Instructional Shifts In Common Core Our focus in

Instructional Shifts In Common Core Our focus in EGUSD for 2013 -2014 is to start implementing the Standards for Mathematical Practice Presented by: Elk Grove Unified School District

Outcomes for Session 3: 1. Understand the instructional shifts required by CCSS 2. Investigate the implications of the 8 mathematical practices on our classroom instruction 3. Where/how do I start? Think about: • The tasks you select • The questions you ask

Think before you do One of the shifts in CCSS instruction is to get students to think about what they see, what they know and to analyze the problem before making decisions about what they want to do.

Here’s the task Think about: • student misconceptions • the questions you ask your students • Multiple representations

The 8 Mathematical Practices can be grouped into 4 categories

Compare the following using <, >, or = justify your reasoning. >

The 8 Mathematical Practices can be grouped into 4 categories

Integration of SMPs • Not “Problem Solving Fridays” • Not “enrichment” for advanced students • Most lie in the process of arriving at an answer, not necessarily in the answer itself • Every lesson should seek to build student expertise in both Content and Practice standards • SMPs are not meant to be taught separately, good tasks & questions will include several math practices

Instructional shifts Steve Leinwand: • Author of Accessible Mathematics: Ten Instructional Shifts That Raise Student Achievement. • Principal Research Analyst at the American Institutes for Research in Washington, D. C. • President of the National Council of Supervisors of Mathematics. Listen for the instructional shifts! Steve Leinnwand video http: //www. youtube. com/ watch? v=5 g. Wg. A 4 ya. Fr. Y

Leinwand Instructional Shifts (Implications for how we teach) • Move away from teaching math as a series of steps and procedures • Increase critical thinking opportunities for students • Make connections between concepts both past & future • Show multiple methods and representations • Create depth of understanding • Create language rich classrooms • Check for understanding/use formative assessment • Place a strong emphasis on the development of number sense

Standards for Mathematical Practice in a Classroom Traditional U. S. Problem Compare. Use >, <, or = < Same Problem with SMP integration Which fraction is closer to 1. Using a number line, explain why this is so. 0 (Daro, Feb 2011) 1 Teacher Talk: How are these student expectations different?

The 8 Mathematical Practices can be grouped into 4 categories

Write a situation that could represent this math problem then show your solution. How many quarter pound hamburgers can you make with 3 pounds of ground beef? 1 pound 1 2 3 1 pound 4 5 6 7 1 pound 8 9 10 11 12

Compare Justify your reasoning! What questions might you ask yourself or your students?

Compare the following using <, >, or =. Justify your reasoning. Multiple representations: Numerically Graphically Algebraically When is x 3 > 4 x? -2 0 2 When is x 3 < 4 x?

The next level: Analyze the regions using the graph: Where is

Three Key Words in the CCSS • Focus: The curriculum must include adequate depth. Refers to grade level standards or “Horizontal Alignment” • Coherence: the curriculum has logical progressions from less sophisticated topics into more sophisticated ones. Refers to how the standards are organized across grade levels “Vertical Alignment”

Rigor: The curriculum must have a balanced approach that emphasizes procedural fluency, conceptual understanding and application/modeling. Rigor is not…. • ? • increased number of homework problems • taking algebra in 7 th grade or taking calculus in 11 th grade • Covering more material at a faster pace

This is going to be hard and I know you may not be ready! http: //www. youtube. com/watch? v=z. Ozsj. Emjj. Hs

What does this mean for teachers? I’m sooooooo overwhelmed! Where do I start? 1. Cut yourself some slack!

What does this mean for teachers? 2. CCSS implementation is not a light switch you can just turn on…. It’s more of a dimmer switch that will increasingly get brighter.

What does this mean for teachers? 3. Teacher collaboration is a must! 4. What is your mind-set? Embrace this as an opportunity to learn.

Summing it up If you could focus on 3 areas what would they be? Implementing Common Core for math is about……. • The task you select • Questions you ask • Connecting content to the Standards for Mathematical Practices.