Planning for Instruction Under CCSSM: Bridging to Algebra II

Linda K. Griffith, Ph.D.University of Central Arkansas

Quotes• “Wise men say only fools rush in…” ~Elvis

Presley• “Fools rush in where angels fear to tread.”

~Alexander Pope (essay in 1709)• “The whole problem with the world is that

fools and fanatics are always so certain of themselves and wiser people so full of doubts.” ~Bertrand Russell (1872-1970)

Process vs. Product• The focus of today is to explore a

process for planning mathematics instruction in Bridge to Algebra II.

• The products that will be shown are only examples to show what products might emerge from the process.

• None of these products are complete and they have not been field tested.

Grain SizePhil Daro, one of the authors of the CCSSM, talks about grain size and planning for instruction under CCSSM.

Questions to Ponder• Why does mathematics not break

down into lessons size pieces?• What is Daro proposing to replace

common lesson planning?• What evidence is he using to support

his position?

Focus and Coherence• Focus and Coherence is not promoted by a

checklist.• Focus and Coherence means you are working

on many related standards simultaneously and may not “finish” a standard in a unit.

• See page 3-4 of the CCSSM.

Overarching Questions• What properties (operations, equality, figures, etc.) are we

using today? • Does this always work (under what conditions, etc.)? • What kind of representations (words, symbols, pictures,

graphs, tables) helped us to understand and record this? • How are the representations related?• How were composing and/or decomposing used today? • What conjectures did we add to our list today?• What conjectures have we proven or disproven today?

Need a 3-D Model• Topics (across the top)• Time (down the side)• Units (shading) – require narrative

descriptions

Resources for Planning• PARCC Model Content Frameworks• New Arkansas Bridging to Algebra II

Frameworks• Actual CCSSM Document• Other PARCC Documents

Primary Resources• Developing Essential Understandings Series• Reasoning and Sense Making Series• Fostering Algebraic Thinking

Keeping the FocusFunctions

Process• Write unit descriptions including the glue in as

many units as possible.• For each unit read primary resources as first

step in unit planning.• Create summative assessment.• Select problems and tasks for the unit.

Formative Assessment• Opening task or problem for each unit should

be a common formative assessment task.• Formative assessment strategies should be

used daily and instructional decisions should be guided by formative assessment findings.

• Common formative assessment task about 2/3 into the unit.

Selecting Problems and Tasks• High Cognitive Demand• Relevant• Rigorous• Aligned with Standards for Mathematical

Practice

InstructionWhat is our goal?

Purposeful Pedagogy and Discourse Instructional Model

tinyurl.com/AR-PPDM-article

Example LessonAnother Approach to Factoring

Contact Information

Linda K. Griffithlindag@uca.edu501-450-0511