A CALL TO ACTION RED CLAY CONSOLIDATED SCHOOL DISTRICT RCCSD - PDF document

Red ¡Clay ¡Consolidated ¡School ¡District ¡ 02/06/15 ¡ "These Standards are not intended to be new names for old ways of 4 th – 6 th Partnership Institute doing business. They are a call to Building a Conceptual take the next step." Understanding of Fractions: A 4 th Through 6 th Grade Partnership Common Core State Standards for Mathematics A CALL TO ACTION RED CLAY CONSOLIDATED SCHOOL DISTRICT RCCSD Mathematical Knowledge for Teaching Survey (MKT) District Mathematics Department n Jodi Albers, Supervisor of Mathematics n Lou Mingione, Secondary Mathematics Specialist n Eric Shane, Elementary Mathematics Specialist n Shirl Ellison, Elementary Mathematics Specialist Pre Post Count Change Assessment Assessment Instructional Technology Coaches Institute of Higher Education 4 th – 6 th Total 128 11.53 13.30 +1.77 n University of Delaware, Partnership MSERC n Karen Ammann Institute 0 - 9 39 7.59 10.92 +3.33 n Vicki Green n Janice McCarthy n Val Maxwell 10 – 15 74 12.57 14.05 +1.48 Funding Participants n 23 District Schools n Delaware Department of n 15 Elementary Education n 8 Secondary n $122,600 EXAMINING THE DATA INVESTED PARTNERS RCCSD RCCSD “The coherence and sequential nature of • Explore what educators need to know and be able to do in order to effectively instruct students in the mathematics dictate the foundational skills that are area of fractions using visual models, number talks, necessary for the learning of algebra. The most and additional research-based strategies. important foundational skill not presently • Examine and reflect on research that explores best developed appears to be proficiency with practices for teaching the essential ideas that students must grasp about fractions. fractions (including decimals, percents, and • Examine and implement rich mathematical tasks negative fractions). The teaching of fractions must that align to CCSSM. be acknowledged as critically important and • Explore the understanding of rigor within CCSSM improved before an increase in student through the development and implementation of achievement in algebra can be expected .” model lessons. National Mathematics Advisory Panel GOALS FRACTIONAL UNDERSTANDING RCCSD RCCSD Albers, ¡Flounders, ¡Mingione ¡ 1 ¡

Red ¡Clay ¡Consolidated ¡School ¡District ¡ 02/06/15 ¡ • Formulated Norms 167 total participants • Conducted Exit Ticket Summary • 72 fourth grade teachers • Reviewed Homework • 67 fifth grade teachers • Participated in a Team Builder • 26 sixth grade teachers • Examined the Common Core State Standards • 84 participants from Title I buildings • Examined the Standards for Mathematical Practices • 8 participants from special schools • Engaged in Rich Mathematical Tasks • Participated in a Book Study • Enhanced Smarter Balanced Assessment Items A TYPICAL DAY IN THE INSTITUTE PARTICIPANTS RCCSD RCCSD • 167 Teachers • Developing Effective Fractions Instruction for Kindergarten Through 8th Grade Practice Guide • 4 Cohorts • 6 Teams per Cohort • 8 players per team (maximum) • At least 2 fourth, 2 fifth and 1 sixth grade teacher per team • No more than 1 person per building per team PARTICIPANT STRUCTURE RESEARCH RCCSD RCCSD • Putting Essential Understanding of Fractions into Practice in Grades 3-5 The Institute • Session 1: Equivalence and Comparison • Session 2: Addition and Subtraction • Session 3: Addition, Subtraction, and Multiplication • Session 4: Multiplication, Division, and Ratios • Session 5: Ratios CONTENT FOCI RESEARCH RCCSD RCCSD Albers, ¡Flounders, ¡Mingione ¡ 2 ¡

Red ¡Clay ¡Consolidated ¡School ¡District ¡ 02/06/15 ¡ Domains from Grade 3 to Grade 7: • Number and Operations – Fractions • Ratios and Proportional Relationships Progressions Documents for the Common Core Math Standards CCSSM ICEBERG RCCSD RCCSD Mathematical Practices Student Dispositions Teacher Actions to Engage Students in Practices: Reason abstractly • Create multiple representations • Develop opportunities for problem-solving strategies • The Standards for Mathematical Practices and quantitatively • Interpret problems in contexts • Give time for processing and discussing • Estimate first/answer reasonable • Tie content areas together to help make connections • Make connections • Give real-world situations • Reasoning abstractly and quantitatively • Represent symbolically • Demonstrate thinking aloud for students’ benefit Reasoning and Explaining • Talk about problems, real-life situations • Value invented strategies and representations • Attend to units • More emphasis on the process instead of on the • Use context to think about a problem answer • Construct viable arguments and critique the reasoning of others Construct viable • Ask questions • Create a safe environment for risk-taking and arguments and • Use examples and counter examples critiquing with respect critique the • Reason inductively and make plausible arguments • Provide complex, rigorous tasks that foster deep reasoning of others • Use objects, drawings, diagrams, and actions thinking • Develop ideas about mathematics and support their • Provide time for student discourse reasoning • Plan effective questions and student grouping • Analyze others arguments • Probe students • Encourage the use of mathematics vocabulary Delaware Department of Education CCSSM CCSSM RCCSD RCCSD • The Four Mathematical Claims Mr. Jones will cut 6 identical loaves of bread 1 • Concepts and Procedures into pieces that are loaf each. 4 • Problem Solving Part A • Communicating Reasoning After he cuts the 6 loaves, how many pieces will Mr. • Modeling and Data Analysis Jones have? Show your work using numbers, words, and/ • Enhancing the Technology-Enabled questions or pictures. pieces SMARTER BALANCED SBAC – GRADE 5 MATHEMATICS RCCSD RCCSD Albers, ¡Flounders, ¡Mingione ¡ 3 ¡

Red ¡Clay ¡Consolidated ¡School ¡District ¡ 02/06/15 ¡ Session 1: Equivalence and Comparison Which fraction is greater? The Institute • Session 1: Equivalence and Comparison 5 5 • Session 2: Addition and Subtraction or • Session 3: Addition, Subtraction, and Multiplication 12 8 • Session 4: Multiplication, Division, and Ratios • Session 5: Ratios How did you decide? CONTENT FOCI MRI – MARILYN BURNS RCCSD RCCSD Session 2: Addition and Subtraction The Institute • Session 1: Equivalence and Comparison • Session 2: Addition and Subtraction • Session 3: Addition, Subtraction, and Multiplication • Session 4: Multiplication, Division, and Ratios • Session 5: Ratios Putting Essential Understandings of Fractions into Practice - NCTM CONTENT FOCI Book Study RCCSD RCCSD Session 3: Addition, Subtraction, and Multiplication The Institute • Session 1: Equivalence and Comparison • Session 2: Addition and Subtraction • Session 3: Addition, Subtraction, and Multiplication • Session 4: Multiplication, Division, and Ratios • Session 5: Ratios Connected Mathematics Project CONTENT FOCI CMP2 RCCSD RCCSD Albers, ¡Flounders, ¡Mingione ¡ 4 ¡

Red ¡Clay ¡Consolidated ¡School ¡District ¡ 02/06/15 ¡ The Institute The Institute • Session 1: Equivalence and Comparison • Session 1: Equivalence and Comparison • Session 2: Addition and Subtraction • Session 2: Addition and Subtraction • Session 3: Addition, Subtraction, and Multiplication • Session 3: Addition, Subtraction, and Multiplication • Session 4: Multiplication, Division, and Ratios • Session 4: Multiplication, Division, and Ratios • Session 5: Ratios • Session 5: Ratios CONTENT FOCI CONTENT FOCI RCCSD RCCSD Session 5: Ratios • Mathematical Knowledge for Teaching • District Created Walkthrough Tool 2. Examine these statements about the apple juice mixes in Exercise 1. Decide whether each is accurate. • PLC Minutes Give reasons for your answers. a. Mix Y has the most water, so it will taste least "appley". • District Coach Observations • Anecdotal Information b. Mix Z is the most "appley" because the difference between the concentrate and water is 2 cups. It is 3 cups for each of the others. c. Mix Y is the most "appley" because it has only 1 cups of water for each cup of concentrate. The others have more water per cup. d. Mix X and Mix Y taste the same because you just add 3 cups of concentrate and 3 cups of water to turn Mix X into Mix Y. Connected Mathematics Project CMP2 MEASURING IMPACT RCCSD RCCSD Questions? What made learning easy or hard for you today? • Group work with our tables is nice. • It is always great to work cooperatively. • I am in an awesome group! • Discussions within the group was easy. • Great group I work with! • Collaboration with teammates made it easier. • Staying in groups produced a lot of responses. jodi.albers@redclay.k12.de.us At this point we are getting comfortable with each other and can share at will. louis.mingione@redclay.k12.de.us courtney.flounders@redclay.k12.de.us FEEDBACK FINAL THOUGHTS RCCSD RCCSD Albers, ¡Flounders, ¡Mingione ¡ 5 ¡