Deeper Investigations of the Standards: Iowa Core Mathematics Grades 6 8, Day 2 Iowa Department of Education In Partnership with AEA School Improvement Welcome from your feedback last time Things you never hear about Reading and
Writing.. OMJ Iowa Core Mathematics Journal Think About Our Last Session What have we done so far? First Turn, Last Turn
Read your journal entries from the last meeting One person in the group reads one big idea from his/her journal In round-robin fashion, everyone can comment on that idea, with the originator having the last turn Repeat around the table OMJ
Learning Goals for Deeper Investigations Professional Development Understand that the structures of the Iowa Core Mathematics are meant to support focus and coherence Understand that fluency, deep understanding, application and dual intensity support rigor Understand how to investigate the Iowa Core Mathematics
Success Criteria OMJ 1. I can describe 6 of the standards for mathematical practice. 2. I can connect the critical areas for my grade level to the specific standards at my grade level. 3. I can explain the big ideas of content within the domains/conceptual categories at my grade level. 4. I can describe mathematical understanding by explaining how teacher questioning supports it.
5. I can describe how Iowa Core Mathematics provides a structure to change teaching and learning. Recall your personal learning goals written in your journal Supporting Rich Mathematical Tasks Intent of the standards A curriculum is more
than a collection of activities: It must be coherent, focused on important mathematics and well articulated across the grades. Dilemma A Task
Is it a Rich Mathematical Task? Rich mathematical tasks: Emphasize connections across mathematical content areas, to other disciplines, and especially to the real world Are accessible yet challenging to all Can be solved in several ways Encourage student engagement and communication Encourage the use of connected multiple representations Encourage the appropriate use of intellectual, physical, and technological tools
Not all tasks are created equal, and different tasks will provoke different levels and kinds of student thinking. Stein, Smith, Henningsen, & Silver, 2000 Where does this fit within a unit? By teaching through rich mathematical tasks, students develop deep conceptual understanding and skill proficiency. Why is it important to let students work on a math task without first showing them how to solve it?
http://ifl.lrdc.pitt.edu/ifl/index.php/resource s/ask_the_educator/ido_jamar/ How does the task connect with the Standards for Mathematical Practice? Standards for Mathematical Practice 1. Make sense of problems and persevere in 2. 3. 4. 5.
6. 7. 8. solving them Reason abstractly and quantitatively Construct viable arguments & critique the reasoning of others Model with mathematics Use appropriate tools strategically Attend to precision Look for and make use of structure
Look for and express regularity in repeated reasoning 2011 Cooperative Educational Service Agency (CESA) 7 School Improvement Services Permission is granted to the Iowa State Department of Education for dissemination and use in any whole or part in any form within the state of Iowa region. 17 Think-Pair-Share At your table, half of people will read Mathematical Practice 6, the other
people will read Mathematical Practice 7 1. Those reading the same Practice will discuss the big ideas from the reading 2. Those reading the same Practice will
discuss connections to the problem 3. The whole table will share their 18 findings How can you scaffold understanding with questions? After having engaged in the task, write questions to use Before, During and After students engage in the task. In practice, students actual opportunities for learning
depend, to a considerable degree, on the kind of discourse that the teacher orchestrates. The nature of the activity and talk in the classroom shapes each students opportunities to learn about particular topics as well as to develop her or his abilities to reason and communicate about those topics. -Henningsen & Stein, 1997 An Example http://www.pd360.c om/index.cfm?Conte ntId=6114
20 Whats the elephant in the room? What are you wonderin
g about implemen tation of what weve been Poll Everywhere Check To what degree do you feel able to describe 6 of the Standards for Mathematical Practice?
http://www.polleverywhere.com/mul tiple_choice_polls/MjAyMTk5ODQxNQ Poll Everywhere Check To what degree are you able to describe the role of teacher questioning in building mathematical understanding? http://www.polleverywhere.com/mul tiple_choice_polls/MTk3ODM2Mjc2N w
Your turn Choose standards which are connected in your curriculum Determine the intent of the standards Find task(s) Judge whether it is a rich task Link to Standards for Mathematical Practices Create questions that help to foster deep understanding Resources to use
Finding Tasks: www.nctm.org http://illustrativemathematics.org/ http://insidemathematics.org/ http://nctm.illuminations.org/ http://www.smarterbalanced.org/ Google the standard notation you are interested in (ex. 8.NS.2) K-12 Domains
Counting & Cardinalit y Standards for Mathematical Practice Number & Operations in Base 10 The Number System
Operations & Algebraic Thinking Expressions & Equations Ratios & Proportiona l Relationshi ps Measurement & Data
Algebra Functions Modeling Number Operations Fractions Number & Quantity
Statistics & Probability Geometry 2011 Cooperative Educational Service Agency (CESA) 7 School Improvement Services 26 26 Permission is granted to the Iowa State Department of Education for dissemination and use in any whole or part in any form within the state of Iowa Functions Input 9
14 53 n Outpu t 11 Add 2 16 55 n+2
Finding Priorities through Critical Areas 1. Highlight the words or phrases in the standards which represent the important mathematics 2. Turn to the standards and highlight the standards which support this Critical Area (You will do this activity multiple times to learn about each Critical Area, using a different color of highlighting
for each one) A Task Example Comparing Linear Functions http://www.insidemathematics.org/index.php /classroom-video-visits/public-lessons-compa ring-linear-functions/269-comparing-linear-fu nctions-problem-2-part-a? Vertical Connections between Grades Grade 6 , 7 & 8
Connection s to E&E Grade 8 HS connections to the functions domain Connections between the Domains If we think of the domains as
being like rails, then we also have to be able to see the ties or Big Ideas "that bind the 31 Poll Everywhere Check To what degree do you feel confident with the content of the Functions domain? http://www.polleverywhere.com/m ultiple_choice_polls/NDQ4MDE5NT
kx 32 Algebra I 8th grade looks a lot like Algebra I, so what is Algebra I now? Iowa Core Mathematics Transition for Algebra I Traditional Curriculum in Iowa 7th Grade
Grade 8th Grade Algebra 1 Geometry Algebra 2 Iowa Core Mathematics Transition for Algebra I
New Stand ards Algebra 1 7th Grade Geometry
8th Grade Algebra 2 Algebra 1 Statistics Probability PreCalculus
Geometry Algebra 2 Iowa Core Algebra 1 New Standards Statistics/Probability Traditional Algebra 1 Algebra 2
Algebra 1 Iowa Core Standards The Number System Finding Priorities through Critical Areas 1. Highlight the words or phrases in the standards which represent the important mathematics
2. Turn to the standards and highlight the standards which support this Critical Area (You will do this activity multiple times to learn about each Critical Area, using a different color of highlighting for each one) 38 Lets See a Task
https://www.teachingchannel.org/ videos/teaching-subtracting-integ ers Zero Pairs Vertical Connections between Grades Grade 6 Grade 7 Grade 8
40 Journaling Were there instances of many standards funneling into one? Explain. Where there instances of one standard being the launching point for many? Explain. Were there culminating standards? What does this mean?
41 Poll Everywhere Check To what degree do you feel confident with the content of the Number System domain? http://www.polleverywhere. com/multiple_choice_polls/ LTE0ODQzMDYyOQ Poll Everywhere Check
To what degree do you feel able to describe how Iowa Core Mathematics Standards provide a structure to change teaching and learning? http://www.polleverywhere.com/m ultiple_choice_polls/MjA1NzQ0Nz Learning Goals for Deeper Investigations Professional Development Understand that the structure of the Iowa
Core Mathematics are meant to support focus and coherence Understand that fluency, deep understanding, application and dual intensity support rigor Understand how to investigate the Iowa Core Mathematics Success Criteria 1. I can describe 6 of the standards for mathematical practice. 2. I can connect the critical areas for my grade level to the specific standards at my grade level.
3. I can explain the big ideas of content within the domains/conceptual categories at my grade level. 4. I can describe mathematical understanding by explaining how teacher questioning supports it. 5. I can describe how Iowa Core Mathematics provides a structure to change teaching and learning. Give us feedback about your learning 3 Things you learned today 2 Things you will use
1 Question you still have What are the actions I need to take to improve my implementation of the Iowa Core? Are there things you need to learn? Are there things you need to ask for others to be a part
of? Are there resources you need to find? 47 Feedback Survey http://survey.a ea.k12.ia.us/f/ 94656/ac2a/ See you soon
Thanks so much for your participation! Bring your journal and your copy of the Iowa Core Mathematics next time!
Medium term Proof that students learned what you thought you taught at a milestone Measurable changes in behavior Long term Proof students remember over longer-term Justifies your program - proof that what you are doing works. Measurable changes in behavior...
The system will provide submitting jurisdictions the ability to view the data they have submitted and identify data quality issues. Timely and Accurate Data. Streamlined Data Collection. The system will allow CDC programs to analyze health-related data, including electronic health...
Use the SOAPSTONE method to analyze the point of view of the authors. EXAMPLE DOCUMENT (Doc 5) Source: A chronicle kept by the Cakchiquel Mayas for the descendants, recording the impact of a European disease on their people, early 16th...
The first section is selected chapters from TC 3-20.31-4, Direct Fire Engagement Process and TC 3-20.31, Training and Qualification, Crew.Reading prior to the beginning of the course will ease understandingduringinstruction.All of the chapters listed for reading are covered on Day...
Transition from actinolite to hornblende (amphibole becomes able to accept increasing amounts of aluminum and alkalis at higher temperatures) Both of these transitions occur at approximately the same grade, but have different P/T slopes Greenschist, Amphibolite, Granulite Facies ACF diagram...
Insert your witness' boat as well. 9) If protesting, fill out the protest form clearly and carefully. The form makes a big first impression on the Jury. Draw diagrams precisely. Try to number the diagram positions and use the same...
Ready to download the document? Go ahead and hit continue!