Examining the CCSS in Practice through lesson plans and student work

1
Examining the CCSS in Practice through lesson
plans and student work

• Class 3 Part 1
• March 14, 2011

2
Talk Moves and Formats

• Five Talk Moves Talk Formats
• Revoicing Whole Class
• Repeating Small Group
• Reasoning Partner
• Adding on
• Waiting

3
Journal Review by Your Peers

• Read and react to each others journal entries
  about the talk moves/formats
• Use Post-it-Notes to record your comments in each
  journal
• Pass the journals to the right until you get your
  own journal back
• Discuss as a group What stands out after
  reading all the journals?

4
Learning Intentions

• We Are Learning To
• analyze students thinking on a Continuum of
  Student Thinking and Understanding, and
• advance students thinking by asking good
  questions and making adaptations and
  modifications to move students to the next stage
  or stages

5
Success Criteria

• We will know we are successful when we can
  understand the components of the Continuum of
  Student Thinking and Understanding and fill in
  the form after analyzing student work

6
A Wisconsin Graphic of CCSS
7
Common Core State Standards Alignment Task 1

• Present your completed Task 1 to the teachers at
  your table, briefly reviewing the task and
  student work.
• What questions did you write in Part 3 to move
  students thinking forward?
• Discuss your summary answers in Part 4.

8
Common Core Alignment Task 2
Present your second task to the teachers at your
table. What did you see and hear when your
students worked on this task? Discuss
differences/ similarities between the two tasks
in relation to the Standards for Mathematical
Practices.
9
Summary

• We were learning to recognize three of the
  Standards for Mathematical Practicessense
  making, reasoning, and tools within a chosen
  Content Standards progression.
• We will know we are successful when we can
  articulate how both a Content Standard and a
  Standard for Mathematical Practice are infused in
  a math lesson in the classroom.

10
Stages on the Form
11
Finishing the Big Ideas about Basic Fact
Development

• Lets continue to explore ..
• with ten frames

12
8 6
Put 8 counters on your first frame 6 counters
on your second frame.

• Strategies
• Make a ten.
• Use a double.
• Use fives.
• Use some other equivalent problem.

13
Make a ten 8 6

• How could you make a ten?

14
Make a ten 8 6

• How could you make a ten?

Move 2 counters to the top frame.
Then you have 10 and 4 more counters.
Write an equation.
8 6 8 2 4 10 4 14
15
Use a double 8 6

• What doubles might you use?

Reason 6 6 12.
Reason 6 6 1 Then add 2 more.
Write an equation.
8 6 6 6 2 12 2 14
16
Use fives 8 6

• Can you see some fives? Where?

Reason 5 5 is 10 need to add 3 more and 1
more.
Write an equation.
8 6 5 5 3 1 10 4 14
17
7 9 6 7

• Select a problem.
• Draw a strategy card for the group.
• Everyone uses ten frames and counters to reason
  through the strategy and writes an equation(s)
  that shows the reasoning.
• Share, compare, and discuss as a group.
• Repeat with another strategy card.

Reflect Which strategies seem to work best for
each problem?
18
Decompose to ten 15 6

• Place 15 counters on the double ten frame.
• Completely fill one frame, place 5 on the other
  frame.

19
Decompose to ten 15 6

• How can you remove 6 counters in parts by
  decomposing it in a way that gets you to or
  leads to a ten?

• Remove 5 counters to get to ten.

• Remove 1 more.

• Write an equation.

15 5 1 9or 15 5 10 10 1 9
20
Try it 13 5 16 7

• Use ten frames and counters to reason through the
  Decompose to Ten strategy.
• Write an equation(s) to show the reasoning.
• Share and discuss in your small group.
• ----------------------------

• Brainstorm What other subtraction facts would
  lend themselves well to this strategy? Make a
  list of facts and try them out.

21
Reflect

• How do these tasks engage you in the content
  learning infused with practices? (Mathematical
  Practices Standards 1, 2, 5)
• How do these tasks help you to better understand
  the mathematics?(Content Standards K.OA.4,
  K.OA.5, 1.OA.6)

22
Checking in

• Standard 2.OA.2 Fluently add and subtract
  within 20 using mental strategies. By end of
  Grade 2, know from memory all sums of two
  one-digit numbers.
• Acquiring proficiency in single-digit
  arithmetic involves much more than memorizing.
• (Adding It Up, NRC, 2001, p. 6)
• What is that more and how do we help students
  get there?

23
What other practices were infused in the content
learning?Provide specific examples.
24
(No Transcript)