# Common Core Mathematics. Learning Norms 2 Restrooms Parking Lot evaluation connections General comments

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• Slide 1
• Common Core Mathematics
• Slide 2
• Learning Norms 2 Restrooms Parking Lot evaluation connections General comments
• Slide 3
• Todays Learning Goals 3 1. Identify and interpret the 8 Mathematical Practices of Common Core. 2. Organize and differentiate blended standards 3. Develop a Learning Progression Scale 4. Identify tools and resources developed to support the implementation of CCSS.
• Slide 4
• Success Criteria 1.Develop a learning goal using resources that support CCSS. 2.Apply the model of a Learning Progression Scale with math practices in mind.
• Slide 5
• Introductions Name School Title Subjects Taught Years in Education Name School Title Subjects Taught Years in Education
• Slide 6
• Why is math important? Warning: Much of the action depicted and/or described on this site is potentially dangerous. Virtually all of the participates seen in the photos are experienced professionals. Do not attempt to duplicate.
• Slide 7
• Use appropriate tools strategically Attend to precision Look for and make sense of structure Look for and express regularity in repeated reasoning 8 Standards for Mathematical Practice 7 Make sense of problems and persevere in solving them Reason abstractly and quantitatively Construct viable arguments and critique the reasoning of others Model with mathematics 3b, 3c
• Slide 8
• 8 Lets Practice
• Slide 9
• Review Relate - Reflect 9 Review the 8 Mathematical Practices Reflect one new idea Relate how to use a MP in your classroom
• Slide 10
• Course Descriptions 10
• Slide 11
• High School Conceptual Category Domain Cluster Standards Common Core Format
• Slide 12
• Floridas Numbering of the Common Core State Standards MACC.912.A.CED.1.4 Math Common Core Grade Conceptual Category Domain Cluster S tandard MACC.912.A.CED.1.4 Math Common Core Grade Conceptual Category Domain Cluster S tandard Grade9-12 Conceptual Category Algebra Domain Creating Equations Cluster Create equations that describe numbers or relationships Standard Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations.
• Slide 13
• Compare National to State Notation National: CCSS.Math.Content.HSA-SSE.B.3 Florida: MACC.912.A-SSE.2.3
• Slide 14
• as our guide! Using the Course Description.
• Slide 15
• 15 Questions to Ponder How do you know when a student can use, explain and apply a standard? What are different stages of mastering a standard?
• Slide 16
• Model for Instructional Planning Chunking Identify the standards of focus from course description to support learning goal and differentiate levels of understanding. Learning Goals Create the learning goals/targets based upon the critical areas of focus or big ideas along with the integrated standards from the course description. Learning Progression Develop scales or rubrics to describe the steps students will take to attain each learning goal as well as what success looks like at each step. 16
• Slide 17
• Model from Algebra 1 17 Review and Analyze Unit Write Learning Goal Identify standards to support Learning Goal 1c, 1e
• Slide 18
• Review and Analyze Unit 18 Unit 1- Relationships Between Quantities and Reasoning with Equations: By the end of eighth grade students have learned to solve linear equations in one variable and have applied graphical and algebraic methods to analyze and solve systems of linear equations in two variables. This unit builds on these earlier experiences by asking students to analyze and explain the process of solving an equation. Students develop fluency writing, interpreting, and translating between various forms of linear equations and inequalities, and using them to solve problems. They master the solution of linear equations and apply related solution techniques and the laws of exponents to the creation and solution of simple exponential equations. All of this work is grounded on understanding quantities and on relationships between them.
• Slide 19
• Write Learning Goal Learning Goal: Students analyze and explain the process of solving an equation. They master the solution of linear equations and apply related solution techniques. 19 Essential Question ideas: In what ways can the problem be solved, and why should one method be chosen over another? How can algebra describe the relationship between sets of numbers?
• Slide 20
• Standards for Learning Goal 20 MACC.912.A.REI.1.1 MACC.912.A.REI.2.3 MACC.912.A.CED.1.4 MP #1 #3
• Slide 21
• 21 Lets Practice
• Slide 22
• Review Relate - Reflect 22 Review Learning Goal Development Reflect on a new idea Relate how to use Learning Goals in your classroom
• Slide 23
• LEARNING PROGRESSION 23 1.Identify mastery 2.Differentiate levels of understanding 3. Create example problems 1a, 1b, 1c, 1e, 3d
• Slide 24
• Sample Step 3 (Target)
• Slide 25
• Sample Step 0
• Slide 26
• Sample Step 1
• Slide 27
• Sample Step 2
• Slide 28
• Sample Step 4
• Slide 29
• 29 Lets Practice
• Slide 30
• John Hatties High Yield Strategies 3d Formative Assessments =0.90 Self Assessments d = 0.64
• Slide 31
• Review Relate - Reflect 31 Review Learning Progression Development Reflect on a new idea Relate how to use Learning Progressions in your classroom
• Slide 32
• Piecing it ALL Together
• Slide 33
• Common Core Mathematics