Norms 2 Welcome! Technology off or outside the room Be respectful - - PowerPoint PPT Presentation

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KYRENE SCHOOL DISTRICT

Introduction to Elementary Mathematics

Welcome!

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Norms

 Technology off or outside the room  Be respectful of time and task  Ask questions  Ask for time to process

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• Review shifts in 21st century math instruction
• Explore the Standards for Mathematical Practice
• Know where to find and become familiar with

important Kyrene math documents, including Math Curriculum Guides and the CCSS Flip Books

• Describe why learning goals and scales are an

important part of student learning

• Consume a learning goal and scale

Today’s Objectives

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The friends of Toy Story went to see a movie. They decided to share a box of Milk Duds. Buzz ate 1/2 of the box and then passed the box to Rex. Rex ate 1/3 of the remaining part of the box and then passed it to Woody. Woody ate 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
• Duds. How many Milk Duds did Rex eat?

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Standards for Mathematical Practice

http://www.insidemathematics.org/common-core-resources/mentors-of- mathematical-practice/mia-buljan-2nd-and-3rd-grade

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https://www.teachingchannel.org/videos/owning-the-common-core

Video look-fors (Primary)

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1st grade Related Addition Problems lesson: https://www.teachingchannel.org/videos/reasoning-about-addition-nsf

• 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

Video look-fors (Intermediate)

Video look-fors:

 List multiple instructional strategies you

saw in the video.

 How does Ms. Simpson encourage

mathematical discourse?

 What takeaways will you implement

from Ms. Simpson about facilitating discussion?

 Standards for Mathematical Practice 7

https://www.teachingchannel.org/videos/common-core-teaching-division

The Three Shifts in Mathematics

• Focus : Doing fewer

things and allowing for time to learn them well

• Coherence: Think across

grades and link to major topics within grades

• Rigor: Require

conceptual understanding, procedural skill & fluency, and application

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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.

Geometric/ Graphical Verbal - Written and Oral Tabular Contextual Symbolic Pictures Oral Language Manipulative Models Real-World Situations Written Symbols

Representation Stars

Elementary Secondary

Mathematics Curriculum

This is the fifth year of district wide implementation

• f the Arizona

Math Standards.  All curriculum documents are linked

• nline

 You will need to log in to the Kyrene

website to download all docs using Internet Explorer

 Go to the Kyrene website 

Departments  Curriculum and Assessment

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Kyrene Curriculum and Assessment website

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Math Standards Alignment Document

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Shows each standard in the grade level and the units that standard is taught in, as well as color coded Interim windows by unit.

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RESOURSES ARE LOCATED ON MATH PROFESSIONAL SHELF IN THE LIBRARY’S BACKROOM AND WILL NEED TO BE CHECKED OUT

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Be back in 10 minutes please

Time for a BREAK! 26

The importance of high-quality planning

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NCTM Principles and Standards for School Mathematics 2000

Worthwhile tasks are not sufficient for effective teaching. Teachers must also decide what aspects of a task to highlight, how to organize and orchestrate the work

• f 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.

How do you plan for student learning?

What are the steps you take to plan a unit?

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Good Design = “Backward” Design

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1) Read pages 7 – 9 of article, stopping before the topic titled, ‘A Reflection…” 2) As you are reading, record on a post-it note the following: a) 3 key “points” from the article b) 1 idea that “squared” with my beliefs c) 1 think that is still “circling” around in my head 3) Wait for next steps

Backward Planning

Backward Design Process

As you are watching, look for:

• 1. Evidence what you already do
• 2. What do you need to include in your

process?

• 3. What do you want to refine?

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Be back in 10 minutes please When we return, we’ll sit in GRADE LEVEL GROUPS

Time for a BREAK! 45

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Kyrene Elementary Math- Unit 1

 Kindergarten- Foundations of Counting  1st Grade- Foundations for Addition and Subtraction

within 20

 2nd Grade- Foundations for Addition and Subtraction

within 100

 3rd Grade- Introduction to Multiplication and Division  4th Grade- Place Value, Rounding, & Algorithms for

Addition and Subtraction

 5th Grade- Place Value with Decimal Fractions

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Math Standards

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 Arizona Department of Education- K-12 Standards  CCSS Math Flip Books (all grade levels)  Full standard wording on Curriculum Guides for

each unit

 Common Core Math Standards app

What do we want students to know and be able to do?

Understand the learning goal & levels of performance

• n the scale

 Read silently to yourself  Grade Level Standards – only read standards that apply to

the unit

 LG&S  Evaluate and Compare the level 2, 3, & 4 on the scale  :) for targets that you agree with,  ? for targets that you have questions about or don’t agree with  Locate the level of cognitive demand for each level

(Marzano Taxonomy)

 Be prepared to share out

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How will LG&S guide instruction?

Things to consider:

• Learning Outcomes
• Planning
• Teacher expectations
• Student expectations

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Next Steps 50

Planning your Unit

Tuesday Planning Sessions

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Who to reach out to for support?

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• Teammates
• Site administrators
• KTIP/PD Coordinators
• Curriculum Coordinators

Math- Becca Mahlerwein rmahlerwein@kyrene.org Best Wishes For Great Success! 53