South Dakota Common Core State Standards

Phase I - MathematicsNovember 8 and 9, 2011

K – 6

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WELCOME

• WHO ARE WE?

– Roxane Dyk: ESA 3– Roxane.dyk@k12.sd.us

– Pat Hubert: ESA 2– phubert@edec.org

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Credit Information

You can earn credit for your participation• Three Credits/CEUs• $40.00 Per Credit ($120.00)

You will receive an e-mail in regards to signing up for credit or CEU from Gay Pickner.

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Agenda

9:00 Begin– Introduction– Examining the Standards– Mathematical Practices Exploration– Disaggregate Standards– Muddiest Water

11:30 – 12:30 Lunch on Your Own 12:30 – 12:45

-Talk about the muddiest points12:45-3:30

– Continue to Disaggregate Standards– Peer Review– Exit Questions– Credit

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Phase I Outcomes

• Become familiar with common core standards layout, design, concepts, terminology, etc.

• Become familiar with the 8 Standards of Mathematical Practice

• Learn how common core standards will impact teaching practices

• Engage in “Disaggregating” process for the designated focus standards for major concepts and cognitive level

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Welcome From Dr. Schopp

• Welcome

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Norms

Listen with EngagementHonor Each Other’s ThinkingHonor Private Think TimeEveryone has a VoiceBe Respectful of all CommentsParticipation is ExpectedLimit Side ConversationTake Care of Your NeedsTurn Cell Phones Off or to Vibrate

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Using the Web Site

http://sdccteachers.k12.sd.us

Bookmark it!

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Getting to Know You!

Directions:• Select a piece of candy

– Eat the candy– Save the wrapper

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Getting to Know You!

Share with Your Table Mates• Introduce yourself, what you teach, where

you teach and • What “standards” did you use to select your

candy?

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Pre-Survey Data

Where are we today?• What were some of the key points you got

from watching the videos and doing the pre-work?

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Discussion board??• Looking forward to working with other

teachers.• Excited about the new standards

– More specific, align across grade-level• Is there a series that fits best with CCSS?• How do these compare to the old standards?• How do I keep the fidelity of the series I have

to use and still honor CCSS?

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What standards am I responsible for teaching this year?

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Things to think about as we begin the process…

• Role of participants/School leaders• We are providing materials for you to be

successful• Keep information/process/materials in pure

form• What support do you need from your district?

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Research Behind the Practices

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Two Types of Standards• Mathematical Practice (recurring throughout the grades)

• Mathematical Content (this will be different at each grade level)

CCSS Mathematics Standards

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8 Standards for Mathematical Practice

http://commoncoretools.files.wordpress.com/2011/03/practices.pdf

SDCCSS Mathematics Standards

The standards for mathematics:• are focused, coherent, and rigorous• aim for clarity and specificity• stress conceptual understanding of key ideas• balance mathematical understanding and

procedural skill • are internationally benchmarked

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Mathematical Learning Progressions

8 Standards of Mathematical Practice

Directions:• Locate the “8 Standards of Mathematical

Practice” laminated card on your table.• Each Table Group Will Review One Standard

of Mathematical Practice and Teach that Standard to the Large Group.

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Process

• Choose a recorder, reporter and time keepter

• Record group thinking on Frayer Model note sheet during the discussion

• Make a Frayer Model Poster to describe the standard to the large group.

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Frayer Model

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Exit Strategy

Muddiest Point

Think of ONE idea you are still confused about from this morning?

Write it on your index card.

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Lunch

On Your Own

Please Return By 12:30

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Peer Review

Muddiest of the Muddiest

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Cracking the Code

What does it all mean?

Let’s take a look…

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DOMAINCLUSTER HEADINGS Standards

within the CLUSTER

FOOTNOTES

Components: K-8 grade level Mathematics Standards

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Disaggregating Standards

You Will Need:• The Disaggregating Template • The Disaggregating Peer Review Document• Your assigned Common Core Standard

Process:• We will model a section then you will complete that section for the standard you have been assigned at your table.• As you complete each section use the Peer Review document to define quality.• Peer Review will be completed at the end of the process.

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Disaggregation Template

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Disaggregation Peer Review

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• http://sdccteachers.k12.sd.us–Download Math Template to your

desktop

Modeling the Process: Math

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Discussion Points:• Find strand: http://sdccteachers.k12.sd.us/• Find previous year standard (if applicable)• Find following year standard (if applicable)• Quality will be defined by the Peer Review document

Modeling the Process

I can add numbers to 999 in many ways that make sense to me.I can subtract numbers to 999 in many ways that make sense to me.

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3: NBT.2 Fluently add and subtract within 1000 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.

Must be written as an “I can” statement

Practice identifying KUD Statements

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Developing the ‘Know’

• The facts, definitions, dates, places, names, processes, and examples you want students to know in order to master the standard.

• Nouns or Short Phrases• Bulleted lists or statements, not complete sentences• Include essential facts that are new…do not include

a list of prior knowledge, facts or definitions that student may use to learn new content.– Name of coins, value of coins, name of shapes, – Communitive Property, 1960, 1492

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Modeling the Process

Keep in Mind :• Stems for “know” are nouns

• Compose and decompose numbers

• Use addition and subtraction to solve non-routine problems

• Expanded notation• Commutative property of

addition• Associative property of addition• Fluently add and subtract

numbers

Students will understand that:

S

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3: NBT.2 Fluently add and subtract within 1000 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.

Developing Statements of Understanding

• S of U (statements of understanding) are written statements of truth, the core to the meaning(s) of the lesson(s) or unit.

• S of U are what connect the parts of a subject to the student’s life and to other subjects.

• It is through the understanding component of instruction that we teach our students to truly grasp the “point” of the lesson or experience.

• Understandings are purposeful. They focus on the key ideas that require students to understand information and make connections while evaluating the relationships that exist within the understandings.

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Examples of ‘Understand” StatementsStatements of Understanding are Essential

Truths That Give Meaning to the Topic

Begin with “I want students to understand THAT…”• multiplication is another way to do addition.• there are a variety of strategies used to add numbers.• scale models can be used to represent real world scenarios• any combination of coins can be combined to make .50.

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Understand – MISCONCEPTION ALERT!

If it is difficult to distinguish between the ‘KNOW’ and the ‘UNDERSTAND’ it is likely because the statement is pitched too low and as written, it lacks an essential truth; is focused only on facts and skills.

KNOW: Columbus came to the New World in 1492.

UNDERSTAND: When faced with conflict, individuals and groups either adapt or migrate to seek better conditions.

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Modeling the Process

Students will understand that:• Problems can be solved

using the addition and subtraction processes.

• there is a relationship between the properties of operations and solutions of additions problems.

• students use addition to check subtraction.

• the value of a digit in our number system is determined by its place value position

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3: NBT.2 Fluently add and subtract within 1000 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.

Developing ‘Do’ Statements• ‘Do’ statements are action statements and begin

with a verb.• Student performance provides evidence of mastery

of the standard(s). • ‘Do’ statements describe procedural, application or

extended thinking.• State that students can explain, interpret, apply,

empathize or have perspective or self-knowledge, etc.

• ‘Do’ statements do not describe a specific learning activity

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‘ DO’ Statement Misconception Alert!The ‘Do’ is the Learning Outcome

– May be Demonstration of Mastering a Standard– Evidence of a Thinking Skill– A Basic Skill of a Discipline

Example: • Compare two novels to determine common themes.Non-Examples: (Not what happens in the lesson or what the teacher will do)• The students will complete a RAFT assignment in cooperative

groups.• The teacher will read a story to the class and ask students to

complete one of the three task cards based on their interests.

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Modeling the Process

Discussion Points :• A hint for identifying the “Do” are verbs

• Construct expanded notation for numbers up to 1000.

• Prove/explain solutions using manipulatives.

• add two-digit numbers within 1000.

• Apply place value to solve mental math problems.

• Use a variety of strategies to solve addition problems.

• Story problems can be solved using various addition strategies.

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3: NBT.2 Fluently add and subtract within 1000 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.

Dissecting Standards into KUD

Standard: Fluently add and subtract within 1000 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.

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Know Understand Do

• Place Value• Properties of

Operation

• TSWUT there is a relationship between addition and subtraction

• Add and subtract

• Use Strategies

Review your card stock

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Modeling the Process

Keep in mind:• Key vocabulary teachers need to know/understand to work with the standard

Fluently, strategies, place value, addend, algorithms, within

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Standard:3: NBT.2 Fluently add and subtract within 1000 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.

Modeling the Process

Keep in Mind:• How might the grade level expectation be applied at home, on the job or in a real-

world, relevant context?• A stem for the conversation with students to answer the question “why do I have

to learn this?”.

To be able to use mental addition and subtraction when buying items.To make sure the correct change was given.

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3: NBT.2 Fluently add and subtract within 1000 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.

Peer Review Process

Process• Assign Roles (2 minutes)

• Facilitator/Time Keeper (Keeps Group on Task)• Recorder (Provides Written Feedback to Share).• Reporter (Provides Verbal Feedback)

• (Exchange Standards) Reviewing Groups: Individually Review Standards (5 minutes)

• Presenting Groups: Walks Through Your Standard with Reviewing Group (5-7 minutes per group)• Reviewing Groups: Ask Clarifying Questions

• Reviewing Groups: Use “Peer Review Template” to provide written feedback. (15 minutes)

• Reviewing Groups: Share feedback with designers (5-7 minutes per group)

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Peer Review

Work Time

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Consensus Map

• Come together with the other group working on the same standard and begin to create 1 map to put on the website.

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http://sdccteachers.k12.sd.us

Repeat Process with ELA Standard

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Evaluation of the Day

• What did you like about today’s process? List 2 items.

• What did you dislike about today’s process? List 2 items.

Please be honest, we will make changes based on your

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Credit Information

You can earn credit for your participation• Three Credits/CEUs• $40.00 Per Credit

We will have signup at the end of the day on-line at the teacher site.

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Thank You

See You Tomorrow at 8:00 am

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