teaching and learning elementary math january 22, 2013

Teaching and Learning

Elementary Math

January 22, 2013

Today’s Agenda

1. Information + Reminders

2. Elementary Math + The Common Core

3. Daily Math Review + Mental Math

4. Wrap Up

Outcomes

1. Leaders will understand focus, coherence and rigor in the Common Core Standards for Mathematics.

2. Leaders will receive an overview of the next steps for Elementary Mathematics in 2013 – 2014.

3. Leaders will review the Daily Math Review + Mental Math expectations for grades 3 – 5.

4. Leaders will understand the direction for K – 2 with Daily Math Review and Mental Math.

School Visits: Math Needs Inventory

Feedback from YOU: Quantiles.com – how to use it to change

instruction

The role of the Math Coach: Time to meet with other math coaches

Balanced Math Overview – Sample Schedules - The Math Block

Key statements – Daily Math Review

• Help with understanding the Common Core Standards – I Can Statements

• Plan for Alignment + Curriculum + Instructional Materials

• Be one step ahead of the teachers: District PLC meeting updates

• How do all the pieces fit together?

• Small Groups: How to manage and set them up.

• Data Teams: So much data – how to structure the time

• Time to plan as a math team

• Ready to implement strategies

• Compare district benchmark data – where do we fall? What areas do we need to improve?

• Content/Strategies discussions for upcoming units.

• What to do on building-directed early outs with elementary math

Notecards

Questions? Comments? Want more information?

REMINDERS + UPDATES

Instructional Coaches Meeting

• Tomorrow – January 23rd

• 2:30 – 3:45pm

• Monroe Elementary School

• Mentor/Mentee

• Address needs

• Optional

SMI + Scholastic School Visits

• SMI testing completed by February 22nd.

• Scholastic Visits – Weeks of February 25th + March 1st

• We will be using the scheduled times you signed up for back in September.

• J. Starr will contact you soon with a verification of the visit date + expectation of what you will receive in the next visit.

Elementary Math Summer PD

Number SenseJune 24th + 25th

8:00am – 4:00pmLocation: TBD

Addition and SubtractionJune 17th + 18th


Multiplication and Division

June 10th + 11th


Target Grade Level: Kindergarten – 1st

Focus: Examine Instructional Strategies Deepen understanding of The

Common Core Standards Collaboration with grade level

teachers Exploration of the Mathematical

Practice Standards

Target Grade Level: 2nd – 3rd grade




Practice Standards

Target Grade Level: 4th – 5th grade




Practice Standards

Elementary Math Summer PD

Cognitively Guided Instruction (CGI) – National Math ConferenceJuly 10 – 12th

Des Moines, IAMarriot Downtown

The Seventh Biennial National Cognitively Guided Instruction Conference will be held at the Downtown Marriot in Des Moines this summer. It is a three-day conference with a Keynote Speaker and many breakout sessions focused around CGI.

For more information or to register: http://www.cesmee.hs.iastate.edu/cgi/index.html

http://www.cesmee.hs.iastate.edu/cgi/index.html

ELEMENTARY MATH + THE COMMON CORE

Elementary Math + The Common Core

Des Moines Public Schools Mathematics Expectation

All students will demonstrate mastery of the rigorous Common Core Standards for Mathematics.


Elementary Math Toolbox

All students will demonstrate mastery of the rigorous Common Core Standards for Mathematics.

Alignment of instructional materials to the Common Core Standards.

Deeper content knowledge for teachers.

Rigorous instruction focused around the Mathematical Practice Standards.

Understanding of the Common Core Standards – Learner Objectives.

Implementation of a Consistent Balanced Math Program

Balanced Assessment System

Instructional Materials

AuditTeacher

Feedback Assessment

Standard Analysis

Leadership Math Needs

Inventory


All students will demonstrate mastery of the

rigorous Common Core Standards for Mathematics.

Professional Development

Assessments

Curriculum Guides

Instructional Framework


Expressions

Investigations

CGI

SMI

Daily Math Review

Fastt Math

Fact Fluency

Benchmark Assessments

Fraction Nation

Problem Solving Mental Math


Elementary Mathematics Common Core Standards

FOCUSCOHERENCE

RIGOR

FOCUS on the Major Work of the

Grade


FOCUS

K 12

Number and Operations

Measurement and Geometry

Algebra and Functions

Statistics and Probability

Traditional U.S. Approach: No Focus

19 19

Grade K

Grade 1

Grade 2

Grade 3

Grade 4

Grade 5

Grade 6

Grade 7

Grade 8

K-8 Domains

Counting & Cardinality

Operations & Algebraic Thinking

Number & Operations in Base 10

Measurement & Data

Number & Operations – Fractions

Geometry

The Number System

Expressions & Equations

Ratios & Proportional Relationships

Statistics & Probability

Functions

©2011 Cooperative Educational Service Agency (CESA) 7 School Improvement ServicesPermission is granted to the Iowa State Department of Education for dissemination and use in any whole or part in any form within the state of Iowa region.

COHERENCE Across and Within

Grades


COHERENCE

Number line in Quantity & Measurement

Equal Partitioning

Fractions

Rational Number

Properties of Operations Rational Expressions

Unitizing in Base 10 and in Measurement

Rates, Proportional and Linear Relationships

Fractions Progression

©2011 Cooperative Educational Service Agency (CESA) 7 School Improvement ServicesPermission is granted to the Iowa State Department of Education for dissemination and use in any whole or part in any form within the state of Iowa region.

K-2 3-5 6-8

RIGOR: Illustrations of Conceptual

Understanding, Fluency, and Application


RIGOR


RIGOR APPLICATI

ONPROCEDURAL Skills

CONCEPTUAL

Understanding3.NF.1

Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b.

5.NBT.5 Fluently multiply multi-digit

whole numbers using the standard algorithm.

7.NS.3 Solve real-world and

mathematical problems involving the four operations

with rational numbers.

VIDEO

http://www.youtube.com/watch?v=WO7Ld6Tp7qs&list=UUF0pa3nE3aZAfBMT8pqM5PA



Problem SolvingCGICGIExpressionsInvestigationsFraction NationFastt MathMental Math

Daily Math Review

Fact Fluency


RIGOR

CONCEPTUAL

Understanding

PROCEDURAL Skills

APPLICATION


Data for Planning DMPS Common Core Math ImplementationCurrent State of Reality of DMPS Math Program Desired Outcomes of DMPS Math Program

District Benchmarks on Priority Standards only while some of the supporting standards are tested on Iowa Assessment..

Implementation of Common Core State Standards with fidelity: Focus, Coherence + Rigor.

District Benchmark Data: 53.8% of grade K-5 students were proficient on math up to this point.

Increase of Student Performance on District Benchmark Assessments.

Iowa Assessment Data: 64.2% of grade 3-5 students were proficient on the Iowa Assessments math (Spring 2012).

Increase of Student Performance on Iowa Assessment.

ACT Data: 18% of grade 11 students were college ready on the ACT math (Spring 2012).

Increase of Student Performance on ACT.

Increase Teacher Content Knowledge

Increase Teacher understanding of Mathematical Practice Standards


Elementary Mathematics: 2013 – 2014 Common Core Implementation Plan

Elementary Math Component Next Steps DMPS Elementary Math Block 60 – 90 minutes



Elementary Math Component Next Steps


An audit of our current materials has been completed and has provided insight for greater teacher support in the 2013 curriculum guide revisions.

Investigations provides a supplementary Common Core resource that is available to all schools (Contact Anna if you need a copy).

Instructional Materials Review Committee 2013 – 2014




Assessments

The DMPS Assessment Team is analyzing our current District Benchmark individual items for reliability and validity. Items that are found to be non-reliable or non-valid will be replaced.

External summative assessments, in combination with the Common Core Standards will be considered when replacing the District Benchmark items.




Curriculum Guides Curriculum Guides will include ‘I Can’ Statements to better facilitate consistency of rigor with the Common Core Standards in DMPS.




Balanced Math Framework

Continuation of implementation of the framework will provide structure to the math block.

Daily Math Review will be implemented with fidelity from grade K – 5 starting in August of 2013.

District PLC Meetings will focus on Problem Solving in relation to the Math Content Standards, as well as, Mathematical Practice Standards.

Support will be provided to Instructional Coaches in the area of CFA creation and analysis.




Instructional Strategies + Content Knowledge

Summer professional development courses will be offered to deepen teacher understanding of the Common Core Content standards, as well as, the Mathematical Practice Standards.

District PLC Meetings will focus on Problem Solving in relation to the Math Content Standards, as well as, Mathematical Practice Standards.

Monthly Instructional Coaches Meetings

Notecards


DAILY MATH REVIEW AND

MENTAL MATHUpdate

DMR – Implementation StudyThe Questions

Expectations:• By the end of the year, all Grade 3 – 5

teachers will be requiring their students to complete 3 – 5 questions on Daily Math Review.

• The questions should be from different categories (i.e. place value, multiplication and decimals).

• The questions should be derived from a very specific category and focus on the same skill.

• The questions should be review from previous year concepts or previous unit skills.

DMR – Implementation StudyStudent Work Time

Expectations:

• The teacher gives the students a few minutes to work on the problems individually.

• The majority of the work time is spent with students working in partners.

• Partners discuss the “how” to their answers rather than the “what”.

• Teacher has modeled good examples of partner talk.

• The teacher walks around the room during student work time.

• The teacher may work with a small group by pulling them to a table or by meeting with a pair of students at their desks.

DMR – Implementation StudyProcessing and Error Analysis

Expectations:• Use star and circle/fix.

–Star every step of the problem. This allows the students to receive specific feedback. –Students should NOT just be putting a star on each correct problem.

• Teacher-led 3 out of the 9 days.

• Student-led 6 out of the 9 days.

DMR – Implementation StudyKey Statements + Reflections

Expectations:• Students write each key statement two or

more times during a cycle.

• The teacher references the key statement daily.

• Teacher models ‘deep thinking’ reflections.

• Students write a reflection for each question daily.

DMR – Implementation StudyTime

Expectations:• 15 – 20 minutes daily.

• Teacher runs a two week cycle before the assessment.

Daily Math ReviewCommon Questions

What is the

research for Math

Review?

Why doesn’t the district provide the categories and questions?

Why Daily Math Review?My class cannot pass a

category! Same category

all year?

What if there is more than one way to solve a

problem?

Do I need to stick to exactly 90% of my class passing to

move off a category?

How can I differentiate Daily Math Review?

Mental MathExpectation + Resources

Expectation: Each teacher provides 3 – 5 minutes of multi-step mental math practice daily.

District PLC Meetings Kindergarten – 2nd Grade


Wednesday, February 6th District PLC Meeting AgendaKindergarten – 2nd Grade

1. Daily Math Review Expectation: All K – 2 teachers will implement Daily Math Review with fidelity by the end of May.

2. Overview of Daily Math Review and how it works in a primary classroom.

3. Video Examples of Daily Math Review in K – 2.

4. Math Website: Introduction and Available Resources

5. Collaboration Time: Work to create a cycle to implement before the March 6 th session.


Brief Overview of Kindergarten + First Grade Math Review

• 1 - 3 Problems based on Number Sense Concepts.

• Students do the first problem using manipulatives.

• Students discuss problem with a partner.

• Teacher process the problem chorally with class (direct modeling with the manipulatives).

• Students turn back to partner to reflect on how they did.• Once students are used to reflecting use a sentence starter.

• Students say key statement multiple times.

• Repeat this process with each problem.

• First grade can move to paper pencil when ready still doing one problem at a time


Sample Format


Key Statements K - 2

Daily Math Review + Mental Math

Team Reflection

Notecards


teaching and learning elementary math january 22, 2013

Documents

elementary math slide

math coaches

th grade focus

math team ready

math overview sample

math needs inventory

tbd target grade level

rd grade focus