Facilitator’s GuideMath K-5

Going Deeper withContent and Practice

Session Description

Participants will engage in activities and discussion as they develop and refine strategies to create a classroom culture that encourages mathematical discourse. Key shifts in content and practice will be explored. A dice game will be introduced to develop students’ ability to create viable arguments and critique the reasoning of others.

Goal of the Session

• To develop strategies to incorporate the Standards for Mathematical Practice.• To explore the content shifts required by the Common Core State Standards for Mathematics.• To experience a math activity that blends content and practice standards.

Materials

Poster paper, 8.5”x11” paper, markers, dice, internet connection, projector and speakers

Handouts Standards for Mathematical Practice Key Shifts in CCSS Mathematics CCSSM pages 9-38 (optional) from http://www.corestandards.org/the-standards K-5 Cluster headings matrix (K-2, 3-5 copied back to back) Roll a Fraction Directions 4.NF.2 Dice game task

Pre-session Preparation

1. Review the Power Point and Facilitator’s Guide.2. Review the Standards for Mathematical Practice.3. Play the Dice Game.4. Decide if you need to provide copies or access to the CCSSM K-5 standards or ask participants to

bring their own.5. Check Internet capability or pre-load the video.

TIME CONTENT/ACTIVITIES MATERIALS

5 min Introduction and Objectives

Slides 1-2

The diagram on the introduction slide is a Wordle (www.wordle.net) emphasizing the key terms of Mathematical Practice 3. This standard is provided in the notes section of slide 1.

5 min Why can’t we be friends?

Slide 3

Say, “We will be doing some math together today so we need to set some norms for our session.”

Pose the questions and chart the answers. Post prominently and refer to Norms chart throughout.

Note: Throughout the session model strategies for creating a discourse rich classroom.

Poster paper

Markers

5 min Standards for Mathematical Practice

Slide 4

Distribute the Standards for Mathematical Practice Discuss what teachers know of the Math Practices. Explain that the Practices are for all students K-12. They indicate what proficient math students should be

able to do. Have them glance over the standards.

Handout:

Standards for Mathematical Practice

K-5 Going Deeper with Content and Practice

TIME CONTENT/ACTIVITIES MATERIALS

10 min

Standard for Mathematical Practice 3

Slide 5

Ask participants to read SMP 3 and follow the directions on the slide.

Model “Think- Ink – Pair –Share” strategy.

Think--First ask participants to consider the questions

Ink-- Then write their thoughts on paper

Pair—Then share with a shoulder partner

Share-Then share with the larger group

Facilitator Background information:

This quote is the first paragraph on the SMP page of the CCSSM page 6

“The Standards for Mathematical Practice describe varieties of expertise that mathematics educators at all levels should seek to develop in their students. These practices rest on important “processes and proficiencies” with longstanding importance in mathematics education. The first of these are the NCTM process standards of problem solving, reasoning and proof, communication, representation, and connections. The second are the strands of mathematical proficiency specified in the National Research Council’s report Adding It Up: adaptive reasoning, strategic competence, conceptual understanding (comprehension of mathematical concepts, operations and relations), procedural fluency (skill in carrying out procedures flexibly, accurately, efficiently and appropriately), and productive disposition (habitual inclination to see mathematics as sensible, useful, and worthwhile, coupled with a belief in diligence and one’s own efficacy).”

K-5 Going Deeper with Content and Practice

TIME CONTENT/ACTIVITIES MATERIALS

10 min Envision a Common Core Math Class

Slide 6

Introduce the video. This is an 8-minute video of a teacher building a

discourse-based classroom environment. The blue sentence on the slide is a link to the

video. It’s a good idea to pre-load the video to be sure it

runs smoothly You will need speakers.

http://www.edutopia.org/math-social-activity-cooperative-learning-video?page=2

Internet connection or downloaded video and speakers.

10 min Illinois≠Alaska

Slide 7

Lead a discussion about the video How does what Mr. Optiz is doing in Alaska relate

to Practice Standard 3 here in Illinois? Discuss being intentional about creating a class

where Math Practices can happen.

Once we have the students engaging in discourse next we need content standards!

K-5 Going Deeper with Content and Practice

TIME CONTENT/ACTIVITIES MATERIALS

5 min Instructional Shifts

Slide 8

Handout “Key Shifts in CCSSM” Discuss the Handout Think about focus. As teachers of the common

core we need to get to deeper understanding and we cannot do that with our current mile wide and inch deep curriculum. We need to focus.

We cannot teach all topics at all grade levels! So where should we focus instruction? If teachers have their CCSSM direct their attention

to the critical area for their grade level. Highlight Focus: Teachers use the power of the

eraser and significantly narrow and deepen the scope of how time and energy is spent in the math classroom. They do so in order to focus deeply on only the concepts that are prioritized in the standards so that students reach strong foundational knowledge and deep conceptual understanding and are able to transfer mathematical skills and understanding across concepts and grades.

www.engageNY.org has a nice shift handout on all the shifts

Handouts

Key Shifts in CCSS Mathematics

Optional: CCSSM Content Standards for K-5 from

http://www.corestandards.org/the-standards

10 min Coherence and Focus

Slide 9

Distribute Cluster Spreadsheet The actual standards are listed in bold This document is a reference that should be used

in conjunction with the CCSSM and the Progressions.

Direct teachers to look at matrix of K-5 clusters Ask teachers to look at the K-2 clusters. What do you notice? Other topics normally taught have been removed

or shifted to allow teachers to focus. Share ideas…Bring attention to fractions The focus on fractions is 3-6th grade

K-5 Cluster headings matrix (K-2, 3-5 copied back to back)

Optional: CCSSM Content Standards for K-5 from

http://www.corestandards.org/the-standards

K-5 Going Deeper with Content and Practice

TIME CONTENT/ACTIVITIES MATERIALS

10 min Fractions, Fluency and Fun

Slide 10-11

Another important idea in the common core is to work toward fluencies.

Not through repetitive worksheets but through repeated use.

Say” Now we are going to look at fractions as an example of fluency, focus and coherence.”

The next activity will focus on Content Standard:

4.NF.2 Compare two fractions with different numerators and different denominators, e.g., by creating common denominators or numerators, or by comparing to a benchmark fraction such as 1/2. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model.

An optional video about fractions is below.

http://www.youtube.com/watch?v=lMLZexFH50c

K-5 Going Deeper with Content and Practice

TIME CONTENT/ACTIVITIES MATERIALS

10 min Roll A Fraction

Slide 12-13

Ask participants to sit next to a partner. Distribute one piece of blank paper and a die to

each pair of players. Have them set up their paper as illustrated on the slide.

Go to slide 10 and explain the game Ask participants to play at least 4 rounds. They should be able to justify why their fraction is

greater with word, pictures or symbols.

Or

Distribute Dice game handout Instruct participants to use black line master

provided in handout. The directions are on the handout

Dice (one die per 2 players)

8.5”x11” paper

Dice game directions handout

10 min Reflect and Connect

Slide 14

Ask participants to think about the questions on the slide:

o Write your strategy for winning.o How did you decide which fraction was

greater?o Who could play this game?o What Mathematical Practice Standard(s)

were used? Discuss the advantage of having a discourse

around math. Partner work means all kids are talking not just a

few talking and following directions.

20 min

Optional

Differentiate the Game

Slide 15

Ask participants to follow directions on the slide.

This slide is optional and could be skipped.

CCSSM for K-5

Content Standards

K-5 Going Deeper with Content and Practice

TIME CONTENT/ACTIVITIES MATERIALS

5 min Share and Compare

Slide 16

Engage teachers in discussion How could they modify this activity to other

content standards? Some ways to adapt the game are listed on the

slide. There are many more.

5 minutes Wrap-Up

Slides 17-18

Direct participants to more CCSSM resources on the ISBE website under Common Core.

Do evaluations as necessary.

K-5 Going Deeper with Content and Practice