Transcript of Session 2 K-5 Mathematics Unpacking the Standards A New “Look” for Teaching and Learning.
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Session 2 K-5 Mathematics Unpacking the Standards A New Look
for Teaching and Learning
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WELCOME to Day 2 Introductions Dr. Karol Yeatts BCI Bethany
Mathers BEESS Liz Conn BEESS Leanne Grillot BEESS Martha Gioielli
DA Mark Drennan SALA Agenda Implementing the Common Core State
Standards for Mathematics Video Unpacking the Standards
Establishing Learning Goals Formative Assessment CPALMS Tools and
Resources 2
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Implementing the Common Core State Standards for Mathematics
Observe changes teachers are making in their instructional
practices to adapt to the new standards. Think about how the
implementation of the Common Core State Standards will differ from
the ways teachers in your school are currently teaching. 3
http://www.youtube.com/w atch?v=1IPxt794-yU
http://youtu.be/1IPxt794-yU
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Video Reflections What do you anticipate will be the greatest
challenge in implementing the Common Core State Standards for
Mathematics? 1 What activities might you do at your school to
introduce the standards to reduce teacher apprehension? 2 What
existing tools and resources do you have that can continue to be
used in implementing the new standards? 3 What technology do you
anticipate needing to aid in the implementation of the Common Core
State Standards? 4 Handout #6 Handout #6 4
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Session 2 K-5 Mathematics Unpacking the Standards
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Unwrapped standards provide clarity as to what students must
know and be able to do. When teachers take the time to analyze each
standard and identify its essential concepts and skills, the result
is more effective instructional planning, assessment and student
learning. Unpacking Standards Ainsworth, L. (2003). Unwrapping the
standards: A simple process to make standards manageable.
Englewood, CO: Lead + Learn Press. 6
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Unpacking Standards 7 http://youtu.be/sTd7TN1_vsM
http://www.youtube.com/watc h?v=sTd7TN1_vsM Handout #7 Handout #7
ClarityAlignmentContinuityIntegrationBaseline The unpacking process
allows teachers and administrators to determine what matters most
(i.e. pacing, assessment, critical focus areas)
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Floridas Standards-based Instruction Model 8 Florida Department
of Education Bureau of Curriculum and Instruction
(www.fldoe.org/bii)www.fldoe.org/bii Standard or Benchmark Aligned
to Course Description Guides the development of the lesson
beginning with the desired outcome Learning Goals Describes what
students should know and be able to do Includes essential questions
and Rubrics to define levels of knowledge acquisition Engaging
Lesson Includes appropriate and meaningful activities that engage
students in the learning process, address common misconceptions,
and incorporate higher-order thinking skills Formative, Interim,
and/or Summative Assessments Provides multiple sources of student
data to guide decisions about adjusting instruction and/or
providing interventions
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Select a Standard Remember to start with the specific Course
Descriptions for the Common Core State Standards 9 Kindergarten
MACC.K.CC.2.5 Handout #8 Handout #8
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Grade:Course: Standard(s): Skills Students should be able to do
Concepts Student should know Critical Area of Focus: Learning Goal:
Essential Question: Target Learning Progression: Kindergarten
Mathematics Count to answer how many? questions about as many as 20
things arranged in a line, a rectangular array, or a circle, or as
many as 10 things in a scattered configuration; given a number from
1-20, count out that many objects. MACC.K.CC.2.5 Count Count
objects Count to answer how many 20 things Arranged in a line
Arranged in a rectangular array Arranged in a circle 10 things
Scattered configuration 1-20 objects #1. Representing and comparing
whole numbers, initially with sets of objects. Given a number from
1-20, count out that many objects. How can you arrange things or
objects to count how many things you have? Given a number from
1-20, students will count out that many objects. 10
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Engaging Lesson Lesson Objective Practice counting by forming
groups based on a given number. Mingle & Count: A Game of
Number Sense Barbara McCormick Kindergarten Lesson
http://soc.li/cSYWi9B 11
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Peer Talk Discuss how the rules for the game are revisited
before students begin to mingle. Discuss what is done with
remaining students who do not make a full group? Discuss how this
interaction encourages students to problem- solve together. Discuss
the Standards for Mathematical Practices being used in this
activity. 12
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Assessing Understanding How will you determine students
proficiency with counting? What will proficiency look like?
Formative Interim Summative 13
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Course: Standard: Score 4.0 In addition to Score 3.0, in-depth
inferences and applications that go beyond what was taught. Sample
Progress Monitoring and Assessment Activities Score 3.0 (Target)
The student will understand and/or be able to: The student exhibits
no major errors or omissions. Score 2.0 There are no major errors
or omissions regarding the simpler details and processes as the
student: However, the student exhibits major errors or omissions
regarding the more complex ideas and processes. Score 1.0 With
help, a partial understanding of some of the simpler details and
processes and some of the more complex ideas and processes. Score
0.0Even with help, no understanding or skill demonstrated. Learning
Goal Guide 14 Handout #9 Handout #9
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Learning Goal Sample Course:Kindergarten Mathematics
Standard:MACC.K.CC.2.5 Sample Progress Monitoring and Assessment
Activities Score 4.0 Given a number more than 20, the student
counts out that many objects. Score 3.0 (Target) Given a number
from 1-20, the student counts out that many objects. Counting
Beans: Counting Beans: The teacher says a whole number less than 21
and asks the student to write the stated number in a circle on a
worksheet and then asks the student to place a matching quantity of
beans or counters in the circle. This is done six times with
different numbers. Score 2.0 Given a number from 1-10, the student
counts out that many objects. Score 1.0 Given a number from 1-5,
the student counts out that many objects. Score 0.0 Even with help,
no understanding or skill demonstrated. 15
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Digital Resources 16 Illustrative Mathematics William McCallum,
Chair http://illustrativemathematics.org/ Common Core Look-fors
(Mathematics, Technology) By Splaysoft, LLC.
http://itunes.apple.com/us/app/common- core-look-fors-
mathematics/id467263974?mt=8http://itunes.apple.com/us/app/common-
core-look-fors- mathematics/id467263974?mt=8 Marzano Research
Laboratory http://www.marzanoresearch. com/Free_Resources/itemba
nk.aspxhttp://www.marzanoresearch. com/Free_Resources/itemba
nk.aspx
Reflective Thoughts What steps will you take to assist teachers
in unpacking the standards? What steps will you take to assist
teachers in the implementation of the Common Core State Standards
for Mathematics? How will unpacking the standards inform your
curriculum and guide your instruction? Handout #10 Handout #10 18
What resources will be useful in assisting teachers with the
implementation of the Common Core State Standards for
Mathematics?