Transcript Training 5- CCSS Mathematics (grades 6-12)ppt

Public Schools of Robeson County
Common Core State Standards
6 – 12 Mathematics
SESSION 5
March 23, 2012
8:00-11:00am
Welcome Back!!!
Aaron Locklear Curriculum Specialist, LSHS
Catrina Bailey Curriculum Specialist, SRHS
Annette Kenworthy Mathematics teacher, PSHS
STARTER
Compare and contrast the CCSS lesson
“Discovering the formula for Area of a
Circle” to the traditional style of teaching
Think-Pair-Share
1) Think silently for one minute
2) Share with your fist/palm partner
3) Share with the group
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Sequence of Session
Starter
Session Logistics
Review of 8 Mathematical Practices
Revised Bloom’s Taxonomy
Rigor in Common Core Standards
TOTAL INSTRUCTIONAL ALIGNMENT
Closure:
PLUS/DELTA
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“Train the Trainer”
Model
Technology
Session Materials
Parking Lot
4/11/2016 • page 4
NC EDUCATION Modules
https://center.ncsu.edu/nc/login/index.php
1. A Call for Change - November 18, 2011
2. Understanding the Standards
December 20, 2011
3. NC Professional Teaching Standards
January 14, 2012
4. NC Falcon - February 28, 2012
5. Revised Bloom's Taxonomy
March 23, 2012
6. Designing Local Curriculum
May 20, 2012

The due dates are the same for all Robeson
County teachers and administrators
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
Learning Objectives
1. To review and discuss the eight CCSS
Standards for Mathematical Practices
2. To create higher order thinking questions
using Revised Bloom’s Taxonomy
3. To explore rich tasks that lend
themselves to the implementation of the
CCSS.
4. To create a Total Instructional Alignment
guide for one CCSS standard.
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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.
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Mathematical practices describe the habits of
mathematically proficient students…
Who is doing the talking?
Who is doing the math?
- Cathy Seely
4/11/2016 • page 9
Evaluation
Synthesis
Analysis
Application
Comprehension
Knowledge
The Original Bloom’s
“Bloom’sTaxonomy
Taxonomy
Original
Revised
Evaluation
Creating
Synthesis
Evaluating
Analysis
Analyzing
Application
Applying
Comprehension
Understanding
Knowledge
Remembering
Noun
Verb
Change in Graphic Design
THE ORIGINAL PYRAMID DID NOT FULLY
ILLUSTRATE THE FACT THAT AS ONE
MOVES UP THE HIERARCHY, MORE IS
LEARNED,THUS, EXPANDING THE
KNOWLEDGE GAINED.
 THE INVERTED PYRAMID MORE CLOSELY
DEPICTS THIS EXPANDING KNOWLEDGE.

Change in Terms

Categories noun to verb
◦ Taxonomy reflects different forms of thinking
(thinking is an active process) verbs describe
actions, nouns do not

Reorganized categories
◦ Knowledge = product/outcome of thinking
(inappropriate to describe a category of thinking)
now remembering
◦ Comprehension now understanding
◦ Synthesis now creating to better reflect nature of
thinking described by each category
Handout #
Changes in Structure
Products of thinking part of taxonomy
 Forms of knowledge = factual, conceptual,
procedural, metacognitive (thinking about
thinking)
 Synthesis (creating) and evaluation
(evaluating) interchanged

◦ Creative thinking more complex form of
thinking than critical thinking (evaluating)
Handout #
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
Turn and Talk
Meeting the CCSS standards

Identify Revised Bloom’s Taxonomy verbs
on the “What if…” CCSS activity handout

Which 6th grade Common Core
Standard does this activity meet?

Which 7th grade Common Core
Standard does this activity meet?
Middle School Standards – 6th
Statistics and Probability
6.SP
Develop understanding of statistical variability.
3. Recognize that a measure of center for a numerical
data set summarizes all of its values with a single
number, while a measure of variation describes how
its values vary with a single number.
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Middle School Standards
Statistics and Probability
6.SP
Summarize and describe distributions.
4. Display numerical data in plots on a number line,
including dot plots, histograms, and box plots.
6. Summarize numerical data sets in relation to their
context, such as by:
c. Giving quantitative measures of center (median and/or
mean) and variability (interquartile range and/or mean
absolute deviation), as well as describing any overall
pattern and any striking deviations from the overall
pattern with reference to the context in which the
data were gathered.
4/11/2016 • page 18
Middle School Standards – 7th
Statistics and Probability
7.SP
Draw informal comparative inferences about two
populations.
3. Informally assess the degree of visual overlap of two
numerical data distributions with similar variabilities,
measuring the difference between the centers by
expressing it as a multiple of a measure of variability.
4. Use measures of center and measures of variability for
numerical data from random samples to draw informal
comparative inferences about two populations.
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Statistics and Probability
Progression
6th grade
Statistical thinking
 Measures of central tendency (median
and mean)
 Measures of variability (Mean Absolute
Deviation (M.A.D.) and Inter-quartile
Range
 Dot plots, box plots and histograms

Statistics and Probability
Progression
7th grade
Compare two distributions using
measures of center and measures of
variability
 Probability

Statistics and Probability
Progression
8th grade
Scatter plots
 Linear models – no linear regression
 Two-way tables for categorical data

Statistics and Probability
Progression
High School Math One
Interpret shape, center, spread and
outliers
 Incorporate technology
 Standard deviation
 Scatter plots, linear models, LSRL and
correlation coefficient
 Two-way tables (joint, marginal, and
conditional relative frequencies)

PLEASE return after 10 min
BREAK!
TOTAL INSTRUCTIONAL
ALIGNMENT
A process to ensure that what we
are teaching, what we are assessing
and how we are teaching are
congruent.
Standards-based and objectivebased instruction
Beginning with the end in mind.
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.

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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Domain
CCSS guide
Grade Level
Cluster
Standards
Total Instructional Alignment
Activity
*Directions for your given standard:
ONLY COMPLETE THE FOLLOWING:
 Mathematical Practices
 Clarifying Objective
 Instructional Task Analysis
 Essential Vocabulary

6th
7th
8th
High School
6.RP.3
7.RP.2
8.F.2
F.IF.6
Summative Assessment
websites:
http://www.ncpublicschools.org/acre
/assessment/online/
www.k12.wa.us/smarter/
REMINDERS:

Remember to train your staff before our
next session on June 11

Go to Edmodo, print the Total
Instructional Alignment template and
today’s agenda, train your staff using the
ppt in Edmodo, and add the printed copies
to your CCSS binder

Did you sign in and write your new email?

Parking Lot questions

PLUS/DELTA closure activity

Next meeting: June 11
[email protected]
[email protected]
[email protected]
Aaron Locklear
Annette Kenworthy
Catrina Bailey
4/11/2016 • page 33