Using the Deconstructing Math Standards Protocol to Address Common Core Math Content

Using the Deconstructing Math Standards Protocol to Address Common Core Math Content

APS Mathematics Team

Georgia Math Conference

October 17, 2013

APS Mathematics Team

Georgia Math Conference

October 17, 2013

OutcomesOutcomes• Use a collaborative protocol to plan mathematics

learning.

Identify Content and Practice Standards

Identify Possible Misconceptions

Identify Strategies to Address Misconceptions

• Discuss bridges and barriers to this work.

How Did We Get Here?How Did We Get Here?• Teachers• Coaches• CCSSM Shifts• Challenges• Ongoing PD

Our Inspiration…Our Inspiration…“Effective mathematics professional development is sustained and embedded within professional learning communities and focused on the actual tasks of teaching using the same materials you use with students.”

Common Core Mathematics in a PLC at Work – Kanold et al

Our Inspiration…Our Inspiration…“The CCSS require a content shift to less (fewer standards) is more (deeper rigor with understanding) at each grade level. This emphasis will require new levels of knowledge and skill development for every mathematics teacher to understand what the CCSS expect students to learn at each grade level or within each course, blended with how students are expected to learn it.”

Common Core Mathematics in a PLC at Work – Kanold et al

Seeing the Protocol EmergeSeeing the Protocol Emerge

Let’s Give it a TryLet’s Give it a Try

1.Work alone to complete the entire Gas Consumption task. (5 min)

Let’s Give it a TryLet’s Give it a TryDiscuss the remaining steps in the protocol.

1. Content and Practice Standards addressed in the problem.

2. Possible student misconceptions.

3. Strategies to address student misconceptions and content.

Where do we get problems?Where do we get problems?• Illustrative Mathematics Project• PARCC and SBAC prototypes• NCTM Great Tasks series• GaDOE Framework Unit Tasks• Inside Mathematics• Other states

Grade Level Practice TimeGrade Level Practice Time• Elementary

• High School

• Middle School (Choose to work with Elementary or High School)

Gallery WalkGallery WalkWhat connections

do you see between all three levels of math we

have looked at today?

Barriers and BridgesBarriers and BridgesWith regards to the deconstructing protocol, what might be:

• Hard to implement?

• Easy to implement?

If you don’t know where you are going to, you will end up

somewhere else.

If you don’t know where you are going to, you will end up

somewhere else.• Lewis Carroll

Final ThoughtsFinal Thoughts1.Questions

2.Closing Remarks

3.Materials posted at http://www.atlanta.k12.ga.us/Page/38775