Canceled-Teaching Math for Understanding in Grades 3-5
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Registration Closed.
Last Date to Register: 7/17/2013 12:01 AM
Last Date to Cancel: 7/15/2013 12:01 AM
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Description:
This course will focus on developing mathematical understanding in Grade 3-5 teachers that is critical in the implementation of the Common Core State Standards for mathematics. As outlined in the CCSS document, teachers need deep understanding of the mathematics they teach and of the mathematics taught in previous and later grades. This course will focus on using the learning progressions for the CCSS to gain or deepen mathematical understanding of the concepts and skills and the mathematical practices that are detailed with the CCSS document.
Registration Cost: Free for the following school districts: Crandon, Beecher-Dunbar-Pembine, Niagara, Florence, Wausaukee, Goodman-Armstrong Creek
$250.00 for all other participants.
***if you would like to take it for credit the cost is an additional $330.00 for everyone
Payment for the 3 credits will be due (Payable to Viterbo) the first day of the class
Lunch and breakfast are on your own
Objectives:
1. Teachers will gain a deeper understanding of the mathematics that they teach in order for them to teach deep conceptual understanding of the concepts and skills to their students.
2. Teachers will understand the progression of skills and concepts that are outlined in the CCSS document so that they can effectively differentiate their instruction with their students, and plan effective intervention plans for struggling students.
3. Teachers will understand the mathematical practice standards that are outlined in the CCSS and will design classroom instruction that incorporates the standards into daily math instruction.
4. Teachers will examine and create mathematical performance tasks and rubrics that can assess student performance and growth on content standards and practice standards.
WI Standards:
1. Teachers know the subjects they are teaching.
2. Teachers know how children grow.
3. Teachers understand that children learn differently.
4. Teachers know how to teach.
5. Teachers know how to manage a classroom.
6. Teachers communicate well.
7. Teachers are able to plan different kinds of lessons.
8. Teachers know how to test for student progress.
Outline of Content:
This course will use the Common Core State Standards document and the Mathematical Progressions document as the primary resources in planning the content. Each day will focus on one domain. Using the domain, teachers will experience learning activities that will deepen their understanding of the mathematical content and the math practice standards. Participants will view and discuss actual classroom videos that demonstrate the math practices. Instruction will focus on demonstrating the clear progression of the skills and concepts within the domain. Time will also be spent on showing the interconnections between domains so that teachers do not view the standards as a “checklist” but rather how standards are taught and then applied in other domains. Each day the participants will also experience math performance tasks that could be used to assess student understanding of the content standards and math practice standards. Teachers will then work within grade level groups to design their own performance task and rubric that can then be used with their assessment system. The following is a brief summary of the content that will be examined through activities to deepen understanding.
The following is a brief outline of concepts that will be explored during class learning activities, as well as daily assignments.
Day 1: Operations and Algebraic Thinking
• Review of the Common Core Standards document: organization and how to use the document for planning for student interventions
• Math Practice Standards #1, #2: view and discuss the practice videos
http://www.insidemathematics.org/index.php/standard-1 and http://www.insidemathematics.org/index.php/standard-2
In Class Assignment: participants will work in grade level groups to “what students would be doing, saying” at their grade to demonstrate each practice standard. Participants will work in grade level to develop a rubric to use to access Math Practice Standard 1 and 2.
• K-2 overview: strategies for solving single digit-digit addition and subtraction problems, addition and subtraction situations/story problems (Table 2 in CCSS), Level 1-3 methods for decomposing and composing numbers, number fluency
• Grade 3 emphasis: common types of multiplication and division situations (Table 3 in CCSS); levels in problem representation and solution (Levels 1-3); using a letter for the unknown quantity; the order of operations; two-step word problems with all four operations
• Grade 4 emphasis: multiplication compare problems (using tape diagrams); factors, multiples, prime and composite numbers; generating and analyzing patterns
• Grade 5 emphasis: writing expressions; evaluating expressions using parentheses, brackets, braces; generating patterns, forming ordered pairs and graphing on a coordinate plane
• In Class Assignment: Participants will work in grade level groups to solve a math performance task requiring students to apply number operation skills to a real world problem. Before solving the task in groups, the whole group will work together to develop a rubric that will be used to assess the problem. The math performance task will be selected from resources from the Smarter Balanced Assessment Consortium.
• Outside of Class Assignment: Participants will be asked to read chapters 1-3 from Accessible Mathematics, 10 Instructional Shifts that Raise Student Achievement.
• End of Class Final Assessment: Participants will be given instructions and rubric for the final class assignment which will be due on the final day of class: 3-5 page paper detailing a a lesson plan to teach a grade level math standard to deep understanding with a performance task and rubric to use for assessment
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Day 2: Number and Operations in Base 10
• Book Talk: Whole group will participate in a book talk to discuss chapters 1-3 from
Accessible Mathematics, 10 Instructional Shifts that Raise Student Achievement. Particpants will be asked to share insights on how the instructional shifts would impact their daily teaching of mathematics, the organization of their classroom, and assessment of the students.
• Math Practice Standards #3, #4: view and discuss the practice videos
http://www.insidemathematics.org/index.php/standard-3 and http://www.insidemathematics.org/index.php/standard-4
Assignment: participants will work in grade level groups to “what students would be doing, saying” at their grade to demonstrate each practice standards. Participants will work in grade level to develop a rubric to use to access Math Practice Standard 3 and 4.
• K-2 overview: use place value understanding and properties of operations to add and subtract (various strategies)
• Grade 3 emphasis: use place value understanding and properties of operations to perform multi-digit arithmetic
• Grade 4 emphasis: generalizing place value understanding for multi-digit whole numbers; decimal notation and fractions; use place value understanding and properties of operations to perform multi-digit arithmetic (multiplication); partial products, area models strategies
• Grade 5 emphasis: understand the place value system, exponents, powers of ten; perform operations with multi-digit whole numbers and with decimals to hundredths
• In Class Assignment: Participants will work in grade level groups to solve a math performance task requiring students to apply place value skills to a real world problem. Before solving the task in groups, the whole group will work together to develop a rubric that will be used to assess the problem. The math performance task will be selected from resources from the Smarter Balanced Assessment Consortium.
• Outside of Class Assignment: Participants will be asked to read chapters 4-6 from Accessible Mathematics, 10 Instructional Shifts that Raise Student Achievement.
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Day 3: Number and Operations-Fractions
• Book Talk: Whole group will participate in a book talk to discuss chapters 4-6 from
Accessible Mathematics, 10 Instructional Shifts that Raise Student Achievement. Particpants will be asked to share insights on how the instructional shifts would impact their daily teaching of mathematics, the organization of their classroom, and assessment of the students.
• Math Practice Standards #5, #6: view and discuss the practice videos
http://www.insidemathematics.org/index.php/standard-5 and http://www.insidemathematics.org/index.php/standard-6
In Class Assignment: participants will work in grade level groups to “what students would be doing, saying” at their grade to demonstrate each practice standard. Participants will work in grade level to develop a rubric to use to access Math Practice Standard 5 and 6.
• Grade 3 emphasis: the meaning of fractions; unit fractions; models of fractions including tape diagrams/fraction strips/number lines; fraction equivalence
• Grade 4 emphasis: equivalent fractions using area models and number line diagrams; adding and subtracting fractions; decomposing a fraction into a sum of fractions with same denominator; multiplication of a fraction by a whole number; using decimal notation for fractions with denominators of 10, 100; comparing decimals using visual fraction models
• Grade 5 emphasis: adding and subtracting fractions using fractions strips; multiplying and dividing fractions using area models; interpreting multiplication as scaling
• In Class Assignment: Participants will work in grade level groups to solve a math performance task requiring students to apply fraction skills to a real world problem. Before solving the task in groups, the whole group will work together to develop a rubric that will be used to assess the problem. The math performance task will be selected from resources from the Smarter Balanced Assessment Consortium.
• Outside of Class Assignment: Participants will be asked to read chapters 5-7 from Accessible Mathematics, 10 Instructional Shifts that Raise Student Achievement.
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Day 4: Measurement and Data
• Book Talk: Whole group will participate in a book talk to discuss chapters 5-7 from
Accessible Mathematics, 10 Instructional Shifts that Raise Student Achievement. Particpants will be asked to share insights on how the instructional shifts would impact their daily teaching of mathematics, the organization of their classroom, and assessment of the students.
• Math Practice Standards #7, #8: view and discuss the practice videos
http://www.insidemathematics.org/index.php/standard-7 and http://www.insidemathematics.org/index.php/standard-8
In Class Assignment: participants will work in grade level groups to “what students would be doing, saying” at their grade to demonstrate each practice standard. Participants will work in grade level to develop a rubric to use to access Math Practice Standard 7 and 8.
• categorical data vs. measurement data
• scaled graphs, number line diagrams, line plots
• working with data in the context of other subject areas
• generating measurement data
• connecting measurement and data to other domains
• Grade 3 emphasis: connections to fractional measurement data; understand concepts of area and relate area to multiplication; liquid volume and masses of objects; recognize perimeter as an attribute and distinguish between perimeter and area
• Grade 4 emphasis: connections to fractional equivalence; solving measurement problems and conversion of measurements from a larger unit to a smaller unit; understand angle measurement and measure angles
• Grade 5 emphasis: solving problems that arise from analyzing line plots; convert like measurement units within a given measurement system; understand concepts of volume and relate volume to multiplication
• In Class Assignment: Participants will work in grade level groups to solve a math performance task requiring students to apply measurement and data skills to a real world problem. Before solving the task in groups, the whole group will work together to develop a rubric that will be used to assess the problem. The math performance task will be selected from resources from the Smarter Balanced Assessment Consortium.
• Outside of Class Assignment: Participants will be asked to read chapters 8-11 from Accessible Mathematics, 10 Instructional Shifts that Raise Student Achievement.
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Day 5: Geometry
• Book Talk: Whole group will participate in a book talk to discuss chapters 8-11 from
Accessible Mathematics, 10 Instructional Shifts that Raise Student Achievement. Particpants will be asked to share insights on how the instructional shifts would impact their daily teaching of mathematics, the organization of their classroom, and assessment of the students.
• Math Practice Standards : Participants will view the following video:
http://www.insidemathematics.org/index.php/math-standards-together
Participants will then be asked to discuss how these classrooms demonstate different ways to honor the process of developing mathematical understanding in students through a climate of acceptance and mathematical risk-taking.
In Class Assignment: Grade level groups will be asked to develop a list of classroom behaviors that need to be developed in order to achieve a risk-free environment that engages all learners.
• K-2 overview: analyzing, comparing, creating and composing shapes; reasoning with shapes and attributes
• Grade 3 emphasis: reasoning with shapes and attributes; sorting and classifying quadrilaterals; partitioning shapes into parts with equal areas; connecting geometry and fractions
• Grade 4 emphasis: drawing and identifying lines, angles and classifying shapes by lines and angles; recognizing symmetry
• Grade 5 emphasis: graphing points on a coordinate plane to solve real-world problems; working within the first quadrant of the coordinate plane; recognizing the x and y axis; classifying two-dimensional figures based on properties
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Assignments and Requirements:
• Daily Attendance and Participation in in-class assignments and book talks.
• 3-5 page paper detailing a a lesson plan to teach a grade level math standard to deep understanding with a performance task and rubric to use for assessment