Session 2K-5 Mathematics

Unpacking the StandardsA New “Look” for Teaching and Learning

WELCOME to Day 2

Introductions

• Dr. Karol Yeatts• BCI

• Bethany Mathers• BEESS

• Liz Conn• BEESS

• Leanne Grillot• BEESS

• Martha Gioielli• DA

• Mark Drennan• SALA

Agenda

• Implementing the Common Core State Standards for Mathematics Video

• Unpacking the Standards

• Establishing Learning Goals

• Formative Assessment

• CPALMS Tools and Resources

2

3

Implementing the Common Core State Standards for Mathematics

• Observe changes teachers are making in their instructional practices to adapt to the new standards.

• Think about how the implementation of the Common Core State Standards will differ from the ways teachers in your school are currently teaching.

http://www.youtube.com/watch?v=1IPxt794-yUhttp://youtu.be/1IPxt794-yU

Video ReflectionsWhat do you anticipate will be the greatest challenge in implementing the Common Core State Standards for Mathematics?

1What activities might you do at your school to introduce the standards to reduce teacher apprehension?

2What existing tools and resources do you have that can continue to be used in implementing the new standards?

3What technology do you anticipate needing to aid in the implementation of the Common Core State Standards?

4

Handout #6

4

Session 2K-5 Mathematics

Unpacking the Standards

“Unwrapped standards provide clarity as to what students must know and be able to do. When teachers take the time to analyze each standard and identify its essential concepts and skills, the result is more effective instructional planning, assessment and student learning.”

Unpacking Standards

Ainsworth, L. (2003). Unwrapping the standards: A simple process to make standards manageable. Englewood, CO: Lead + Learn Press. 6

Unpacking Standards

7

http://youtu.be/sTd7TN1_vsMhttp://www.youtube.com/watch?v=sTd7TN1_vsM

Handout #7

•Clarity

•Alignment

•Continuity

•Integration

•Baseline

The unpacking process allows teachers and administrators to determine what matters most (i.e. pacing, assessment, critical focus areas)

Florida’s Standards-basedInstruction Model

8Florida Department of Education Bureau of Curriculum and Instruction (www.fldoe.org/bii)

Standard or Benchmark Aligned to Course Description• Guides the development of

the lesson beginning with the desired outcome

Learning Goals• Describes what students should

know and be able to do • Includes essential questions and• Rubrics to define levels of

knowledge acquisition

Engaging Lesson• Includes appropriate and

meaningful activities that engage students in the learning process, address common misconceptions, and incorporate higher-order thinking skills

Formative, Interim, and/or Summative Assessments• Provides multiple sources of

student data to guide decisions about adjusting instruction and/or providing interventions

Select a Standard

• Select a Standard• Remember to start with

the specific Course Descriptions for the Common Core State Standards

9

Kindergarten

MACC.K.CC.2.5

Handout #8

Grade: Course:Standard(s):

Skills – Students should be able to do Concepts – Student should know

Critical Area of Focus:

Learning Goal:

Essential Question:

Target Learning Progression:

Kindergarten Mathematics Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. MACC.K.CC.2.5

CountCount objectsCount to answer how many

• 20 things• Arranged in a line• Arranged in a

rectangular array• Arranged in a

circle

• 10 things• Scattered

configuration• 1-20 • objects

#1. Representing and comparing whole numbers, initially with sets of objects.

Given a number from 1-20, count out that many objects.

How can you arrange things or objects to count how many things you have?

Given a number from 1-20, students will count out that many objects.

10

Engaging Lesson

• Lesson Objective– Practice counting by forming groups

based on a given number.

Mingle & Count: A Game of Number Sense

• Barbara McCormick• Kindergarten Lesson• http://soc.li/cSYWi9B

11

Peer TalkDiscuss how the rules for the game are revisited before students begin to mingle.

Discuss what is done with remaining students who do not make a full group?

Discuss how this interaction encourages students to problem-solve together.

Discuss the Standards for Mathematical Practices being used in this activity.

12

Assessing Understanding

• How will you determine student’s proficiency with counting?

• What will proficiency look like?

Formative

InterimSummative

13

Course:

Standard:

Score 4.0 In addition to Score 3.0, in-depth inferences and applications that go beyond what was taught.

Sample Progress Monitoring and Assessment Activities

Score 3.0 (Target)

The student will understand and/or be able to:• • • The student exhibits no major errors or omissions.

Score 2.0 There are no major errors or omissions regarding the simpler details and processes as the student:

However, the student exhibits major errors or omissions regarding the more complex ideas and processes.

Score 1.0 With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes.

Score 0.0 Even with help, no understanding or skill demonstrated.

Learning Goal Guide

14

Handout #9

Learning Goal SampleCourse: Kindergarten MathematicsStandard: MACC.K.CC.2.5 Sample Progress Monitoring and

Assessment ActivitiesScore 4.0 Given a number more than 20, the

student counts out that many objects.

Score 3.0 (Target)

Given a number from 1-20, the student counts out that many objects.

Counting Beans: The teacher says a whole number less than 21 and asks the student to write the stated number in a circle on a worksheet and then asks the student to place a matching quantity of beans or counters in the circle. This is done six times with different numbers.

Score 2.0 Given a number from 1-10, the student counts out that many objects.

Score 1.0 Given a number from 1-5, the student counts out that many objects.

Score 0.0 Even with help, no understanding or skill demonstrated.

15

16

Digital Resources• Illustrative Mathematics

• William McCallum, Chair• http://illustrativemathematics.org/

• Common Core Look-fors (Mathematics, Technology)• By Splaysoft, LLC.• http://itunes.apple.com/us/app/common-

core-look-fors-mathematics/id467263974?mt=8

• Marzano Research Laboratory• http://www.marzanoresearch.

com/Free_Resources/itembank.aspx

17

Digital Resources

• The Teaching Channel: Inspired Teaching, Inspiring Classrooms– https

://www.teachingchannel.org/

• Education Northwest– http://educationnorthwe

st.org/resource/1756

• Inside Mathematics– http://www.insidemat

hematics.org/index.php/common-core-standards

• CPALMS– http://www.floridasta

ndards.org

Reflective Thoughts

What steps will you take to assist teachers in unpacking the standards?2

3What steps will you take to assist teachers in the implementation of the Common Core State Standards for Mathematics?

How will unpacking the standards inform your curriculum and guide your instruction? 1

Handout #10

18

4What resources will be useful in assisting teachers with the implementation of the Common Core State Standards for Mathematics?