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Say Cheese!  A Picture of a Middle School   Common Core ClassroomPresented by:Anna Crooke and Heather PuhlCaldwell County ...
•   Identify what a Common Core Classroom looks like•   Investigate lessons•   Discuss and collaborate with others•   Prov...
• Look at the following pictures.• For each picture, write down any features you notice that  exemplify what you think a c...
• Kids without a teacher
• Share timeWhat did you notice?
What do you notice?
What do you notice?
• Kids without a teacher      What do you notice?
What do you notice?
• Student directed• Concrete exploration• 3-Part lesson plan• Real-world relevancy Essential Components
Teacher as facilitator  • Not teacher-directed 100% of the time  • Location in the classroom is not always at    the front...
Management of the classroom • Teach students what is expected • Checklist to self-monitor behavior • Utilize individual, p...
Differentiation • Accept multiple approaches and   explanations • Students engage in math dialogue and   appreciate indivi...
Content examples • Encourage multiple representations • Use manipulatives to build conceptual   understanding • Tie concep...
Resources/Strategies to Use: • Math Foundations Workshops • Math Investigations Curriculum • Integrated Math Curriculum • ...
You Do       We Do        I Do3-Part Lesson Plan
• Explore Lessons with  6th, 7th, and, 8th grade  teachers.Lessons For Learning
Multiple Real-Life Applications of theContent • 6th – “Split Time”, 6.RP.3 • 7th – “Pizza Doubler”, 7.G.4 • 8th – “25 Bill...
1. What should his split time on the indoor track be? Write a guess.2. Write a number you know is too high and one that is...
What information do you need?            6th Grade, Act 2
6th Grade, Act 3
1. If you’d like the most pizza, which coupon should you use?          7th Grade, Act 1
2. What information would be useful to know here?3. Can you prove your answer is correct?4. Would the best coupon for the ...
1. When should you start bombarding the App Store with purchases to win?2. Write down an answer you know is too high and t...
8 th Grade, Act 2
24,658,507,655
8 th Grade Act 2
4. What assumptions have you made in your model?5. Interpret the parameters in your linear model. What do the units repres...
Discourse with Solving Problems • Justify answers • Pull real-world connectionsUse as a starting point rather than anendin...
• Questions?• Evaluation        Conclusion
Anna Crooke        Instructional Facilitator       Caldwell County Schools    acrooke@caldwellschools.com             Heat...
• Dan Meyer, 3-Act Math Tasks, retrieved online October  2, 2012 from  https://docs.google.com/spreadsheet/ccc?key=0AjIqyK...
Say Cheese! A Picture of Middle School Math Common Core
Say Cheese! A Picture of Middle School Math Common Core
Say Cheese! A Picture of Middle School Math Common Core
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Say Cheese! A Picture of Middle School Math Common Core

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Say Cheese! A Picture of Middle School Math Common Core

  1. 1. Say Cheese! A Picture of a Middle School Common Core ClassroomPresented by:Anna Crooke and Heather PuhlCaldwell County Schools
  2. 2. • Identify what a Common Core Classroom looks like• Investigate lessons• Discuss and collaborate with others• Provide resources to support Common Core instructionGoals for Session
  3. 3. • Look at the following pictures.• For each picture, write down any features you notice that exemplify what you think a common core classroom looks like.• After viewing the pictures, you will have the opportunity to share your thoughts with other participants.Snapshots of Classrooms
  4. 4. • Kids without a teacher
  5. 5. • Share timeWhat did you notice?
  6. 6. What do you notice?
  7. 7. What do you notice?
  8. 8. • Kids without a teacher What do you notice?
  9. 9. What do you notice?
  10. 10. • Student directed• Concrete exploration• 3-Part lesson plan• Real-world relevancy Essential Components
  11. 11. Teacher as facilitator • Not teacher-directed 100% of the time • Location in the classroom is not always at the front board • Teacher uses questioning to lead discussion • Process is more important than the end product Student Directed
  12. 12. Management of the classroom • Teach students what is expected • Checklist to self-monitor behavior • Utilize individual, partner, and group- work Student Directed
  13. 13. Differentiation • Accept multiple approaches and explanations • Students engage in math dialogue and appreciate individual contributions • Make math accessible for all students • Scaffold assignments • Use formative assessment to guide instruction Student Directed
  14. 14. Content examples • Encourage multiple representations • Use manipulatives to build conceptual understanding • Tie conceptual understanding to abstract representation Concrete Exploration
  15. 15. Resources/Strategies to Use: • Math Foundations Workshops • Math Investigations Curriculum • Integrated Math Curriculum • Superstars Math • AIMS Concrete Exploration
  16. 16. You Do We Do I Do3-Part Lesson Plan
  17. 17. • Explore Lessons with 6th, 7th, and, 8th grade teachers.Lessons For Learning
  18. 18. Multiple Real-Life Applications of theContent • 6th – “Split Time”, 6.RP.3 • 7th – “Pizza Doubler”, 7.G.4 • 8th – “25 Billion Apps”, 8.F.4 Real-World Relevancy
  19. 19. 1. What should his split time on the indoor track be? Write a guess.2. Write a number you know is too high and one that is too low. 6 th Grade, Act 1
  20. 20. What information do you need? 6th Grade, Act 2
  21. 21. 6th Grade, Act 3
  22. 22. 1. If you’d like the most pizza, which coupon should you use? 7th Grade, Act 1
  23. 23. 2. What information would be useful to know here?3. Can you prove your answer is correct?4. Would the best coupon for the slice above work for all slices or just slices? Tell me under what circumstances I should use one coupon or the other. 7th Grade, Act 2
  24. 24. 1. When should you start bombarding the App Store with purchases to win?2. Write down an answer you know is too high and too low. 8 th Grade, Act 1
  25. 25. 8 th Grade, Act 2
  26. 26. 24,658,507,655
  27. 27. 8 th Grade Act 2
  28. 28. 4. What assumptions have you made in your model?5. Interpret the parameters in your linear model. What do the units represent? What does the y-intercept represent?6. According to your linear model, when did the app store sell its first app? Calculate an answer mathematically then find the actual answer. If those answers are different, what could explain the different? 8 th Grade, Act 3
  29. 29. Discourse with Solving Problems • Justify answers • Pull real-world connectionsUse as a starting point rather than anending point. Real-World Relevancy
  30. 30. • Questions?• Evaluation Conclusion
  31. 31. Anna Crooke Instructional Facilitator Caldwell County Schools acrooke@caldwellschools.com Heather Puhl Mentor Caldwell County Schools hpuhl@caldwellschools.comContact Information
  32. 32. • Dan Meyer, 3-Act Math Tasks, retrieved online October 2, 2012 from https://docs.google.com/spreadsheet/ccc?key=0AjIqyKM 9d7ZYdEhtR3BJMmdBWnM2YWxWYVM1UWowTEE #gid=0 Resources

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