c ommon c ore 2012 d ay 2. w elcome to m ath k-2 i ntegration please sign in take out your namecard...

COMMON CORE 2012 DAY 2

WELCOME TO MATH K-2 INTEGRATION

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Take out your Namecard from yesterday, or make one if you were not here

Work on the “Sections” activity on your desk

SOME THOUGHTS ON CC… It is the research base (how understanding of

the core concepts and essential skills of mathematics typically develop over time when supported by high quality, targeted instruction), not standards that have driven this work. We have not simply rearranged’ the standards. It is our hope that with a better understanding of how to apply the research to classroom practice (instruction and assessment) teachers will be better able to prepare all students to be productive citizens in the 21st century world beyond high school.

REVIEW YESTERDAY

Architecture and navigating the standards

Unwrapping Standards

Cognitive Demand

Mathematical Practices

STANDARDS SORT

Review Cognitive Demand

Sort your standards by highest CD required in the standard

What do you notice about the standards?

VIDEO

Review the Mathematical Practices—notes

What MP do you see in the video? What CD do you see in the video?

What does the teacher do to increase the CD?

INCREASING COGNITIVE DEMAND

Billy is 42 in. tall and is wearing a hat that is 8 in. tall. How tall is Billy with the hat?

What CD is this question?

How can we make it a higher level of CD?

FOUR INTERRELATED GUIDING PRINCIPLES OF LEARNING PROGRESSIONS (LPS)

LPs are developed (and refined) using available research and evidence

LPs have clear binding threads that articulate the essential core concepts and processes of a discipline (sometimes called the ‘big ideas’ of the discipline)

LPs articulate movement toward increased understanding (meaning deeper, broader, more sophisticated understanding)

LPs go hand-in-hand with well-designed and aligned assessments

PROGRESSIONS

Read just your grade level section

Highlight the 3 biggest ideas in your area

Collaborate with your group to agree on 3 big ideas

APPENDIX A, B, C

CRITICAL!!!

The progression of how students learn

These types of problems: Build number sense They increase the CD They address multiple entry points They provide complete learning of the

concept

CREATE PROBLEMS

Write 3 problems, one for each level:

Unknown End Value Unknown Middle Value Unknown Start Value

STANDARDS SORT

Sort Standards by things that can be taught together.

E.g. Multiplying Fractions and finding area of rectangles using fractions and decimals

DO NOT group by domain or cluster alone.

LET’S WORK ON PLANNING

Start with your first unit (or what you would most likely start with)

Break the standards into groups of concepts/order for the unit.

Begin to “unwrap” the first set of standards together on your organizer

LESSONS

Tomorrow you will present a short lesson (10 min)

Use new standards

Focus on Cognitive Demand and using at least 1 Mathematical Practice

Sign up for the standard you will teach

MODEL LESSON???