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What do teachers need to know about re-engaging students in mathematics classrooms?

Providing resources to help teachers meet the needs of students in math classrooms

Who are we? Kyle Radcliff Nell Cobb

Who are the participants? Please provide your name School or organization Teaching grade level, if applicable What do you hope to gain from this

session?

What are we going to do today? Part I Discuss CCSS Teaching Concerns. Examine Student Products using the CCSS-

Math Progressions to design re-engagement lessons

Part II Analyzing formative assessment Re-

Engagement Lessons using a CCSS coding sheet

Teaching Concerns

What are your concerns around teaching using the Common Core State Standards in Math?

Here are some from other teachers: How could teachers address students’

lack of content knowledge required for a grade level standard?

Where can teachers find the precursor ideas and instructional resources for their students?

How can teachers better prepare students to perform successfully at the next level?

What resources are you using to help with your math teaching concerns? Websites? Books? Other?

Presenter

Presentation Notes

Teachers will list their resources and you can also add the Progression Documents for mathematics. Let the teachers know that you will focus on

A possible resource: the Math Progressions The standards math progressions evolve:

from each other, coordinate with each other, and cluster together into coherent bodies of

knowledge.

Why are Math Progressions Important? • Grade-level coordination of standards across domains. • Connections between standards for content and for mathematical practice. Key ideas that develop within one domain over

the grades. • Key ideas that change domains as they develop over the grades. • Key ideas that recur in different domains and conceptual categories. Grade-level coordination of standards across

domains or conceptual

http://commoncoretools.me/wp-content/uploads/2013/07/ccss_progression_frontmatter_2013_07_30.pdf

Presenter

Presentation Notes

The Progressions elaborate some features of this structure• , in Because the Progressions focus on key ideas and the Standards have different levels of grain-size, not every standard is included in some Progression.

K-8 Domains – important precursors to the concept of Algebra

(From CCSSatlas_2011_12_1257.docx – p. 6)

Presenter

Presentation Notes

Operations and Algebraic Thinking leads to explicit work with Expressions and Equations beginning in Grade 6. Grade 6 is also when Base Ten and Fractions are merging to become The Number System. By the end of middle school, Expressions and Equations and The Number System have merged to become high school Algebra. This picture is a good start. But the harder one thinks, the less simple things become. For example, middle school work in rational numbers relies heavily on the properties of operations. This would be represented by a “crossover arrow” diagonally downward from OA to NS. Likewise, to the extent that the variables which students study in middle school are “general numbers” (an old-fashioned term for them), there might also be a vertical arrow from NS upward to EE. We begin to see that there are important ties between domains. � (From CCSSatlas_2011_12_1257.docx – p. 6)

Examining Student Products

Math Challenge (First Grade – Student Work Samples)

Focus on Equal Parts Student Products

A - D

Adapted from : http://commoncoretools.me/wp-content/uploads/2013/07/ccss_progression_frontmatter_2013_07_30.pdf

Math Challenge (First Grade – Student Work Samples)

Focus on Area Model Student Products

A & B

Adapted from: http://commoncoretools.me/wp-content/uploads/2013/07/ccss_progression_frontmatter_2013_07_30.pdf

Math Challenge (Fifth Grade – Student Work Samples)

Focus on Decimal Addition Student Products

A - H

Adapted from: http://commoncoretools.me/wp-content/uploads/2013/07/ccss_progression_frontmatter_2013_07_30.pdf

Part II Formative Re-engagement Lessons: Inside Mathematics Mr. Kyle Radcliff – Newberry Academy

Chicago Public Schools

Re-Teaching vs Re-Engagement What is the difference between these

teaching strategies?

What’s the difference?

http://www.insidemathematics.org/index.php/formative-re-engaging-lessons

Presenter

Presentation Notes

Re-engagement is not Re-teaching. Re-teaching presents the same material again to a group of students. Re-engagement involves students in thinking about mathematical concepts in a new way. Formative re-engaging lessons are directly tied to the results of formative assessments. They reengage students in the core mathematical ideas of the assessment task in order to deepen their understanding of the core math and build a better conceptual foundation to learn further mathematics. The follow-up or re-engagement lessons featured here model strategies for designing lessons using the formative re-engagement process.

Candies – Problem 1 This is Amy’s box of candies. She has already eaten 6 of them.

What fraction of the candies has Amy eaten?

http://www.insidemathematics.org/index.php/formative-re-engaging-lessons

Coding Sheet What Math Practices did you observe in

the following video vignettes?

Re-Engagement Lesson (1) Code for Math Practices

Proportions & Ratios: Problem 1

Presenter

Presentation Notes

To do so, teachers engage in a process of examining student work. It's common for test results in a class to range from students indicating little success to those students who successfully complete the task. A well-designed re-engagement lesson addresses students' learning needs across this continuum

http://www.insidemathematics.org/index.php/classroom-video-visits/public-lessons-proportions-a-ratios/199-proportions-a-ratios-problem-1?

http://www.insidemathematics.org/index.php/classroom-video-visits/public-lessons-proportions-a-ratios/199-proportions-a-ratios-problem-1?

Re-Engagement Lesson (2) Code for Math Practices Mr. Radcliff

http://vimeo.com/89665017

The Debrief: Kyle Kyle and Nell Kyle, Nell, and the participants

Additional Questions Did we meet some of your expectations?

?

References Common Core Standards Writing Team. (2013, March 1). Progressions for the Common Core State Standards in Mathematics (draft). Front matter, preface, introduction. Grade 8, High School, Functions. Tucson, AZ: Institute for Mathematics and Education, University of Arizona.

Websites Progression Documents Examples of Structure in the Content

Standards Illustrative Math Project Inside Mathematics

http://ime.math.arizona.edu/progressions/

http://commoncoretools.me/2011/07/06/examples-of-structure-in-the-content-standards/

http://commoncoretools.me/2011/07/06/examples-of-structure-in-the-content-standards/

http://www.illustrativemathematics.org

http://www.insidemathematics.org/

Additional Websites: Problem on worksheet modified from http://www.engageny.org/sites/default/files/resource/attachments/math-g6-

m6-teacher-materials.pdf, accessed 2/22/14 Histogram : Michaelson-Morley Speed of Light Data,

http://en.wikibooks.org/wiki/Statistics/Displaying_Data/Histograms, accessed on 2/15/14.

Bar Graph: Percent Acceptance Rate,

http://jcsites.juniata.edu/faculty/roth/QM/topic01c.htm, accessed 2/15/14. Bar Graph: Scores on a basic Math Test, http://www.basic-

mathematics.com/bar-graphs.html, accessed 2/15/14

http://www.engageny.org/sites/default/files/resource/attachments/math-g6-m6-teacher-materials.pdf

http://www.engageny.org/sites/default/files/resource/attachments/math-g6-m6-teacher-materials.pdf

http://en.wikibooks.org/wiki/Statistics/Displaying_Data/Histograms

http://jcsites.juniata.edu/faculty/roth/QM/topic01c.htm

http://www.basic-mathematics.com/bar-graphs.html

http://www.basic-mathematics.com/bar-graphs.html