8/21/2018 1 Norms 2 Welcome! Technology off or outside the room Be respectful of time and task Ask questions Ask for time to process KYRENE SCHOOL DISTRICT Introduction to Elementary Mathematics Today’s Objectives 3 Review shifts in 21 st century math instruction • The friends of Toy Story went to see a movie. They decided Explore the Standards for Mathematical Practice to share a box of Milk Duds. Buzz ate 1/2 of the box and • Know where to find and become familiar with then passed the box to Rex. Rex ate 1/3 of the remaining • important Kyrene math documents, including Math part of the box and then passed it to Woody. Woody ate Curriculum Guides and the CCSS Flip Books 1/4 of the remaining part of the box and then passed it to Jessie. Jessie ate the rest of the box, which was 12 Milk Describe why learning goals and scales are an • Duds. How many Milk Duds did Rex eat? important part of student learning Consume a learning goal and scale • 4 1
8/21/2018 Video look-fors (Primary) Standards for Mathematical Practice 5 6 • List any instructional strategies you saw in the video. • How does Mr. Reilly encourage mathematical discourse? • What takeaways will you implement from Mr. Reilly about facilitating discussion? • Standards for Mathematical Practice checklist document http://www.insidemathematics.org/common-core-resources/mentors-of- mathematical-practice/mia-buljan-2nd-and-3rd-grade 1 st grade Related Addition Problems lesson: https://www.teachingchannel.org/videos/reasoning-about-addition-nsf https://www.teachingchannel.org/videos/owning-the-common-core Video look-fors (Intermediate) The Three Shifts in Mathematics 7 • Focus : Doing fewer Video look-fors: things and allowing for time to learn them well List multiple instructional strategies you • Coherence : Think across saw in the video. grades and link to major How does Ms. Simpson encourage topics within grades mathematical discourse? • Rigor : Require What takeaways will you implement conceptual from Ms. Simpson about facilitating discussion? understanding, procedural skill & Standards for Mathematical Practice fluency, and application https://www.teachingchannel.org/videos/common-core-teaching-division 8 2
8/21/2018 Representation Stars Mathematics Curriculum 10 All curriculum documents are linked Oral Verbal - online Language Written and Oral This is the fifth year of district Real-World Pictures wide Geometric/ You will need to log in to the Kyrene Contextual Situations implementation Graphical website to download all docs of the Arizona Math using Internet Explorer Standards. Written Manipulative Symbolic Tabular Symbols Models Go to the Kyrene website Departments Curriculum and Elementary Secondary Assessment Adapted from Lesh, R., Post, T., & Behr, M. (1987). Representations and Translations among Representations in Mathematics Learning and Problem Solving. In C. Janvier, (Ed.), Problems of Representations in the Teaching and Learning of Mathematics (pp. 33-40). Hillsdale, NJ: Lawrence Erlbaum. Kyrene Curriculum and Assessment website 11 12 3
8/21/2018 13 14 15 16 4
8/21/2018 17 18 Math Standards Alignment Document 20 Shows each standard in the grade level and the units that standard is taught in, as well as color coded Interim windows by unit. 19 5
8/21/2018 21 22 24 RESOURSES ARE LOCATED ON MATH PROFESSIONAL SHELF IN THE LIBRARY’S BACKROOM AND WILL NEED TO BE CHECKED OUT 23 6
8/21/2018 Time for a BREAK! 26 Be back in 10 minutes please 25 The importance of high-quality planning How do you plan for student learning? 27 Worthwhile tasks are not sufficient for NCTM Principles and What are the steps you take to plan a unit? effective teaching. Teachers must also Standards for decide what aspects of a task to highlight, School Mathematics how to organize and orchestrate the work 2000 of the students, what questions to ask to challenge those what varied levels of expertise, and how to support students without taking over the process of thinking for them and thus eliminating the challenge. 7
8/21/2018 Good Design = “Backward” Design Backward Planning 29 1) Read pages 7 – 9 of article, stopping before the topic titled, ‘A Reflection…” Backward Design Process As you are watching, look for: 2) As you are reading, record on a post-it note the following: 1. Evidence what you already do a) 3 key “points” from the article 2. What do you need to include in your b) 1 idea that “squared” with my beliefs process? c) 1 think that is still “circling” around in my head 3. What do you want to refine? 3) Wait for next steps 45 Time for a BREAK! Be back in 10 minutes please When we return, we’ll sit in GRADE LEVEL GROUPS 31 8
8/21/2018 Kyrene Elementary Math- Unit 1 Math Standards 46 47 Kindergarten- Foundations of Counting Arizona Department of Education- K-12 Standards 1 st Grade- Foundations for Addition and Subtraction CCSS Math Flip Books (all grade levels) within 20 2 nd Grade- Foundations for Addition and Subtraction Full standard wording on Curriculum Guides for within 100 each unit 3 rd Grade- Introduction to Multiplication and Division Common Core Math Standards app 4 th Grade- Place Value, Rounding, & Algorithms for Addition and Subtraction 5 th Grade- Place Value with Decimal Fractions What do we want students to know How will LG&S guide instruction? and be able to do? 48 Understand the learning goal & levels of performance on the scale Things to consider: Read silently to yourself Grade Level Standards – only read standards that apply to • Learning Outcomes the unit LG&S • Planning Evaluate and Compare the level 2, 3, & 4 on the scale :) for targets that you agree with, • Teacher expectations ? for targets that you have questions about or don’t agree with Locate the level of cognitive demand for each level • Student expectations (Marzano Taxonomy) Be prepared to share out 9
8/21/2018 Planning your Unit 51 Tuesday Planning Sessions Next Steps 50 Who to reach out to for support? 52 -Teammates -Site administrators -KTIP/PD Coordinators -Curriculum Coordinators Math- Becca Mahlerwein rmahlerwein@kyrene.org 53 Best Wishes For Great Success! 10
Recommend
More recommend
