Georgia Performance Standards

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Georgia Performance Standards
Grades 3 - 5 Mathematics

• Days 3 and 4
• Classroom Implementation

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• Carmen H. Smith
• [phone]
• csmith_at_doe.k12.ga.us
• Massie McAdoo, Ph.D.
• [phone]
• mmcadoo_at_doe.k12.ga.us
• Georgia Department of Education
• 1754 Twin Towers East, Atlanta, Georgia 30334

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Getting Acquainted

• Name Card
• Name or nickname
• Contact Information
• If you have not been receiving the e-mails please
  write your name, grade(s) you work with, and
  e-mail address

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Group Norms and Housekeeping

• Group Norms
• Ask questions
• Work toward solutions
• Honor confidentiality
• Meet commitments or let others know if you are
  struggling

• Housekeeping
• Parking Lot
• Phone calls
• Rest rooms
• Breaks
• Lunch

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Plan to Attend!

• The National Council of Teachers of Mathematics
  Annual Conference will be in Atlanta March 21-24,
  2007.
• http//www.nctm.org/meetings/atlanta/
• Member cost 205
• Non-member cost 281

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GCTM

• Annual Conference at Rock Eagle October 17-19,
  2007
• Apply to be a speaker and/or plan to attend!

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Other Announcements?
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Redelivery Reflections
At your table, discuss the following 3 items and
list them on your chart paper.

• Successes
• Questions
• Concerns

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Standards Based Education Model
GPS
Stage 1 Identify Desired Results (Big Ideas)
?Enduring Understandings ? Essential Questions
? Skills and Knowledge
(one or more) Standards Elements
Stage 2 Determine Acceptable Evidence (Design
Balanced Assessments) (To assess student progress
toward desired results)
All above, plus Tasks Student Work Teacher Comment
ary
Stage 3 Plan Learning Experiences and
Instruction (to support student success on
assessments, leading to desired results)
All above
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Overview of Days 3 and 4

• Describing the Standards-Based Classroom
• Facilitating the Standards-Based Classroom
• Designing Lessons to Support the
• Standards-Based Classroom

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Essential Question1

• What does a
• standards-based mathematics classroom look like?

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Math Lab Lesson

• What did you hear in the news bulletin?
• Why are some of those things still regarded as
  controversial?

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DOG WASH
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Birthday Cookout

• Be able to explain and describe what you see
  happening during this lesson and task.
• Think about what needs to take place before
  children would be able to perform this task.

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• Bob turned 60 this year! His family celebrated
  by having a cookout. Marcy took orders and found
  one fifth as many people wanted chicken as wanted
  steaks, one fourth as many people wanted steaks
  as wanted hot dogs, and one half as many people
  wanted hot dogs as wanted hamburgers. She gave
  her son-in-law, the chef, an order for 80
  hamburgers.
• How many people asked for chicken?
• How many people asked for steak?
• How many asked for hot-dogs?
• What percent of the guests ordered each type of
  entrée?
• Write to help explain your best thinking using
  words,
• numbers, or pictures. Be prepared to share!

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The Standards
What are the.

• Key content standards
• Related content standards
• Process standards
• Concepts and skills to maintain

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• What did you see in this lesson?

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What should we see?

• Warm-up
• Mini lesson, opening, setting the stage
• Work period, activity period
• Summary, closing

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Role of the teacher

• Plan authentic learning experiences.

• Provide solid foundations in math to promote
  application of skills and knowledge

• Talk less, listen more.

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Role of the teacher

• Circulate through the classroom, facilitating
  math discussions.

• Provide clarification when necessary.

• Ask questions that encourage reasoning and
  making connections.

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Role of the teacher

• Establish classroom procedures to promote
  effective management of small groups of
  differentiated learners.

• Participate in ongoing assessments of all
  learners.

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Role of the students

• Work individually, in pairs, or small groups to
  complete a task.

• Gather data, share ideas, look for patterns,
  make conjectures, and utilize problem-solving
  strategies.

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Role of the students

• Explore mathematical relationships and make
  connections to real life experiences.

• Ask questions and
• look for solutions.

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What does the teacher do?
TRADITIONAL STANDARDS-BASED

• textbook guides instruction

• standards and curriculum map guide instruction

• spends most of the time telling whole group

• spends most of the time facilitating small
  group

• seeks the ONE right answer from students

• asks more open-ended / application questions

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What does the teacher do?
TRADITIONAL STANDARDS-BASED

• encourages students to use problem solving
  strategies

• teaches only specific procedures

• encourages students questions, explanations,
  and discussions

• discourages student interaction/discussion

• asks mostly knowledge-level questions

• asks more high-level questions

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What do the students do?
TRADITIONAL STANDARDS-BASED

• work alone

• work in flexible groups or pairs

• use reasoning to justify their answers and
  solutions

• focus on only getting the right answer

• memorize facts for tests

• understand and apply concepts, as well as, facts

• solve problems and look for real life
  connections

• practice procedures

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What do the students do?
TRADITIONAL STANDARDS-BASED

• use pencil, paper, and worksheets

• use manipulatives, graphic organizers, and
  games

• show knowledge by writing down numbers

• show knowledge both orally and written

• use multiple representations for solutions
  (pictures, models, diagrams, words, etc.

• one way to show an answer

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What does a standards-based elementary school
math classroom look like?

• Flexible cooperative groups of children
• Hands-on learning experiences
• Productive noise
• Differentiated student tasks and products
• Student work with teacher commentary
• Multiple representations of solutions
• Manipulatives, graphic organizers, charts, and
  graphs
• Minimal number of worksheets / skill and drill

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More and Less

• LESS whole-class teacher-directed instruction
• LESS student passivity, sitting, listening,
  receiving
• LESS attempts by teachers to cover large amounts
  of material
• LESS rote memorization of facts and details
• LESS stress on competition and grades
• MORE experiential, inductive, hands-on learning
• MORE active learning with all the attendant noise
  of students doing, talking, collaborating
• MORE deep study of a smaller number of topics
• MORE responsibility transferred to students for
  their work goal-setting, record-keeping,
  monitoring, evaluation
• MORE choice for students e.g., picking their own
  books, etc.
• MORE attention to affective needs and varying
  cognitive styles of students
• MORE cooperative, collaborative activity.
• E. D. Hirsch Jr, 1986

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Essential Question 2

• What does a standards-based mathematics classroom
  look like?

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• BASEBALL PIZZA PARTY
• Your table is going to Mellow Mushroom restaurant
  to celebrate your baseball teams big win. You
  order food for your entire table. The restaurant
  charges a 6 tax for all food items, and since
  everyone loved the service, you decide to tip the
  recommended 20 to your waiter / waitress.
• Remember to write out your tables order and to
  show all of your work.
• Calculate the total amount for the check (be sure
  to include tax and tip!)
• Write all of your work on a poster and be
  prepared to share.

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Baseball Pizza Party

• Example
• Two large all-meat pizzas for 9.99 each
  19.98
• Two medium veggie pizzas for 7.88 each
  15.76
• Four large waffle fries for 1.79 each
  7.16
• Four large drinks
  3.96
• Huge ice cream cake
  12.88
• Subtotal
  59.74
• 6 tax 0.06 X 59.74
  3.58
• Total (with tax)
  63.32
• 20 tip 0.20 X 63.32
  12.66
• Total Cost (with 20 tip and 6 tax)
  75.98

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Well Facilitated Classrooms

• Teachers must
• foster student involvement and cooperation in all
  classroom activities
• establish a productive working environment.

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Table Talk

• What needs to be done in order to foster
  student involvement and cooperation in all
  classroom activities?
• Be prepared to share.

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• It takes just as much energy to achieve
  positive results as it does to achieve negative
  results. So why waste your energy on failing
  when that same amount of energy

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• can help you and your students
• SUCCEED.
• 
  Harry K. Wong 1998

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• Parents are sending us the best kids they
  have. They are not keeping the good ones at
  home.
• 
  - Larry Lezotte

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Routines

• These are things that students automatically do
  without the teacher needing to prompt or
  supervise.

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Procedures

• These must be explained in a clear and concise
  manner.
• These must be rehearsed, practiced, done over and
  over and over again until they become routines!
• These must be reinforced by reminding the
  students of the expectation and experiencing it.

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• We are what we repeatedly do. Excellence,
  therefore, is not an act but a habit.
• ---Aristotle

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Essential Question 3

• What is important when developing a lesson plan?

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What is important?

• Bringing the big ideas to life
• A focus on learning, rather than teaching
• Helping students to understand, not just
  remember the understanding of others
• Incorporating a variety of different teaching
  strategies

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Instructional Planning

• Be extremely familiar with grade-level standards
• Lessons
• Identify standards
• Determine acceptable evidence
• Plan instruction

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Criteria for Good Tasks

• Involves significant mathematics
• Can be solved in a variety of ways
• Elicits a range of responses
• Requires communication
• Stimulates best performance
• Lends itself to a scoring rubric

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Making Instructional Decisions
How will we hook and hold student interest?
Where are we going? Why? What is expected?
How will we equip students to explore and
experience?
Consider
How will we organize and sequence the learning?
How will we help students rethink, rehearse,
revise, and refine?
How will we tailor learning to varied needs,
interests, styles?
How will students self-evaluate and reflect on
their learning?
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Multiple Representations
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Polygon Percent Task!

• As you work this task, keep in mind what needs to
  be done to
• foster student involvement and cooperation in all
  classroom activities and
• establish a productive working environment.

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Polygon Percent Task

• Cut out the hexagons, triangles, rhombuses, and
  trapezoids to make your designs.
• Use polygons to make designs that cover part of
  the pattern (there are 60 triangles in the
  design).
• Make designs that cover at least three of these
  percentages of the pattern 20, 25, 40, 50,
  75, 80.

Activity from http//www.thefutureschannel.com/p
df/math/polygon_percent_patterns.pdf
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Mighty is geometry joined with art,
resistless. -Euripides
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UNITS
ARE JUST BIG PICTURES
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• Dog Wash
• Birthday Cookout
• Baseball Pizza Party
• Polygon Percents
• My Perfect Saturday

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Pick a Unit

• Work with a partner or a small group.
• Decide on a unit for your lesson.
• Use a task from any previous day of training, one
  that you currently use in your own class, or is
  in one of the resources you brought today as your
  desired result or assessment.
• Use the four parts of a good lesson to design a
  lesson.

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Sharing Our Lessons

• Jigsaw Groups

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Wrapping Up

• What have you learned over the past two days?
• What do you need next?
• How will you redeliver this module on classroom
  implementation?

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Discussion of Redelivery Action Plan

• Determine your goal for redelivery.
• Determine time allotted.
• Develop timeline of activities.
• List resources and ideas.

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Days of Training

• Implementation Year One
• Day One Standards, Content, and Curriculum
  Mapping
• Day Two  Assessment
• Days Three and Four Classroom Implementation
• Implementation Year Two
• Day Five Differentiation
• Day Six Examining Student Work
• Day Seven On-line Survey

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Assignment

• Bring student work for the tasks worked today or
  your own personal tasks along with completed
  permission forms.
• Bring four copies of another task from the 3-5
  Framework and four copies of student work for
  that task along with permission forms.

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Student Work Sample
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Contact Information
Carmen H. Smith [phone] csmith_at_doe.k12.ga.u
s Massie McAdoo, Ph.D. [phone] mmcadoo_at_doe.
k12.ga.us

• Georgia Department of Education
• 1754 Twin Towers East
• Atlanta, Georgia 30334

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Give Yourself a Hand
You deserve it. Everyday you make a difference,
not only in our worlds present, but also in
its future!