### 4th Grade-Day 1 Common Core Training (Susan

```Common Core
Summer Institute
July 31-August 2, 2012
Today’s Schedule:
8:30-9:00 Welcome, Norms,
9:00-9:45 Standards for
Mathematical Practice
Mini-Lesson
(10:10-10:25 Break)
10:45-11:30 Standards for
Mathematical Practice
Key Points and
Illustration
11:30-11:50 OA and NBT
Scavenger Hunt
11:50-12:00 Moving from
NCSCOS to CCSS
12:00-1:15 Lunch
1:15-1:45 Multiplication &
Division
Situations
1:45-2:10 Investigations:
Multiplicative
Comparison
2:10-2:20 Lesson
Discussion
2:20-2:35 Break
2:35-3:15 Investigations
Games
Group Norms
• Be engaged! You deserve the
opportunity to learn and collaborate
with colleagues!
• Use our parking lot for questions,
Operations and Algebraic Thinking (OA)
Number and Operation in Base Ten (NBT)
Today we will look at the following :
*Standards for Mathematical Practice:
What are they? What role do they play in
student learning?
*Explore Operations and Algebraic Thinking
and Number and Operations in BaseTen
content standards
*Examine how new standards relate to
Investigations content for OA and NBT
*View item specs from Smarter Balance
Assessment Consortium (SBAC)
Let’s Begin with Math:
Brainstorm some equations that
equal 348 using multiples of 10,
multiplication, and subtraction.
You may only use one number
that is not a multiple of ten.
How do you know this expression
equals 348?
How did you use multiples of 10?
Overview of 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.
Standards for Mathematical
Practices Mini-Lesson
• Students need to be exposed to
each of the Standards for
Mathematical Practice.
• Mini-Lessons can be used introduce
and provide experiences for
students.
• Practices should be grouped as they
are introduced and referenced in
math instruction daily.
Standards for Mathematical
Practices Mini-Lesson
Standards for Mathematical
Practices Mini-Lesson
Create a pattern tower on your
paper strips.
writing how you used patterns or
structures to complete each tower.
Standards for Mathematical
Practices Mini-Lesson
• Smarter Balanced Item Spec
Break Time!
Mr. Lee
“All I Do is Learn!”
• How is this task similar to or different
from a question on the EOG?
• How will teachers, students, and
parents have to shift expectations to
be prepared for tasks like this one?
Standards for Mathematical Practice
Key Points & Illustrations
• Identify the key points that your
students would need to understand
has been assigned.
• Identify some key points for your
colleagues.
• On your poster, illustrate and show
key points for how you used your two
mathematical practices in the grocery
• http://thinkmath.edc.org
Standards for Mathematical Practice:
What changes do we need to make
to develop mathematically proficient
students?
• What changes will I need to make in
how I teach and how my classroom
operates?
• How will collaborative and individual
planning for math need to change?
• How will I communicate new
expectations to parents and
students?
Content Standards
• Separated into 5 Domains in 4th
• Domains are subdivided into
Clusters
• Clusters are subdivided in Standards
Domains: overarching ideas that connect topics across the grades
Clusters: illustrate progression of increasing complexity from grade
Standards: define what students should know and be able to do at
Let’s Get Acquainted with
Operations and Algebraic Thinking (OA)
and
Number and Operations in Base Ten (NBT)
NCDPI Unpacking Documents
• Read the content standards for OA and
NBT
• Connect each sample question to one of
the OA or NBT standards.
Lunch Time!
12:00 – 1:15
Common Multiplication &
Division Situations
• There are 3 kinds of Multiplication
Situations: Equal Groups, Arrays,
Area, Comparison.
• Unknowns can be in any place in
any of these situations.
• Situations can involve discrete or
more abstract situations. Use
discrete before abstract.
Common Multiplication &
Division Situations
Common Multiplication &
Division Situations
Common
Multiplication and
Division Situations
Group
Unknown
Size
Product Unknown
3x2=? 3x?=6
6÷3=?
Number of
Groups
Unknown
?x2=6
6÷2=?
Equal
Groups
1
2
3
Arrays
Area
4
5
6
Compare
7
8
9
Multiplicative Comparison
lessons to address new content in
the CCSS.
• You can view these lessons
online at Pearson Successnet
(www.pearsonsuccessnet.com)
• You will receive the snap-in units
and Common Guide in August.
• Today, we are going to explore a
new lesson from Unit 1.
Multiplicative Comparison
• You can view these lessons
online at Pearson Successnet
(www.pearsonsuccessnet.com)
• Teacher Resources
• Student Resources
• Success Tracker
Multiplicative Comparison 1.6A
Darlene picked 7 apples. Juan picked 4 times as
many apples. How many apples did he pick?
Multiplicative Comparison 1.6A
Franco’s daughter is 2 feet tall. Franco is 3
times as tall as his daughter. How tall is he?
Where
Where
What is
equation
is the 2 incan
the
3? write to
thisx problem?
we
represent what’s
happening in this
problem?
2x3=
Multiplicative Comparison
35 ft. = 5 ft. x
5 ft.
5 ft.
5 ft.
5 ft.
5 ft.
5 ft.
5 ft.
35 feet
A tree in Helena’s
yard is 35 feet tall.
Helena is 5 feet tall.
The tree is how
many times as tall
as Helena?
Multiplicative Comparison
• How might you need to address needs
of ELL, EC, and TD students?
• What will you look and listen for to
assess student understanding as they
work?
• Which Standards for Mathematical
Practice might students use as they
• Which content standard(s) will students
use in the work of this lesson?
Break Time!
“Problems Up!”
Game or Assessment?
•
•
•
•
Play Small Array, Big Array
Play Missing Factors
Play Multiple Turn Over
Smarter Balance Item Specs
What Do You Think?
• How do the games we played
support student mastery of
Common Core Standards?
• How are the Smarter Balance item
specs like/different from EOG type
problems?
• Considering the differences, what
changes do we need to make in
instruction?
1-1-1-Ticket Out the Door
• One thing you learned
• One idea that you will use in your
classroom
• One question you still have
(Get a free gift as you