Checklist for the Critical Area of Mathematics – Grades K - 5



Facilitator’s GuideMath K-5Going Deeper withContent and PracticeSession DescriptionParticipants will engage in activities and discussion as they develop and refine strategies to create a classroom culture that encourages mathematical discourse. Key shifts in content and practice will be explored. A dice game will be introduced to develop students’ ability to create viable arguments and critique the reasoning of others.Goal of the SessionTo develop strategies to incorporate the Standards for Mathematical Practice.To explore the content shifts required by the Common Core State Standards for Mathematics.To experience a math activity that blends content and practice standards.MaterialsPoster paper, 8.5”x11” paper, markers, dice, internet connection, projector and speakersHandouts Standards for Mathematical PracticeKey Shifts in CCSS MathematicsCCSSM pages 9-38 (optional) from K-5 Cluster headings matrix (K-2, 3-5 copied back to back)Roll a Fraction Directions4.NF.2 Dice game taskPre-session PreparationReview the Power Point and Facilitator’s Guide.Review the Standards for Mathematical Practice.Play the Dice Game.Decide if you need to provide copies or access to the CCSSM K-5 standards or ask participants to bring their own.Check Internet capability or pre-load the video. TIMECONTENT/ACTIVITIESMATERIALS5 min Introduction and Objectives Slides 1-2 The diagram on the introduction slide is a Wordle () emphasizing the key terms of Mathematical Practice 3. This standard is provided in the notes section of slide 1. 5 minWhy can’t we be friends? Slide 3Say, “We will be doing some math together today so we need to set some norms for our session.” Pose the questions and chart the answers. Post prominently and refer to Norms chart throughout.Note: Throughout the session model strategies for creating a discourse rich classroom.Poster paper Markers5 minStandards for Mathematical Practice Slide 4Distribute the Standards for Mathematical PracticeDiscuss what teachers know of the Math Practices.Explain that the Practices are for all students K-12.They indicate what proficient math students should be able to do.Have them glance over the standards. Handout:Standards for Mathematical Practice 10 minStandard for Mathematical Practice 3Slide 5Ask participants to read SMP 3 and follow the directions on the slide.Model “Think- Ink – Pair –Share” strategy.Think--First ask participants to consider the questionsInk-- Then write their thoughts on paperPair—Then share with a shoulder partner Share-Then share with the larger groupFacilitator Background information:This quote is the first paragraph on the SMP page of the CCSSM page 6 “The Standards for Mathematical Practice describe varieties of expertise that mathematics educators at all levels should seek to develop in their students. These practices rest on important “processes and proficiencies” with longstanding importance in mathematics education. The first of these are the NCTM process standards of problem solving, reasoning and proof, communication, representation, and connections. The second are the strands of mathematical proficiency specified in the National Research Council’s report Adding It Up: adaptive reasoning, strategic competence, conceptual understanding (comprehension of mathematical concepts, operations and relations), procedural fluency (skill in carrying out procedures flexibly, accurately, efficiently and appropriately), and productive disposition (habitual inclination to see mathematics as sensible, useful, and worthwhile, coupled with a belief in diligence and one’s own efficacy).”10 minEnvision a Common Core Math Class Slide 6Introduce the video.This is an 8-minute video of a teacher building a discourse-based classroom environment.The blue sentence on the slide is a link to the video.It’s a good idea to pre-load the video to be sure it runs smoothlyYou will need speakers. connection or downloaded video and speakers. 10 min Illinois≠Alaska Slide 7Lead a discussion about the videoHow does what Mr. Optiz is doing in Alaska relate to Practice Standard 3 here in Illinois?Discuss being intentional about creating a class where Math Practices can happen.Once we have the students engaging in discourse next we need content standards!5 minInstructional Shifts Slide 8Handout “Key Shifts in CCSSM”Discuss the HandoutThink about focus. As teachers of the common core we need to get to deeper understanding and we cannot do that with our current mile wide and inch deep curriculum. We need to focus.We cannot teach all topics at all grade levels!So where should we focus instruction?If teachers have their CCSSM direct their attention to the critical area for their grade level.Highlight Focus: Teachers use the power of the eraser and significantly narrow and deepen the scope of how time and energy is spent in the math classroom. They do so in order to focus deeply on only the concepts that are prioritized in the standards so that students reach strong foundational knowledge and deep conceptual understanding and are able to transfer mathematical skills and understanding across concepts and grades. has a nice shift handout on all the shiftsHandoutsKey Shifts in CCSS MathematicsOptional: CCSSM Content Standards for K-5 from minCoherence and Focus Slide 9Distribute Cluster SpreadsheetThe actual standards are listed in boldThis document is a reference that should be used in conjunction with the CCSSM and the Progressions.Direct teachers to look at matrix of K-5 clustersAsk teachers to look at the K-2 clusters.What do you notice?Other topics normally taught have been removed or shifted to allow teachers to focus.Share ideas…Bring attention to fractions The focus on fractions is 3-6th grade K-5 Cluster headings matrix (K-2, 3-5 copied back to back)Optional: CCSSM Content Standards for K-5 from minFractions, Fluency and Fun Slide 10-11Another important idea in the common core is to work toward fluencies. Not through repetitive worksheets but through repeated use. Say” Now we are going to look at fractions as an example of fluency, focus and coherence.”The next activity will focus on Content Standard: 4.NF.2 Compare two fractions with different numerators and different denominators, e.g., by creating common denominators or numerators, or by comparing to a benchmark fraction such as 1/2. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model.An optional video about fractions is below. minRoll A Fraction Slide 12-13Ask participants to sit next to a partner.Distribute one piece of blank paper and a die to each pair of players. Have them set up their paper as illustrated on the slide.Go to slide 10 and explain the gameAsk participants to play at least 4 rounds.They should be able to justify why their fraction is greater with word, pictures or symbols.OrDistribute Dice game handout Instruct participants to use black line master provided in handout.The directions are on the handoutDice (one die per 2 players)8.5”x11” paperDice game directions handout10 minReflect and Connect Slide 14Ask participants to think about the questions on the slide:Write your strategy for winning.How did you decide which fraction was greater?Who could play this game?What Mathematical Practice Standard(s) were used?Discuss the advantage of having a discourse around math.Partner work means all kids are talking not just a few talking and following directions.20 minOptionalDifferentiate the Game Slide 15Ask participants to follow directions on the slide.This slide is optional and could be SSM for K-5Content Standards5 minShare and Compare Slide 16Engage teachers in discussionHow could they modify this activity to other content standards?Some ways to adapt the game are listed on the slide.There are many more.5 minutesWrap-Up Slides 17-18Direct participants to more CCSSM resources on the ISBE website under Common Core.Do evaluations as necessary. ................
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