Getting Started Welcome to the Idaho Standards Math Working Group - - PowerPoint PPT Presentation

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Zoom tip: Make sure you minimize Zoom to find your chat box and participants icons at the bottom of your screen

Welcome to the Idaho Standards Math Working Group Meeting! Thank you for joining us today.

While you are waiting please include the following in the chat: 1. Name and where you are joining us from 2. What is a book you have read or a movie or series you have watched this summer that you recommend? Explain what you enjoyed about it.

Getting Started

Supporting Schools and Students to Achieve

SHERRI YBARRA, ED.S., SUPERINTENDENT OF PUBLIC INSTRUCTION

August 3, 2020

Mathematics Working Group Meeting August 3, 2020

STATE STANDARDS REVIEW

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Web Access Microphone on mute when not speaking Make sure your name shows correctly Use the chat to engage in conversation, agree with others, or ask questions Raise your hand electronically Camera on is preferred

How We Communicate in Zoom

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Photo courtesy of zoom: https://support.zoom.us/hc/en-us

How We Communicate in Zoom Continued

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This Photo of Simon Sinek’s Golden Circle (2017) is retrieved via Google images

WHY

• Review Context for the Work

HOW

• Review Logistics

WHAT –

• Discuss homework – strengths and

challenges of present mathematics standards

• Discuss homework – what we learned

from reviewing mathematics standards in other states

• Directions for subgroup next steps
• Discuss Color Coding – in subgroups

AGENDA

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• 1. Explicitly state grade levels at which students should demonstrate

mastery of addition, subtraction, multiplication, and division facts. Integrate these basics with critical thinking and real-life problem solving throughout the standards to ensure more connections to science, business, and other related disciplines.

• 2. Reduce the number of standards, use less complex verbiage, and

prioritize the more important concepts without marginalizing the accuracy of the standards.

• 3. Ensure the standards are age and grade level-appropriate especially in

the early grades, emphasizing the concrete nature of young minds.

• 4. Make certain that standards requiring problem solving are age

appropriate and do not exceed the knowledge standards accepted for each grade level.

Education Committees’ Letter: Math Focus

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Include

Clear expectations on mastery of basic facts Basic skills connected to real life Prioritized most important concepts Age and grade level appropriateness

Exclude

Supporting information Guidance Complex verbiage

Focus from Letters

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Timeline

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• Working Group- write the standards, drive the

work

• Facilitator- moderator, logistics, communication
• Content Coordinator- content consultant
• Subgroup Facilitators- Regional Math Centers

Math Specialists

How We Are Organized

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Photo courtesy of PowerPoint

Be Respectful Be Supportive Be Present Be Open

How We Work Together

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Essential Question: What do you think is important about the way standards are formatted so they are easily understood? Consider:

• Tables
• Standards coding
• Readability (easy to read and understand)

Homework #1: Formatting/Organization

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Essential Question: How does what a student learns (content) in one state compare to another state?

• Readability
• Age Appropriateness
• Quality of Content
• Sequential nature
• Number of standards
• Verbiage

Homework #2: Content

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*See Edmodo Discussions

Essential Question:

1)

What do you see as the strengths of the current standards?

2)

What do you see as the challenges?

Homework #3: Strengths and Challenges

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This Photo of Simon Sinek’s Golden Circle (2017) is retrieved via Google images

Code the present standards for your grade level band.

Yellow - What (Know or Do) Pink – How (Strategies/Guidance) Green – Why (Theory) Underline Complex Verbage

Homework #4: Color Coding

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This Photo by Unknown Author is licensed under CC BY-SA-NC

*See Edmodo Discussions

• Complete the Discussion

Starter form to organize your thoughts for our discussion.

• The link to a Google Form is in

the chat.

Discussion Starter

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Participate by putting comments in the chat or raising your electronic hand. What do you think is important about the way standards are formatted so they are easily understood? Consider: Tables Standards coding Readability (easy to read and understand)

Discussion – Homework 1

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Participate by putting comments in the chat or raising your electronic hand. How does what a student learns (content) in one state compare to another state?

• Readability
• Age Appropriateness
• Quality of Content
• Sequential nature
• Number of standards
• Verbiage

Discussion – Homework 2

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Participate by putting comments in the chat or raising your electronic hand.

*See Edmodo Discussions

1)

What do you see as the strengths of the current standards?

2)

What do you see as the challenges?

Discussion: Homework 3

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• Format
• Content
• Strengths
• Challenges

What did you learn from the homework assignments that you want to apply to the 2022 Idaho Content Standards for Mathematics? Please put a response in the chat

Apply what we have learned

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Take a break! Please return by:

Break

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This Photo of Simon Sinek’s Golden Circle (2017) is retrieved via Google images

Code the present standards for your grade level band.

Yellow - What (Know or Do) Pink – How (Strategies/Guidance) Green – Why (Theory) Underline Complex Verbage

Homework #4: Color Coding

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This Photo by Unknown Author is licensed under CC BY-NC-ND

• Work with your grade level

subgroup to create a master copy of your group color coding and identify complex verbiage.

• Come to consensus on the color

coding for each of our present grade level content standards.

• Underline what the group

agrees is complex verbiage in each standard

Your Next Step

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What are standards? What is curriculum?

Let’s Review - Standards Handout

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Standards – Your 3 Words

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• Regulatory documents WHAT

Signed into rules or law Under purview of the legislature and SBOE Legally binding

• Non-regulatory documents HOW and WHY

Guidance Professional Development “Tool-kits” for teachers and parents Purchased curriculum (ie textbooks, online products)

Vocabulary Words

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• 3. Use ratio and rate reasoning to solve real-world

and mathematical problems, e.g., by reasoning about tables of equivalent ratios, tape diagrams, double number line diagrams, or equations.

• a. Make tables of equivalent ratios relating

quantities with whole number measurements, find missing values in the tables, and plot the pairs of values on the coordinate plane. Use tables to compare ratios.

Example 6.RP.3a

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HOW they will do it:

a. Make tables of equivalent ratios relating quantities with whole number measurements b. Use tables to compare ratios c. Find missing values in a ratio table d. Plot the pairs of values on a coordinate plane.

WHAT students will do: Use ratio and rate reasoning to solve real- world and mathematical problems.

6.RP.3a Reorganized

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• 4. Construct and interpret two-way frequency tables of

data when two categories are associated with each

• bject being classified. Use the two-way table as a

sample space to decide if events are independent and to approximate conditional probabilities. For example, collect data from a random sample of students in your school on their favorite subject among math, science, and English. Estimate the probability that a randomly selected student from your school will favor science given that the student is in tenth grade. Do the same for

• ther subjects and compare results.

Example High School S-CP4

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HOW they will do it:

a. Use the two-way table as a sample space to decide if events are independent and to approximate conditional probabilities. Lesson Suggestion: For example, collect data from a random sample of students in your school on their favorite subject among math, science, and English. Estimate the probability that a randomly selected student from your school will favor science given that the student is in tenth grade. Do the same for

• ther subjects and compare results.

WHAT students will do: Construct and interpret two-way frequency tables

• f data when two

categories are associated with each object being classified.

S-CP4 Reorganized

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This Photo by Unknown Author is licensed under CC BY-NC

Put a pin in the Mathematical Practices Standards until September meetings.

• Discuss your color coding on each standard for

the grade level

• Come to subgroup consensus on the color

coding and complex verbiage for each grade level content standard.

• Create a master copy of the group color coding

and underline complex verbiage.

• Goal for today: Get through as many as you

can

• Use “put a pin in it” for standards that need

more discussion

• Whatever is not completed today will be

finished at the September work session.

• Shared document will remain available

between meetings.

Subgroup Work

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All photos by Unknown Authors are licensed under CC BY-SA

Reporter Recorder Timekeeper Facilitator

Subgroup Roles Needed

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This Photo by Unknown Author is licensed under CC BY-NC

• Break
• 11:00 Subgroup Meetings
• Subgroup Goal:

Master copy of color coded standards with complex verbiage underlined.

Schedule for Rest of Day

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This Photo by Unknown Author is licensed under CC BY-NC

Subgroup work:

• Finish color coding and underlining
• Keep, drop or move discussions
• Look at age appropriateness
• Look at complex verbiage

Whole Group:

• Learn from higher education partners
• Learn from business partners and CTE
• Learn from Idaho Math Achievement data
• Learn from other state leaders

Looking ahead

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September 29 and 30 *Notice Date Change 8:30 to 4:30 with lunch break More detailed schedule will be sent a few days prior to the meeting.

Next meeting

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This Photo of Simon Sinek’s Golden Circle (2017) is retrieved via Google images

WHY

• Reviewed Context for the Work

HOW

• Reviewed Logistics

WHAT –

• Discussed homework – strengths

and challenges of present mathematics standards

• Discussed homework – what we

learned from reviewing mathematics standards in other states

• Directions for subgroup next steps

What we did today:

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Put into Chat:

• Any additional

questions?

• A take away point

from today

Wrap-Up

Supporting Schools and Students to Achieve

SHERRI YBARRA, ED.S., SUPERINTENDENT OF PUBLIC INSTRUCTION

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• Dr. Catherine Beals, Mathematics Coordinator

Idaho State Department of Education 650 W State Street, Boise, ID 83702 208.332.6800 SDE main number 208.332.6932 direct line to Dr. Beals cbeals@sde.idaho.gov

Contact