c ommon c ore 2012 d ay 2. w elcome to m ath k-2 i ntegration please sign in take out your namecard...
TRANSCRIPT
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COMMON CORE 2012 DAY 2
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WELCOME TO MATH K-2 INTEGRATION
Please Sign In
Take out your Namecard from yesterday, or make one if you were not here
Work on the “Sections” activity on your desk
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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.
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REVIEW YESTERDAY
Architecture and navigating the standards
Unwrapping Standards
Cognitive Demand
Mathematical Practices
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STANDARDS SORT
Review Cognitive Demand
Sort your standards by highest CD required in the standard
What do you notice about the standards?
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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?
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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?
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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
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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
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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
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CREATE PROBLEMS
Write 3 problems, one for each level:
Unknown End Value Unknown Middle Value Unknown Start Value
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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.
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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
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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
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MODEL LESSON???