3 rd grade mathematics common core standards and go math! (day 2) preparing students for college and...

3rd Grade MathematicsCommon Core Standards and

Go Math! (Day 2)

Preparing Students for College and Career Readiness

2013

Steve Kolb, K-12 Instructional CoachCurriculum/Professional Learning

Pat Gibson, Teacher LeaderFoulks Ranch Elementary

Karen Torres, Teacher LeaderPrairie Elementary

Presented by:

Ex: 16 O in a P

1. 26 L in the A

2. 7 W of the W

3. 1001 A N

4. 12 M of the Y

5. 1 D at a T

6. 8 P in the S S

7. 24 H in a D

8. 29 D in F in a L Y

9. 18 H on a G C

10. 3 B M (S H T R)

Ex: 16 Ounces in a Pound

1. 26 Letters in the Alphabet

2. 7 Wonders of the World

3. 1001 Arabian Nights

4. 12 Months of the Year

5. 1 Day at a Time

6. 8 Planets in the Solar System

7. 24 Hours in a Day

8. 29 Days in February in a Leap Year

9. 18 Holes on a Golf Course

10. 3 Blind Mice (See How They Run)

Brain Teasers

Productive Partners

1. L = Look at your partner.

2. L = Lean toward your partner.

3. L = Lower your voice.

4. L = Listen attentively.

3

Use the 4 Ls:

This poster & great other ELL STUFF!!!

Structured Student Interaction slides courtesy of Dr. Kate Kinsella,

San Francisco State University, Center for Teacher Efficacy http://blogs.egusd.net/win/

Structured Interaction•Partner A will go first.

•Read your sentences fluently using the frame.

• Make eye contact and speak with expression.

•Keep discussing until time is up.•If you don’t have a second idea, use the teacher’s idea or repeat your idea.

•Be prepared to share your partner’s response.

A strategy I used to solve the brain teasers was ____________.

It was successful/unsuccessful because ________.4

Outcomes of a Viable Instructional Routine

• Efficient lesson delivery and use of time• Both students and teachers devote

“cognitive capital” to the content rather than the process

• Maximized student engagement and thereby learning

5

Partnering Preparation ChecklistArrange seating conducive to partneringPair students appropriatelyImplement a procedure for absentee partnersTeach expectations for partnering (4Ls)Pre-assign partner roles (1/2, A/B)Analyze lesson for optimal partner tasksPrepare visible and lesson-specific referencesPrepare lesson-specific language support

(starter/frame, word bank, grammar target)

6

NormsBe invested.

Collaborate with colleagues.

Avoid sidebar conversations.

Turn your cell phone to silent. Please step outside if you have an emergency and need

to text.

OverviewYesterday: We took a close look at the

relationships between CCSS math rationale, content standards, and Standards for Mathematical Practice and the instructional shifts these will require.

Overview

Day 2: Teachers will become familiar with the components of Go Math, be able to use the program as a tool to teach CCSS, and understand how to design a CCSS math lesson.

Day 3: Teachers will take a look at assessment options, parents and CCSS-M, and continue with lesson design.

Today’s Outcomes

Build an understanding of:• The components of the Go Math

curriculum• Which components are critical in

year 1 • The importance of planning• Lesson design

Common Core Organization

• Fewer and more Rigorous content

• Aligned with College and Career expectations

• Application of Higher-order Skills• Built on strengths of Current State Standards

• Internationally Benchmarked

Characteristics

Technology Time

• Let’s go over to the computer lab…

Break

Write-In Student Book Standards

Practice BookWrite-On/Wipe-Off

Math Boards

Let’s take a look at the student materials

Multi-Page Lessons

Standards Practice Book

Estimate the product96 x 34

• Planning Guide

• Teacher Editions

• Grab-n-Go Centers Kit

• Manipulatives

• RtI Collection

• ELL Activity Guide

• Technology

• Assessment Guide

Go Math Component Stations

Structured Interaction

Use the 4 Ls:1. L = Look at your partner. 3. L = Lower your voice.2. L = Lean toward your partner. 4. L = Listen attentively.

One GoMath! component I am interested in learning more about is ______. I believe it will benefit my students by __________.

Delving into our Teacher Editions

Chapter at a Glance

Daily Pacing Chart – Chapter 1

Introduction Instruction Assessment Total

1 7 2 10

Teaching for Depth

Developing Math Vocabulary

Show What You Know

Critical Areas at a Glance

Critical Area Projects

Structured InteractionUse the 4 Ls:

L = Look at your partner. 3. L = Lower your voice.L = Lean toward your partner. 4. L = Listen attentively.

Partner A:

• As I read the ______ section, I noticed ______.

• I have a question about ____. I am wondering ___.

Partner B:

• The section ____ stood out for me because ______.

• One question I have concerns ______. I want more information about ___.

Lunch

What is the Instructional Routine for Every Lesson?

Teacher Leader Walk Through of a Lesson

Lesson at a Glance

Differentiate Instruction

Differentiate Instruction

Step 1: Engage Step 2: Teach and Talk

Step 3: Practice

Common Errors

Problem SolvingStep 4: Summarize

Structured Interaction Use the 4 Ls:

L = Look at your partner. 3. L = Lower your voice.L = Lean toward your partner. 4. L = Listen attentively.

Partner A:

• One way GoMath! is similar to Scott Foresman is ____.

• I agree/disagree based on __.

• One way I see myself adjusting my instruction is ____.

Partner B:

• I agree/disagree based on ____. One way the two programs are different is _____.

• In terms of adjusting instruction, I am considering ________.

Lesson DesignChapter 1, Lesson 1 & Most Difficult Lesson in Chapter 1

• What is the essential question?• What will kids have to know to answer that?• What is being taught and what do they need

to already know?• Which pieces are going to be most effective to

get kids to the end task?• How will you know they learned?

Feedback to inform next steps…