a little humor february 2012 elementary math pd day district of columbia public schools | december...

A Little Humor

February 2012 Elementary Math PD Day

District of Columbia Public Schools | December 2012 1

What does this comic make you think about?

Shift 1: FOCUS

Shift 2: COHERENCE

Shift 3: FLUENCY

Shift 4: DEEP UNDERSTANDING

Shift 5: APPLICATION

Shift 6: DUAL INTENSITY

Six Key Instructional Shifts for CCSSM

December 14, 2012 Elementary Math PD Day: Deep Understanding

2District of Columbia Public Schools | December 2012

The shifts of fluency, deep understanding, application and intensity are often grouped together and referred to as RIGOR

Deep Understanding Defined



Teach more than “how to get the answer” and instead support students’ ability to access concepts from a number of perspectives so that

• Students are able to see math as more than a set of mnemonics or discrete procedures.

• Students demonstrate deep conceptual understanding of core math concepts by applying them to new situations as well as writing and speaking about their understanding.

Experiential Learning

February 15, 2013 Elementary Math PD Day: Application

4District of Columbia Public Schools | February 2013

Handout #5a

Experiential Learning



Handout #5b

Deep(er) Understanding: A Continuum



Rote Understanding Deeper Understanding

Tenants of a Math Task



The problem begins where the students are. The task is both challenging and accessible. There is no specified solution pathway.

The problematic or engaging aspect of the problem must be due to the mathematics that the students are to learn. There is a clear learning outcome.

The problem must require justifications and explanations for answers and methods. Student to student discussion is encouraged.

Math Task Planning



“Set a low floor for entry, a high ceiling for exit. Write problems that require a simple first step but which stretch for miles.“ (Dan Meyer, 2012)

http://blog.mrmeyer.com/?p=12141

Defining a Math Task



Handout #10

Math Block: Problem Solving Model



Time Mathematics Component and Brief Description

5 minutes Warm Up

10 – 15 minutes Introduction/Set Up for Learning

20 – 30 minutes Problem Solving

20 minutes Sharing/Presentation

10 minutes Closing

10 – 15 minutes Fluency Practice

Math Block: Math Task Model



Handout #10

College and Career Readiness



The pathway to college and career readiness begins with our youngest students.

We must prepare our students for the demands of the real world

KEY TAKE-AWAY 2



We must include a wider variety of math task structures in our work with students.

A critical part of this shift is that students will be able to apply their mathematical understanding to unique situations, thus requiring us to expand what we ask students to do.

Handout #11

Math Differentiation at the Cluster

Deep Understanding math tasks that challenge all students ( weekly, grades 1-8)

Fluency- First in Math (grades 1-8) Fluency- UMathX (grades 1-8) Math Buddies (grades 1-5) Problem Solving Journals (grades 3-8) Math Resource/ Lab (grades 3-8) Accelerated Math which differentiates activities and student practice for

their level (piloted in 5th grade, coming soon to grades 1-4) Progress monitoring for important fluency skills (example: 2 digit addition

and subtraction in second grade) Mathalicious (grades 4-8) Study Island (grades 6-8)

District of Columbia Public Schools | May 18, 2012 14

a little humor february 2012 elementary math pd day district of columbia public schools | december...

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