Examining the CCSS in Practice through lesson plans and student work

Class 3 Part 1

March 14, 2011

Talk Moves and Formats

Five Talk Moves Talk FormatsRevoicing Whole ClassRepeating Small GroupReasoning PartnerAdding onWaiting

Journal Review by Your Peers

Read and react to each other’s 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?

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

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

A Wisconsin Graphic of CCSS

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.

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.

Summary

We were learning to recognize three of the Standards for Mathematical Practices—sense 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.

Stages on the Form

Task ________________________________________________________________________ Part 2: Analyzing Students’ Thinking Continuum of Student Thinking and Understanding

Shutting Down

Emerging

Practicing

Advancing

Student thinking indicates misconceptions that are not connected to the task. Specific instruction is needed in planning the development of this task or lesson.

Student thinking indicates misconceptions and the need for further work of this task; however, student provides evidence of thinking that can be used to improve their understanding of the task. Specific instruction is needed to help students connect what they know to this task.

Student thinking indicates they understand the important mathematics in the task. Instruction should be planned to move student thinking to new levels of understanding.

Students’ thinking indicates they understand this task or lesson by identifying important mathematics in the next levels of content or other practices. Instruction should be planned to take students to the next level.

What do you see and hear from students at these stages?

What actions and responses do you get from students at each stage?

Finishing the Big Ideas about Basic Fact Development

Let’s continue to explore …..

with ten frames

8 + 6

Strategies:Make a ten. Use a double.Use fives. Use some other

equivalent problem.

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

Make a ten: 8 + 6

How could you make a ten?

Make a ten: 8 + 6

How could you make a ten?

Move 2 counters to the top frame.

Write an equation.

8 + 6 = 8 + 2 + 4 = 10 + 4 = 14

Then you have 10 and 4 more counters.

Use a double: 8 + 6

What doubles might you use?

Write an equation.

8 + 6 = 6 + 6 + 2 = 12 + 2 = 14

Reason 6 + 6 = 12.Reason 6 + 6 = 1 Then add 2 more.

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

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?

Place 15 counters on the double ten frame.

Completely fill one frame, place 5 on the other frame.

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”?

Decompose to ten: 15 – 6

Remove 5 counters to get to ten.

Remove 1 more. Write an equation.

15 – 5 – 1 = 9or 15 – 5 = 10; 10 – 1 = 9

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.

----------------------------

Try it: 13 – 5 16 – 7

Brainstorm: What other subtraction facts would lend themselves well to this strategy?

Make a list of facts and try them out.

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)

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?

What other practices were infused in the content learning?

Provide specific examples.