South Dakota Common Core State Standards

Phase I - MathematicsJuly 7, 2011

K - 6

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WELCOME

• WHO ARE WE?–Roxane Dyk: Mid-Central/ESA 3

–Karen Taylor: TIE

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Credit Information

You can earn credit for your participation•Three Credits •$40.00 Per Credit

We will have signup at the end of the day

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Icebreaker

Write Down a Three Digit Number

Three Year Plan

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Phases I, II, III

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Agenda

8:30 Begin– Background– Disaggregate Standards– Peer Review– Muddiest Water

11:30 – 12:30 Lunch on Your Own 12:30 – 12:45

-Talk about the muddiest points12:45-4:00

– Disaggregate Standards– Peer Review– Exit Survey– Credit

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Phase I Outcomes

• Become familiar with common core standards layout, design, concepts, terminology, etc.

• Learn how common core standards will impact teaching practices

• Engage in “Disaggregating” process for the designated focus standards for major concepts and cognitive level

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Norms

Listen with Engagement

Honor Each Other’s Thinking

Honor Private Think Time

Everyone has a Voice during Group Activities

Be Respectful of all Comments

Participation is Expected

Limit Side Conversation

Take Care of Your Needs

Turn Cell Phones Off or Vibrate

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Things to think about …

• Role of participants/School leaders

• We are providing materials for you to be successful

• Keep information/process/materials in pure form

• What support do you need from your district?

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Using the Web Site

http://sdccteachers.k12.sd.us

Bookmark it!

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Two Types of Standards• Mathematical Practice (recurring throughout the grades)

• Mathematical Content (this will be different at each grade level)

CCSS Mathematics Standards

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Standards of Mathematical Practice

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.

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SDCCSS Mathematics Standards

The standards for mathematics:• are focused, coherent, and rigorous• aim for clarity and specificity• stress conceptual understanding of key ideas• balance mathematical understanding and

procedural skill • are internationally benchmarked

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Research Behind the Practices

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Cracking the Code

What does it all mean?

Let’s take a look…

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DOMAINCLUSTER HEADINGS Standards

within the CLUSTER

FOOTNOTES

Components: K-8 grade level Mathematics Standards

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Disaggregating Standards

Disaggregating Process:•Locate the Disaggregating Template on your table•Locate the Disaggregating Peer Review document•We will model a section then you will complete that section for the standard you have been assigned at your table.•As you complete each section use the Peer Review document to define quality.•Peer Review will be completed at the end of the process.

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Modeling the Process: Math

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Discussion Points:•Find strand: http://sdccteachers.k12.sd.us/•Find previous year standard (if applicable)•Find following year standard (if applicable)•Quality will be defined by the Peer Review document

Modeling the Process

Discussion Points:•Write the statement in student friendly language•Write an “I can” statement•Quality Indicators are defined on the Peer Review document.

I can add and subtract numbers to 999 in many ways using a plan that makes sense to me.

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Modeling the Process

Discussion Points :•A stem for “know” are nouns•A stem for “Do” are verbs•A stem for “Understand” is underlying meaning of standard•Keep in mind the 8 standards of mathematical practices•Everything students need to demonstrate mastery of the standard•Quality Indicators are defined on the Peer Review document.

• Numbers can be decomposed and recomposed into component parts to add and subtract multi-digit numbers.

• The value of a digit in our number system is determined by its place value position

• Expanded notation• Commutative property of addition• Associative property of addition

• Strategies and algorithms are the processes to add/subtract within 100.

• Properties can help make adding/subtracting numbers fluent within 1,000.

• Adding and subtracting can be used to solve each other.

• Students will construct expanded notation for numbers up to 1000.

• Students will prove/explain answers using manipulatives.

• Students will apply place value to solve mental math problems.

S

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Modeling the Process

Discussion Points :•Key vocabulary teachers need to know/understand to work with the standard•List key vocabulary•Quality Indicators are defined on the Peer Review document.

Fluently – easily, flexibly, and accurately Within – without exceedingStrategies – ways to solve the problemAddend – A number which is involved in addition.Algorithms – a process or procedures used to solve mathematical problems

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Modeling the Process

Discussion Points:•How might the grade level expectation be applied at home, on the job or in a real-world, relevant context?•Include at least one example. •Stem for the conversation with students to answer the question “why do I have to learn this?”.•This component of the template leads to student engagement, implementation of 21st Century Skills, and preparation for college and careers. •Quality Indicators are defined on the Peer Review document.

To be able to use mental addition and subtraction when making buying items.To be able to check to make sure I received the correct change.

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Peer Review Process

Process• Assign Roles (2 minutes)

• Facilitator• Time Keeper• Recorder

• Review Template on your own (5 - 10 minutes)• Complete Providing Written Feedback

• Share with Reviewing Group(5 - 7 minutes)• Share feedback with designers (10 minutes)

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Peer Review

Work Time

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Exit Strategy

Muddiest Point

Think of ONE idea you are still confused about from this morning?

Write it on your index card.

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Lunch

On Your Own

Please Return By 12:30

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Peer Review

Muddiest of the Muddiest

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Refection: 4-3-2-1

Reflecting:– 4 things you will take back for you colleagues to

know.– 3 tools that will be utilized.– 2 highlights of this phase. – 1 purpose of this phase?

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Things to think about …

• School leaders

• Role of participants

• We are providing materials for you to be successful.

• Keep information/process/materials in pure form.

• What support do you need from your district?

• How are we going to role this out?31

Dates of Trainings

Registration is now open for the fall/winterTeacher Registration:https://spreadsheets.google.com/viewform?hl=en&formkey=dEtuSld5NVQ3dzBmZVdfSzBmTGFyUnc6MA#gid=0

District Registration:https://spreadsheets.google.com/viewform?formkey=dDdicEh0bUcxWi05WjJFWXlGaENCbWc6MQ

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Thanks so much for your hard work

See you July 19 and 20Pierre, SD

Roxane Dyk: roxane.dyk@k12.sd.usKaren Taylor: ktaylor@tie.net

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Exit Strategy

On-line EvaluationYour ticket out the door!!

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July 19 and 20 Work

• Be thinking about the types of units that might align with your standards you worked with today.

• You will be working on units with your standard group members.

• Collaborate with group members and bring any resources/materials you might need for developing units focused on your assigned standards.

• Unit template will be released and discussed in online pre-work.

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Credit Information

Put credit information here

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