COMMON CORE MATH STAFF DEVELOPMENT

Gwinnett County Public Schools

4th Grade – Tonya Borders, Kathy Spruiell, Chris Rogers

GSMST – June 18th-19th, 2012

Why are we here?

AGENDA – DAY 1

Problem-solving Prompt

Use a colored sticky note to mark on the line plot how many years you have been teaching. Put your sticky note directly above the number marked on the line plot.

If there is already a sticky note above your number, place yours directly above the other sticky note.

Problem-solving Prompt

Using the line plot, answer the following questions with your partner:

How many teachers are in our class? What is the MOST YEARS anyone in the

room has been teaching? The FEWEST YEARS?

What is the difference between the person with the most years and the person with the fewest years of experience?

What else does the data tell us?

Line Plots

What does 4th Grade teach this year?

39.MD.4 create a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8); solve problems involving addition and subtraction of fractions by using information presented in line plots (from a line plot find and interpret the difference in length between the longest and shortest specimens in an insect collection)

TOP 10

Which standards do you anticipate your kids will struggle with?

Do you see anything you’ve never seen before or don’t understand?

Which standards will be the most difficult to teach next year?

Are there any standards that you don’t have the materials to teach?

BREAK

After the break, we’ll model a learning experience for you based on one of the NEW Common Core

standards

LEARNING EXPERIENCE

PLATE PROTRACTORS

AKS (CC-GPS) 40.MD.5 recognize angles as geometric shapes that are

formed wherever two rays share a common endpoint and understand concepts of angle measurement

41.MD.5 recognize that an angle is measured with reference to a circle with its center at the common endpoint of the rays, by considering the fraction of the circular arc between the points where the two rays intersect the circle; an angle that turns through 1/360 of a circle is called a "one-degree angle", and can be used to measure angles

42.MD.5 recognize that an angle that turns through "n" one-degree angles is said to have an angle measure of "n" degrees

43.MD.6 measure and draw angles using tools such as a protractor or angle ruler

8 Standards of Mathematical Practices

Vertical Alignment5th Grade 39.G.3 demonstrate that attributes belonging to a category

of two-dimensional figures also belong to all subcategories of that category (e.g., all rectangles have four right angles and squares are rectangles so all squares have four right angles)

  40.G.4 classify two-dimensional figures in a hierarchy based

on properties 3rd Grade 42.G.1 identify, draw, examine, and classify quadrilaterals

(including rhombuses, rectangles, squares, parallelograms, and trapezoids)

  43.G.1 compare and contrast the attributes of quadrilaterals,

and categorize quadrilaterals based on shared attributes

Essential Question

How do we recognize, measure, and name angles?

Vocabulary Angle Ray Endpoint Degrees (of an angle) Acute Obtuse Right Protractor Center of a circle Radius Diameter Measure

Activating Strategy

Making Your Protractor

1) Glue the colored circle in the center of one of the plates.

2) Use a ruler to find the center of the plate and mark it with a pencil.

3) Stack the two plates together so that the thumbprints are nested on top of each other.

4) Use scissors to make a cut on the edge of one thumbprint to the center of the circle. *It is important that the plates are aligned so that the cut is on the edge of the thumbprint and NOT inside the thumbprint.

Making Your Protractor(cont.)

5) Separate the plates and number the thumbprints on the plate with the green circle starting with the thumbprint immediately to the right of the cut. Count by 10s from 10 to 360 going clockwise.

6) Insert one plate through the other along the cut line. Angles are formed by the 2 cuts (rays) and the center of the circle.

What does this thing do?

Can you show me an acute angle? An obtuse angle? A right angle? Now, make a 60° angle. Is it acute, obtuse,

or right? Now, make a 90° angle. Is it acute, obtuse,

or right? Now, make a 120° angle. Is it acute,

obtuse, or right?

It can do more?

Make a 180° angle with your protractor. What fraction of the circle is this? How do you know?

Make a 270° angle with your protractor. What fraction of the circle is this? How do you know?

Make a 90° angle with your protractor. What fraction of the circle is this? How do you know?

Make a 60° angle with your protractor. What fraction of the circle is this? How do you know?

Even more?

Make a 60° angle with your protractor. What angle would you have to add to it to make a 90° angle? Show it with your protractor

Can you use your protractor to measure the corner of your paper? What else could you measure with it?

Would this protractor have been accurate enough to help Radius find his way through the Labyrinth?

How could we make it even more accurate?

Expanding the Experience

Label common fractions on the plate.

Example: ¼ at 90°, ½ at 180°, ¾ at 270°, 1/6 at 60°, 1/360 at 1°

1/4

Extending the Experience

Connect angle measurement to the clock for an activity with questions.

Example: If I started at 1:25 and went to 1:40, how many degrees did the minute hand move? What fraction of an hour elapsed?

Summarizing

Fold a piece of paper into 4 equal parts, labeling them A,B,C, and D. Find the circle on the board with A,B, C, and D and answer the question in the corresponding part of your paper.

Summarizing

A. Tell how you would use a protractor to measure something.

B. Draw a 45 Oangle.C. Tell the measure of the angle labeled C. D. What is the most important thing you

learned about angles by making and using the plate protractor?

Reflecting on the Standards of Mathematical Practice

Where did you see the 8 standards of Mathematical Practice evident in this lesson?

Talk to your group about one standard and where you saw it.

Was there a standard you didn’t see? How can you incorporate these into your

Math lesson and still “fit it all in”?

8 Standards of Mathematical Practices

UNPACKING THE STANDARD

Unpacking the Standard

Why are we here?

Starting today and finishing tomorrow, you will work with a group to create a learning experience based on one or more of the Common Core standards that we identified earlier. Your work will be shared with other teachers in the county to help us transition to the Common Core next year.

Wait……WHAT?

We have provided you with a vast array of resources to help you with this task, centrally located from one website.

Open up your computers and type in this web address to get started browsing the resources

http://gcps4thgradecommoncoretraining.weebly.com/

Common Core in a NutshellElements of effective transition to the CCSS include: creating a safe classroom environment; • encouraging mathematical discourse, including

facilitating individual and group work where students articulate and defend their ideas and analyze the reasoning of others;

• using formative assessment to learn what students understand and what their misconceptions are and developing strategies to improve their learning;

• providing students with a range of tools such as manipulatives, diagrams, tables, graphs, and formulas to represent and analyze relationships and draw conclusions; and

• encouraging students to use concrete models and technology strategically to solve mathematical problems.

AGENDA – DAY 2

Diving In

Yesterday’s Favorite Thing

Favorites/Challenges

Using a marker, write your favorite thing from yesterday on the left-hand side of the chart paper and one challenge for implementation of the Common Core on the right-hand side of the chart paper.

AGENDA – DAY 2

Back to Work

Using the lesson plan template from yesterday, finish your Learning Experience. Remember, put all of the extra ideas, Guided Math centers, extensions, etc. in the Extending the Experience and Expanding the Experience Sections. Don’t forget to consider- 8 Standards for Mathematical Practice- Materials teachers have readily available- Focus on the “Big Ideas”, questioning,

what will students know & be able to do

Directions for Saving

To save your Learning Experience, number it with the word “draft”, then the AKS #, then a C/K/T beside it (for Chris, Kathy, or Tonya)

Example: if I have AKS #29 and I am in Tonya’s group, I would name my file:

draft29T.docx

Learning Experience Review

Your group will be in charge of reviewing one of the Learning Experiences created by a group in another 4th Grade room. Use one Review sheet per group to provide meaningful feedback. The experiences are posted on our websitehttp://gcps4thgradecommoncoretraining.weebly.com/index.htmlunder the tab “Learning Experiences”

Learning Experience Review

Using the feedback provided, make some changes to your Learning Experience. It might be adding a new resource, modifying a section, or deleting part of your lesson.

Wrapping It Up

How will you share this experience with grade-level colleagues at your school?

A. I will only do it if my principal makes me.B. I will email them the lesson and say

“Good Luck”.C. I might tell them something if I can get a

word in edgewise.D. I’ll hoard it all to myself and deny

knowing this staff development existed.

Wrapping It Up

On a sticky note, write how you plan to share this experience with people in your local school.

How can you impact their teaching?

What can you communicate that will ease their transition to the Common Core and help students at YOUR school to be successful next year?