013
  • 15. Consider the verbs that illustrate the studentactions for each practice.Standards for Math PracticesExampleDr. Marci Shepard  Orting School District  February 2013
  • 16. MP3: Construct viable arguments andcritique the reasoning of othersMathematically proficient students:• understand and use stated assumptions, definitions, and previously established results inconstructing arguments.• make conjectures and build a logical progression of statements to explore the truth of theirconjectures.• analyze situations by breaking them into cases, and can recognize and usecounterexamples.• justify their conclusions, communicate them to others, and respond to the arguments ofothers.• reason inductively about data, making plausible arguments that take into account thecontext from which the data arose.• compare the effectiveness of two plausible arguments, distinguish correct logic or reasoningfrom that which is flawed, and-if there is a flaw in an argument-explain what it is.• construct arguments using concrete referents such as objects, drawings, diagrams, andactions. Such arguments can make sense and be correct, even though they are notgeneralized or made formal until later grades.• determine domains to which an argument applies.• listen or read the arguments of others, decide whether they make sense, and ask usefulquestions to clarify or improve the arguments.Dr. Marci Shepard  Orting School District  February 2013
  • 17. MP3: Construct viable arguments andcritique the reasoning of othersMathematically proficient students:• understand and use stated assumptions, definitions, and previously established results inconstructing arguments.• make conjectures and build a logical progression of statements to explore the truth of theirconjectures.• analyze situations by breaking them into cases, and can recognize and usecounterexamples.• justify their conclusions, communicate them to others, and respond to the arguments ofothers.• reason inductively about data, making plausible arguments that take into account thecontext from which the data arose.• compare the effectiveness of two plausible arguments, distinguish correct logic or reasoningfrom that which is flawed, and-if there is a flaw in an argument-explain what it is.• construct arguments using concrete referents such as objects, drawings, diagrams, andactions. Such arguments can make sense and be correct, even though they are notgeneralized or made formal until later grades.• determine domains to which an argument applies.• listen or read the arguments of others, decide whether they make sense, and ask usefulquestions to clarify or improve the arguments.Dr. Marci Shepard  Orting School District  February 2013
  • 18. Consider the verbs that illustratethe student actions for eachpractice.Highlight the verbs.Discuss with partners:What jumps out at you?Synthesize the main idea of theSMP.SMP1: Explain and make conjectures…SMP2: Make sense of…SMP3: Understand and use…SMP4: Apply and interpret…SMP5: Consider and detect…SMP6: Communicate precisely to others…SMP7: Discern and recognize…SMP8: Notice and pay attention to…Standards for Math PracticesDr. Marci Shepard  Orting School District  February 2013
  • 19.  I can explore major shifts, math practices and content focus areasfor my grade so I can use them in my teaching.Success Criteria:• Contrast major shifts in the CCSS-M to current practice• Synthesize standards for math practices• Contrast major shifts in ways students demonstrate math proficiency(SBAC) to current practice• Analyze areas of focus• Make connections to 5D• Self-reflect to personalize the learningI can use math knowledge and ways of thinking in my discussions withmy colleagues and provide evidence to support my thinking.Dr. Marci Shepard  Orting School District  February 2013
  • 20. Standards for Math PracticesArtifact BoxDr. Marci Shepard  Orting School District  February 2013
  • 21. BreakDr. Marci Shepard  Orting School District  February 2013
  • 22.  I can explore major shifts, math practices and content focus areasfor my grade so I can use them in my teaching.Success Criteria:• Contrast major shifts in the CCSS-M to current practice• Synthesize standards for math practices• Contrast major shifts in ways students demonstrate math proficiency(SBAC) to current practice• Analyze areas of focus• Make connections to 5D• Self-reflect to personalize the learningI can use math knowledge and ways of thinking in my discussions withmy colleagues and provide evidence to support my thinking.Dr. Marci Shepard  Orting School District  February 2013
  • 23. Make ConnectionsMath Practices and 5DDr. Marci Shepard  Orting School District  February 2013
  • 24.  I can explore major shifts, math practices and content focusareas for my grade so I can use them in my teaching.Success Criteria:• Contrast major shifts in the CCSS-M to current practice• Synthesize standards for math practices• Contrast major shifts in ways students demonstrate mathproficiency (SBAC) to current practice• Analyze areas of focus• Make connections to 5D• Self-reflect to personalize the learningI can use math knowledge and ways of thinking in my discussions withmy colleagues and provide evidence to support my thinking.Dr. Marci Shepard  Orting School District  February 2013
  • 25. • Link SMPs practices and SBAC claims• Sample itemsSmarter Balanced Assessmenthttp://www.smarterbalanced.org/sample-items-and-performance-tasks/Reflect and discuss:What are key shifts?What are implications for my teaching?Dr. Marci Shepard  Orting School District  February 2013
  • 26. Content• Please sit with yourgrade level• PlacematDr. Marci Shepard  Orting School District  February 2013
  • 27.  I can explore major shifts, math practices and content focus areasfor my grade so I can use them in my teaching.Success Criteria:• Contrast major shifts in the CCSS-M to current practice• Synthesize standards for math practices• Contrast major shifts in ways students demonstrate math proficiency(SBAC) to current practice• Analyze areas of focus• Make connections to 5D• Self-reflect to personalize the learningI can use math knowledge and ways of thinking in my discussions withmy colleagues and provide evidence to support my thinking.Dr. Marci Shepard  Orting School District  February 2013
  • 28. Key FluenciesDr. Marci Shepard  Orting School District  February 2013
  • 29. GradePriorities in Support of Rich Instruction and Expectationsof Fluency and Conceptual UnderstandingK–2Addition and subtraction, measurement usingwhole number quantities3–5Multiplication and division of whole numbersand fractions6Ratios and proportional reasoning; earlyexpressions and equations7Ratios and proportional reasoning; arithmetic ofrational numbers8 Linear algebraCritical Areas in MathDr. Marci Shepard  Orting School District  February 2013
  • 30. Flows Leading to AlgebraThe Big PictureDr. Marci Shepard  Orting School District  February 2013
  • 31. Read your Critical Area of Focus• What are the concepts?• What are the skills and procedures?• What relationships are students to make?ExampleMajor Works of the Grade6-8 Critical Areas of FocusHS Algebra Critical AreaDr. Marci Shepard  Orting School District  February 2013
  • 32. Concepts• Big ideas• Understandings or meanings• Strategies• Relationships• Understanding concepts underlies the developmentand usage of skills and procedures and leads toconnections and transferSkills and Procedures• Rules• Routines• Algorithms• Skills and procedures evolve from the understandingand usage of conceptsCritical Areas:Concepts, Skills and ProceduresDr. Marci Shepard  Orting School District  February 2013
  • 33. Grade 4 Number and Operations in Base TenGeneralize place value understanding for multi-digit whole numbers.Recognize that in a multi-digit whole number, a digit in oneplace represents ten times what it represents in the place to itsright. For example, recognize that 700  70 = 10 by applyingconcepts of place value and division.Read and write multi-digit whole numbers using base-tennumerals, number names, and expanded form.Compare two multi-digit numbers based on meanings of thedigits in each place, using >, =, and < symbols to record theresults of comparisons.Use place value understanding to round multi-digit wholenumbers to any place.Critical Areas:Concepts, Skills and ProceduresDr. Marci Shepard  Orting School District  February 2013
  • 34. Read your Critical Area of Focus• What are the concepts? (highlight orange)• What are the skills and procedures? (highlight green)What relationships are students to make?Major works of the Grade6-8 Critical Areas of FocusHS Algebra Critical AreaDr. Marci Shepard  Orting School District  February 2013
  • 35. LunchMarci’s OfficeDr. Marci Shepard  Orting School District  February 2013
  • 36. TEDtalk: Dan Meyer Videohttp://www.youtube.com/watch?v=BlvKWEvKSi8Consider implications for:• Scaffolding• Who is doing the work• Culture of mathTedTalkDr. Marci Shepard  Orting School District  February 2013
  • 37.  I can explore major shifts, math practices and content focus areasfor my grade so I can use them in my teaching.Success Criteria:• Contrast major shifts in the CCSS-M to current practice• Synthesize standards for math practices• Contrast major shifts in ways students demonstrate math proficiency(SBAC) to current practice• Analyze areas of focus• Make connections to 5D• Self-reflect to personalize the learningI can use math knowledge and ways of thinking in my discussions withmy colleagues and provide evidence to support my thinking.Dr. Marci Shepard  Orting School District  February 2013
  • 38. • Link standards to areas of focus• Unpack standards-Together-Electronically in groups• Determine cognitive demand• Connect math practices• Implementation considerationsAreas of FocusDr. Marci Shepard  Orting School District  February 2013
  • 39.  I can explore major shifts, math practices and content focus areasfor my grade so I can use them in my teaching.Success Criteria:• Contrast major shifts in the CCSS-M to current practice• Synthesize standards for math practices• Contrast major shifts in ways students demonstrate math proficiency(SBAC) to current practice• Analyze areas of focus• Make connections to 5D• Self-reflect to personalize the learningI can use math knowledge and ways of thinking in my discussions withmy colleagues and provide evidence to support my thinking.Dr. Marci Shepard  Orting School District  February 2013
  • 40. Make ConnectionsMath Content and 5DDr. Marci Shepard  Orting School District  February 2013
  • 41. 1 CCSS, 2010, p. 52 PARCC – Draft Content Framework - 2011Dr. Marci Shepard  Orting School District  February 2013
  • 42.  I can explore major shifts, math practices and content focusareas for my grade so I can use them in my teaching.Success Criteria:• Contrast major shifts in the CCSS-M to current practice• Synthesize standards for math practices• Contrast major shifts in ways students demonstrate math proficiency(SBAC) to current practice• Analyze areas of focus• Make connections to 5D• Self-reflect to personalize the learningI can use math knowledge and ways of thinking in my discussions withmy colleagues and provide evidence to support my thinking.Dr. Marci Shepard  Orting School District  February 2013
  • 43. • Curriculum alignment (samples)• Math tasks framework• Other supports?Future WorkWhat doI need?Dr. Marci Shepard  Orting School District  February 2013
  • 44. Shapes reflectionSquares with my belief3 points to rememberQuestions circling in your headSelf-Assessment and Geometric ReflectionDr. Marci Shepard  Orting School District  February 2013
  • 45. Feedback and ClosingDr. Marci Shepard  Orting School District  February 2013

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