NCCTM Leadership ConferenceOctober 24, 2012DPI UPDATE

DPI UPDATE

NC Assessment Schedule2012 2013 NC Assessments2013 1014 NC Assessments2014 2015 SBAC, Common Exams, and Math I EOC

COMMON EXAMS(MSLs)Local Option Math II and Local Option Math III (CCSS-M)Geometry and Algebra II (2003 SCoS and CCSS-M)Geometry and Algebra II (CCSS-M)Integrated Mathematics III (CCSS-M)AFM, Discrete, and Pre-Cal (2003 SCoS)

Resources RebornLessons for Learning On the Wiki

http://www.ncdpi.wikispaces.net

Three Shifts

Focus, Coherence, Rigor

Student Achievement Partners

Research

Major Work of the Grade

NC EducatorsCCSS ProgressionsSmarter Balanced Assessment ConsortiumNC Department of Public Instruction

Accessible Mathematics10 Instructional Shifts That Raise Student Achievement

Steven Leinwand

It's Instruction Stupid"

Making the Case for K-5

Making the Case for K-5

If a student leaves second grade not knowing math, he leaves 12th grade not knowing math.

Robert R.

What Do We Know?

Mathematics is the gate keeper!

What Do We Know? If you have a problem with Algebra in your schools, you have to fix it in K-4. Kathy Richardson

What Do We Know?Using 6 longitudinal data sets,.the results show that early math skills have the greatest predictive power (of future academic success), followed by reading and attention skills. Developmental Psychology 2007, Vol. 43

Research

Students are shown this number. Teacher points to the 6 and says, Can you show me this many?16

Research

The teacher points to the 1 in the tens place and asks, Can you show me this many?16

Research

By third grade nearly half the students still do not get this concept of place value..16

More research - It gets worse!

A number contains 18 tens, 2 hundreds, and 4 ones. What is that number?

More research - It gets worse!

A number contains 18 tens, 2 hundreds, and 4 ones. What is that number?

1824

More research - It gets worse!

A number contains 18 tens, 2 hundreds, and 4 ones. What is that number?

1824 2184

More research - It gets worse!

A number contains 18 tens, 2 hundreds, and 4 ones. What is that number?

1824 2184 218.4

More research - It gets worse!

A number contains 18 tens, 2 hundreds, and 4 ones. What is that number?

1824 2184 218.4 384

And worse

35 x25 175 70 245

Deborah Ball

And worse

35 x25 255 800 1055

Deborah Ball

8 + 4 = [ ] + 5Thinking Mathematically: Integrating Arithmetic & Algebra in Elementary School Carpenter, Franke, & LeviHeinemann, 2003

8 + 4 = [ ] + 5

Percent Responding with AnswersGrade7121712 & 171st - 2nd3rd - 4th5th - 6th

8 + 4 = [ ] + 5

Percent Responding with AnswersGrade7121712 & 171st - 2nd5581383rd - 4th5th - 6th

8 + 4 = [ ] + 5

Percent Responding with AnswersGrade7121712 & 171st - 2nd5581383rd - 4th94925105th - 6th

8 + 4 = [ ] + 5

Percent Responding with AnswersGrade7121712 & 171st - 2nd5581383rd - 4th94925105th - 6th276212

How about Fractions?Estimate the answer to 12/13 + 7/8.A. 1B. 2C. 19D. 21

How about Fractions?Estimate the answer to 12/13 + 7/8.A. 1B. 2C. 19D. 21 Only 24% of 13 year olds answered correctly. Equal numbers of students chose the other answers. NAEP

Teaching for Understanding

Lets do some Math!

In Conclusion..

DPI Contact Informationhttp://www.ncdpi.wikispaces.net

Kitty RutherfordElementary Mathematics Consultant919-807-3934kitty.rutherford@dpi.nc.govJohannah MaynorSecondary Mathematics Consultant919-807-2842johannah.maynor@dpi.nc.gov

Barbara BissellK 12 Mathematics Section Chief919-807-3838barbara.bissell@dpi.nc.govSusan HartK-12 Program Assistant919-807-3846susan.hart@dpi.nc.gov

This is the website for mathematics. We are posting presentations here (). The site also contains links to most requested documents. You do not have to join to be able to access the materials.

www.ncdpi.wikispaces.net*Focus Task*The Major Work of the Grade has been identified for North Carolina based on information provided by NC educators, NCDPI, and SBAC.

*The Major Work identifies the primary focus for each grade level, at the cluster level. The supporting/additional work is very important- but while not the focus of that grade, it supports the major work.* 2012 Karen A. Blase and Dean L. Fixsen* 2012 Karen A. Blase and Dean L. Fixsen**Did you get all that?Good news! He wrote a book, Accessible Mathematics. Well discuss some of those instructional shifts he talked about in this resource after the break.

*Constance Kamii has done extensive research on how young children learn mathematics. Here is a task frequently used to assess understanding of tens and ones. Students are given a pile of counters, usually blocks. Students usually are successful, and count our 6 blocks.*Kamii found that essentially no first graders could correctly complete this task.*Many 3-5 graders still do not give the correct answer.*Grayson Wheatlys research with 5,000 middle schoolers were given the following task:This task was posed to 5,000 5-8 graders.Some students gave this answer. Others knew the tens had to be in the middle, so..Many gave this answer, knowing about decimals, and that you could only have 3 digits if a number was in the hundreds.Around 50% of the middle school students gave the correct answer.

*Grayson Wheatlys research with 5,000 middle schoolers were given the following task:This task was posed to 5,000 5-8 graders.Some students gave this answer. Others knew the tens had to be in the middle, so..Many gave this answer, knowing about decimals, and that you could only have 3 digits if a number was in the hundreds.Around 50% of the middle school students gave the correct answer.

*Grayson Wheatlys research with 5,000 middle schoolers were given the following task:This task was posed to 5,000 5-8 graders.Some students gave this answer. Others knew the tens had to be in the middle, so..Many gave this answer, knowing about decimals, and that you could only have 3 digits if a number was in the hundreds.Around 50% of the middle school students gave the correct answer.

*Grayson Wheatlys research with 5,000 middle schoolers were given the following task:This task was posed to 5,000 5-8 graders.Some students gave this answer. Others knew the tens had to be in the middle, so..Many gave this answer, knowing about decimals, and that you could only have 3 digits if a number was in the hundreds.Around 50% of the middle school students gave the correct answer.

*Grayson Wheatlys research with 5,000 middle schoolers were given the following task:This task was posed to 5,000 5-8 graders.Some students gave this answer. Others knew the tens had to be in the middle, so..Many gave this answer, knowing about decimals, and that you could only have 3 digits if a number was in the hundreds.Around 50% of the middle school students gave the correct answer.

*Deborah Ball has done extensive research on the mathematics teachers need to understand to teach math well. Here are 2 multiplication problems with wrong answers. There are no mistakes in basic facts.

This is the result of teaching procedures without understanding.*Deborah Ball has done extensive research on the mathematics teachers need to understand to teach math well. Here are 2 multiplication problems with wrong answers. There are no mistakes in basic facts.

This is the result of teaching procedures without understanding.*Think for a minute about your answer to this problem, and what students in 1-6 grade might think the answer is.*Across the top you see the various answers students offeredthis was constructed response.*We can see that 5 percent of 1-2 graders produced the correct answer. However, 58 percent thought the answer was 12. How did they get that?*Now we look at 3-4. 2% more were right. Why do 12 % more students think 17 is correct????*Now 5th -6th grades. The good news is that very few still think there are 2 answers. The bad news is that we are down to 2 % getting the right answer. Procedures memorized but not understood are getting in the way.*