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Math Leadership Network Meeting November 20, 2013 S S January 17 5-8pm, Central Square Middle School S January 18, 8am - 3:30pm, Central Square Middle School S Break-out sessions by grade level led by Math Teacher Leaders. The focus will be on understanding the complex math concepts and instructional approaches of the grade level standards. S $40 Charge per person S Visit Sciencecenter.ocmboces.org to register Agenda S The Latest Communications from SED S Implementation and Misconceptions of the Math Modules S 7th & 8th Grade Accelerated Curriculum S 3rd – 8th Grade Periodic Assessment Project S OCM BOCES PD Opportunities S Q&A The Latest From SED S PD Kits S New Progression Documents S Module Updates S Statistics Module S Teacher Flexibility S Supporting Documents S Overviews Units. Ratios, Functions S Implementation Guide Units S Checklist Units S Closing the Gaps S Assessment Progressions S K Counting and Cardinality; K – 5 Operations and Algebraic Thinking S K – 3 Categorical Data; 2 – 5 Measurement Data S K – 5 Number and Operations in Base Ten S K – 5 Geometric Measurement S K – 6 Geometry S 3 – 5 Number and Operations - Fractions Progressions S 6 – 7 Ratios and Proportional Relationships S 6 – 8 Statistics and Probability S 6 – 8 Expressions and Equations S 6 – 8 The Number System S HS Algebra S HS Statistics and Probability S Grade 8, HS Functions S HS Modeling PK – 5 Modules Update Kindergarten 1st Grade 2nd Grade 3rd Grade 4th Grade 5th Grade Modules 1,2,3,5 Modules 1-5 Modules 1-5 Modules 1-5 Modules 1-4 Modules 1-4 EngageNY 6 – 12 Modules Update • Grade 6 Modules 1 - 3 • Grade 7 Modules 1 - 3 • Grade 8 Modules 1 – 4 • Algebra Modules 1 - 5 • Geometry Module 1 NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Functions Developing Statistical Thinking Across the Grades 9 © 2012 Common Core, Inc. All rights reserved. commoncore.org NYS COMMON CORE MATHEMATICS CURRICULUM A Story of Functions Developing Statistical Thinking Across the Grades 10 © 2012 Common Core, Inc. All rights reserved. commoncore.org Curriculum Overviews S Provides a picture of the modules at each grade level S Year-long Summary S Module Sequence Rationale S Major Emphasis Clusters S Alignment Chart with Time Line and Standards Implementation Guide S Information for implementing modules in classrooms S Standards for Mathematical Practice S Assessment Approaches S Differentiation Strategies for ELLs, SWDs, Above Level and Below Level Learners S Mathematical Models CCLS Checklist Cross-reference of when each standard is addressed Major emphases standards are marked with an asterisk Post State Assessment are marked with a “+” sign If you are adapting or referring to the modules you could use this document to determine which module addresses a particular standard Implementing The Modules S Logistical Issues: Pacing, Scripts, Answer Keys S Instructional Issues: Gaps, Models and Strategies S Mastery vs. Student Success S Teacher Flexibility and Interpretation S Fidelity S Student Reactions S Parent Comfort and Support A Word from the Commissioner Guidance on Integrating Curricular Materials into the Classroom S The optional curricular materials on EngageNY are designed to be adopted or adapted. Educators will find both PDF and Word versions available for their use. Some lessons provide detailed instructions or recommendations but it is important to note that the lessons are not scripts and rather they should be viewed as vignettes so that the reader can imagine how the class could look. Lessons are adaptable and allow for teacher preference and flexibility so that what is happening in the classroom can both meet students' needs and be in service to the shifts and the standards. If you do choose to make significant changes to lessons, the Tristate/EQuIP rubric is available to help you evaluate the quality, rigor, and alignment of your adapted lessons. Also, please note that the Math modules include a significant number of problem sets so that students have ample opportunity to practice and apply their knowledge. Educators can help students to achieve deep conceptual knowledge by asking them to complete selected problems that have been designed in a sequential, thoughtful order. It is not expected that all the problems in a problem set be administered, but rather educators can choose from the ample amount of problems provided. Educators may certainly adapt this curriculum using their own judgment regarding student needs and pace of the semester and/or year. Instructional Models and Strategies 10 Frames Addition Recording 5 Groups Multiplication Recording Base 10 Blocks Arrays Number Towers/Bundles Area Model Quick 10 Number Bonds Place Value Disks White Boards Place Value Charts Rekenrek Instructional Models and Strategies Tape Diagram Integer Game Vertical Number Line Ratio Tables Double Number Line Coordinate Plane Hide Zero Cards Equations y=kx Sprints Fraction Tiles Decomposing Numbers Ratio Tables Read-Draw-Write Hundreds Chart Number Bonds – A Foundation The Tape Diagram 8 5 5 ? ? • • Part-whole models are usually more helpful when modeling situations where you are given information relative to a whole. Compare to models are usually best when comparing quantities. 22 8 Try this… S 88 children were in swimming camp. One-third of the boys and three-sevenths of the girls wore goggles. If 34 students wore goggles, how many girls wore goggles? 88 Children at swim camp Boys Girls 34 54 Did not wear goggles Wore goggles Wore goggles 20 34 14 Closing the Gaps Foundational standards Required fluencies from lower grades Assessments from lower grades Pre-Assessment Differentiating and Scaffolding Instruction Collaborating with your colleagues Learn Zillion http://learnzillion.com/ Remediating Prerequisite Knowledge S Assessing Conceptual S Conceptual Questioning, Discussion, Models S Remediating Conceptual S Use 15 minute sessions or whole class sessions? S At beginning of year or all through the year? S Assessing Fluency S Rapid White-Board Exchanges S Remediating Fluency Gaps S Sprints Understanding Understanding Gaps Conceptual Understanding S The 4 basic operations S Properties of operations S The equal sign; inequality S Fractions S Operations with negative numbers S Exponentiation S Systems of Equations Remediating Strategy S Assess S Discuss and/or Model S Repeat S Use concrete objects – Starbursts and Tape Diagrams S Subtraction- Use “fewer” S Multiplication means “equal groups”. Use Array Model and Area Model. S Division - Say “How many 5’s in 25?” Instead of “25 divided by 5.” (½’s in 5? ½’s in 2/3?) S Rely on Properties to show math Why is Negative x Negative a Positive? S (-5)(-3) = ? S Why is the answer +15? S -5 (0) = 0 S Multiplication by 0 = 0 S -5 (-3+3) = 0 S Additive Inverse (-3 + 3 = 0) S -5(-3) + -5(3) = 0 S Distributive Property S -5(-3) + - 15 = 0 S 3 groups of -5 is equal to -15 S -5(-3) has to be +15 S Additive Inverse (+15 -15 = 0) Why is Negative x Negative a Positive? S The product is 2392. (2000+300+80+12) S Draw the model with 60 and -8 (instead of 50 and 2) x 40 and 6 since 60-8 is equal to 52. Is the product the same? (2400+360-320-48) S Draw the model with 60 and -8 x 50 and -4. The product has to be the same: 2392. In order for that to happen, the product in the green portion of the model has to be positive. (3000-240-400 + (-4x-8) =2392. If not, the product will not equal 2392. Using a Tape Diagram to Show Division of Fractions Assessment Support and Changes S Annotated Test Questions S Algebra Regents for 8th graders instead of NYS Assessment decision hopefully before December break S Test Guides released before December break S PARCC decision is coming S Only this year’s 9th graders have option for both exams S Field-tested questions will remain on Assessments S Cut score for passing will be similar to past years S Calculator issues-email Steve Katz th 7 and th 8 Grade Acceleration S What are districts doing to address acceleration? S How can we use the modules? S 8th grade students taking Regents instead of 8th Grade State Assessment Assessment Project S Multiple Choice and Extended Response Assessment S Quarterly Administration S Collaborative organized by BT BOCES S 3 – 8 Assessments available to OCM BOCES Component Districts (Math and ELA) S Contact Catie Reeve (creeve@ocmboces.org) Regional PD Opportunities S Digging into the Modules S K – 5th Grade S 6th – 8th Grade S Grade Level Networking S K – 2nd Grade S 3rd – 5th Grade S 6th – 8th Grade S Algebra S Geometry S In-District Support S Topic Workshops S Tape Diagrams S Fractions S Questioning S Fluency S Number Sense Parent Connection Resources on EngageNY http://www.engageny.org/ Videos on Learn Zillion http://learnzillion.com/ Singapore Strategies Packet Math Journals Parent Math Night A Quick Read… “Why the Common Core Changes Math Instruction” was published in a recent issue of Kappan. Add to Your Resource List Kansas Association of Teachers of http://katm.org/wp/common-core/ Math-Flipbooks 100 Math Smartboard Lessons K-5 http://www.squidoo.com/search/re sults?q=100+math+smartboard+ lessons Norma Boakes Instructional Specialist Math Resources https://delicious.com/nboakes Common Core Resources Illustrative Math www.illustrativemathematics.org PARCC www.parcconline.org Thinkfinity www.thinkfinity.org Achieve the Core www.achievethecore.org Inside Mathematics www.insidemathematics.org Erie 2 BOCES http://e2math.weebly.com/index.html On-Line Fluency Resources S Math Magician S Math Wire S Granny Prix S K-5 Math Teaching Resources S Fun for the Brain S Greg Tang Math S Math Apps S S Ramos Group Myers Corners Elementary School S Math Dictionary Model Drawing Resources Thinking Blocks www.thinkingblocks.com/ Step-by-Step Model Drawing by Char Forsten Model Drawing for Challenging Word Problems By Lorraine Walker More Resources… Jordan School District, Utah (Math Practices Posters) Granite Schools, Utah (Vocabulary Cards) K-5 Math Teaching Resources (vocabulary & word walls) http://elemmath.jordandistrict.org/mathematicalpractices-by-standard/ http://www.graniteschools.org/depart/teachinglearni ng/curriculuminstruction/math/Pages/Mathemati csVocabulary.aspx http://www.k-5mathteachingresources.com/ Mr. Wolfe’s Interactive Whiteboard Practice https://sites.google.com/a/norman.k12.ok.us/mrwolfe-s-math-interactive-whiteboard/ Discussion Groups S Topic? S Topic? S Topic? S Topic? Questions??? Grades PreK - 8 Grades 6 - 12 Anne Marie Voutsinas Jack McLoughlin Network Team Member Network Team Member avoutsinas@ocmboces.org jmcloughlin@ocmboces.org Joanne Keim Dana Corcoran Network Team Member Science Coordinator jkeim@ocmboces.org dcorcoran@ocmboces.org THANK YOU!