Transcript CCSS Mathematics (grades 6-12) - Curriculum Depot

Public Schools of Robeson County
Common Core State Standards
6 – 12 Mathematics
SESSION 6
June 11, 2012
8:00-11:00am
Welcome Back!!!
Aaron Locklear Curriculum Specialist, LSHS
Catrina Bailey Curriculum Specialist, SRHS
Annette Kenworthy Mathematics teacher, PSHS
STARTER
How familiar are you with the
Common Core Standards for
Mathematical Practice?
Think-Pair-Share
1) Think for one minute
2) Share with your shoulder partner
3) Share with your group
3/26/2016 • page 2
Sequence of Session
Starter
Session Logistics
Total Instructional Alignment recap
Review of Previous CCSS Workshops
Reflection Activity
Closure…Evaluation of
CCSS Workshops
3/26/2016 • page 3
“Train the Trainer”
Model
Technology
Session Materials
Parking Lot
3/26/2016 • page 4
Learning Objectives
1. To create a Total Instructional Alignment
guide for a Common Core State
Standard.
2. To review and discuss the major themes
of previous CCSS sessions.
3. To explore rich tasks that lend
themselves to the CCSS implementation
4. To summarize how we can use what we
have learned to implement the
standards.
3/26/2016 • page 5
TOTAL INSTRUCTIONAL
ALIGNMENT
A process to ensure that what we
are teaching, what we are assessing
and how we are teaching are
congruent.
Instructional Task Analysis
The task analysis should begin with a
verb (preferably a Revised Bloom’s)
and the task should be measurable.
 What knowledge and skills are needed
in order for the student to master the
learning standard?
 Sequence in order to simple to
complex
 The last task should be a restatement
of the standard.

Total Instructional Alignment
Activity
For your specific standard complete
only the:
 Mathematical Practices
 Clarifying Objective
 Instructional Task Analysis
 Essential Vocabulary
6th
7th
8th
7.RP.2
8.F.2
High School

6.RP.3
F.IF.6

Write info on large template chart paper
10 min BREAK
Domain
corestandards.org
Grade Level
Cluster
Standards
What comes to mind?
Mathematics Crosswalks
http://www.ncpublicschools.org/acre/standards/support-tools
3/26/2016 • page 12
Crosswalk Documents
A
comparison
between the Common Core State
Standards and the North Carolina
Standard Course of Study. They
inform educators about how the
current standards align with the
CCSS Standards.
Unpacking Documents
The purpose of the Unpacking Documents
is to increase student achievement by
ensuring educators understand the new
standards.
 These documents is an effort to answer a
simple question “What does this standard
mean that a student must know and be
able to do?” and to ensure the description
is helpful, specific and comprehensive for
educators.

Unpacking Documents
www.ncdpi.wikispaces.net
Standards for Mathematical Practices
1. Make sense of problems and persevere in solving them.
2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning of
others.
4. Model with mathematics.
5. Use appropriate tools strategically.
6. Attend to precision.
7. Look for and make use of structure.
8. Look for and express regularity in repeated reasoning.
3/26/2016 • page 17
Middle School Standards
Geometry
7.G
Solve real-life and mathematical problems involving
angle measure, area, surface area, and volume.
4. Know the formulas for the area and circumference
of a circle and use them to solve problems; give an
informal derivation of the relationship between the
circumference and area of a circle.
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Discovering the Area of A Circle
Method 1:
• Enclose the circle in a square.
• Draw two perpendicular diameters.
• What is the size of each of the 4 smaller
squares?
• Cover the circle in lima beans.
• Using the beans covering the circle, cover
the squares.
• How does the area of the circle compare to
the squares?
3/26/2016 • page 19
Revised Bloom’s Taxonomy
Original
Evaluation
Revised
Creating
Synthesis
Evaluating
Analysis
Analyzing
Application
Applying
Comprehension
Understanding
Knowledge
Remembering
Noun
Verb
Talking Tables
Meeting the CCSS standards

Which of the 8 mathematical practices
apply to the “Discovering the Area of a
Circle” activity?

Which verbs relate to Revised Blooms
Taxonomy relate to this activity?

How do you move students beyond the
“remembering” level of Revised Bloom’s
Taxonomy?
Mathematical practices describe the habits of
mathematically proficient students…
Who is doing the talking?
Who is doing the math?
- Cathy Seely
3/26/2016 • page 22
What comes to
your mind
when you see
the following
types of Math
Assessment
sample items?
www.smarterbalanced.org
6th grade standard
Statistics and Probability
Summarize and describe distributions.
4. Display numerical data in plots on a number line,
including dot plots, histograms, and box plots.
3/26/2016 • page 26
6.SP
RIGOR and CCSS

The CCSS explicitly call for, and integrate,
higher-order thinking skills as a
means to achieving career and college
readiness for all students.
http://www.p21.org/tools-andresources/publications/p21-common-core-toolkit
Sample Forms of Next Generation
Assessments
 Sample forms of the new READY EOC
assessments for English II, Algebra
I/Integrated I, and Biology will be
available on the web early fall 2012.
 Sample forms of the new READY EOG
assessments in English Language Arts,
Mathematics, and Science will be available
late winter 2013. They will be available
on the current released forms web page.
http://www.ncpublicschools.org/accounta
bility/testing/releasedforms
Rigor through Standards
“I think that’s right, let me check”
When planning, ask
“What task can I give that will
build student understanding?”
rather than
“How can I explain clearly so
they will understand?”
Grayson Wheatley, NCCTM, 2002
“Place Mat” Activity
Topic: Ways to Implement the CCSS
Directions
 Separate flip chart into parts (based on # in group)
 Each person in group gets a place
 Write down what you learned about the topic
 Read each person’s response in your group
 Pick top 5 and place in
middle of “place mat”
 Share with audience
EDMODO
Edmodo is a free and secure social
networking platform for teachers, students,
parents, and administrators.
Trainees must have an account to access all
training powerpoints, activities,etc:
1) www.robeson.edmodo.com
2) If you have a current account, login
with your credentials. If not, then
select “I’m a Teacher” and enter
Edmodo school code (ask your office staff)
3) Click “join” and enter code i9oi0e to
join Mathematics Group-grades 6-12
[email protected]
[email protected]
[email protected]
Aaron Locklear
Annette Kenworthy
Catrina Bailey
3/26/2016 • page 37
REMINDERS:

Did you sign in?

Parking Lot questions

Workshop Evaluation

What suggestions do you have for future
professional development next year for
the Common Core State Standards?

HAVE A GREAT SUMMER

What worked?

What did not work?
Group Dynamics for CCSS