Canceled-Teaching Math for Understanding in Grades K-2
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Registration Closed.
Last Date to Register: 6/19/2013 12:01 AM
Last Date to Cancel: 6/17/2013 12:01 AM
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Description:
This course will focus on developing mathematical understanding in Grade K-2 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.
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.
Cost: $250.00 registration for the course (payable to CESA 8)
, ***if you would like to take it for credit the cost is an additional $330.00 ($580.00 for class and credit) Viterbo payment for the 3 credits will be due (Payable to Viterbo) the first day of the class
Breakfast and Lunch are on your own
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 tasks and rubrics that can then be used with their assessment system.
The following is a brief outline of concepts that will be explored during class learning activities, as well as daily assignments to deepen understanding of the CCSS and the math concepts taught at grades K-2.
Monday: Developing Number Sense
• Review of the Common Core Standards document: organization and how to use the document for planning for student interventions, introduction and use of Flipbooks: http://katm.org/wp/common-core/
• 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 complete “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.
• Grades K-2: Building Number Sense in Primary Grades
This session will focus on teaching strategies that can be used to build number sense in all primary children. In this session we will investigate the use of ten frames and dot cards, number bonds, hundred charts, the Rekenrek (arithmetic rack), and other math manipulatives that can be used to develop the ability to visualize problems and think through strategies for solving problems. Through the use of these tools primary students will be able to recognize patterns and relationships, form the habit of looking for multiple approaches to solving a problem, and communicate their understanding. All activities will focus on developing deeper understanding of Kindergarten,First Grade and Second Grade Common Core State Standards.
• In Class Assignment: Participants will work in grade level groups to solve a math performance task requiring students to apply number sense 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 modified 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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Tuesday: Why Before How, Singapore Math Computational Strategies
• 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
• In Class Assignment: participants will work in grade level groups to complete“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.
• Computational Skills: A first step toward more effective math instruction is to move away from an emphasis on teaching computation as a series of rote rules. This session will focus on developing student comprehension of computation through conceptual understanding of what to do and why. We will explore multiple strategies for solving computation problems to meet all student needs. The goal of this session is to develop students who not only are capable of solving computation problems, but who also truly understand computation and can apply their thinking to new problem situations. This session will focus on using place value understanding to solve addition and subtraction problems. Participants will also explore the use of open number lines for additon and subtraction.
• In Class Assignment: Participants will work in grade level groups to solve a math performance task requiring students to apply computational strategies 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 modified 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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Wednesday: Step by Step Model Drawing: Solving Word Problems
Using the Singapore Math Model Drawing Strategy
• 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 complete “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.
• K-2 Model Drawing: In this session participants will learn a step by step approach to use with students to solve addition, subtraction, multiplication and division word problems. This highly visual approach bridges the gap between the concrete level (manipulatives) and the abstract level (algorithms). It helps students to see the relationships between numbers. The model drawing strategy is easily incorporated into any math curriculum and is one strategy recommended in the Common Core State Standards.
• In Class Assignment: Participants will work in grade level groups to solve a math performance task requiring students to apply model drawing to solve 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 modified 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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Thursday: Effective Geometry and Fraction Instruction in the Primary Grades
• 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 complete“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.
• This session will focus on instruction in the primary grades that will develop geometric thinking in all students. Participants will closely examine the Van Hiele Levels of Geometric Thought Model, which is the most influential factor in the American geometry curriculum. This model is a five-level hierarchy of ways of understanding spatial ideas. In order for students to understand geometric ideas, each student must progress through the levels. The levels are sequential, but not age dependent. Geometric experience is the greatest single factor influencing advancement through the levels. In this session teachers will experience activities that will permit students to explore, talk about, and interact with content at the next level, while increasing their experience at their current level. Participants will also explore effective fraction instruction as fractions in the primary grades are part of the geometry standards. This session will focus on instruction that can be used to build deep conceptual understanding of fractions. Participants will look at the current research on how children learn fractions developmentally. A firm foundation in fractions in the primary grades is necessary for students who will be required to do fractional computation beginning in third grade. Math tasks will focus on developing initial fraction concepts and understanding fractions as numbers.
• In Class Assignment: Participants will work in grade level groups to solve a math performance task requiring students to apply geometry/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 modified 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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Friday: Developing Algebraic Reasoning Through Arithmetic
• 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.
• This session will focus on instruction that will help students make sense of problems by seeing patterns and relationships among numbers. The importance of seeing patterns and being able to analyze patterns is outlined in Math Practice Standard 7- Look For and Make Use of Structure and Math Practice Standard 8-Look For and Express Regularity in Repeated Reasoning. This workshop will examine strategies and activities that will develop algebraic reasoning through arithmetic. Participants will explore ways to use lessons in number operations to develop algebraic thinking. Developing algebraic thinking should begin in kindergarten and can be part of daily instruction.
• In Class Assignment: Participants will share their final papers.
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Assignments and Requirements:
• Daily Attendance and Participation in in-class assignments and book talks.
Daily self-assessment using attached rubric.
• 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. Assessment of project will be based on the attached rubric.
Readings:
1. Common Core State Standards for Mathematics
2. Progressions for the Common Core State Standards in Mathematics
3. Accessible Mathematics, 10 Instructional Shifts that Raise Student Achievement, Steven Leinwand, Heinemann, ISBN-13: 978-0-325-02656-5
Bibliography:
“Common Core Standards for Mathematics” Common Core State Standards Initiative
"Why Before How: Singapore Math Computation Strategies" Jana Hazekamp
"Number Talks: Helping Children Build Mental Math and Computation Strategies, Grades K-5" Sherry Parrish
"Making Sense: Teaching and Learning Mathematics with Understanding"
Carpenter, Thomas P.
"Step by Step Model Drawing: Solving Word Problems the Singapore Way"
Char Forsten
"Knowing and Teaching Elementary Mathematics: Teachers' Understanding of Fundamental Mathematics in China and the United States (Studies in Mathematical Thinking)" Ma, Liping
"Teaching Student-Centered Mathematics: Grades PreK-2,Volume 1” (Teaching Student-Centered Mathematics Series) John A. Van de Walle; Lou Ann H. Lovin
“Developing Effective Fraction Instruction for Kindergarten Through 8th Grade” What Works Clearinghouse, National Center for Education Evaluation and Regional Assistance, Institute of Education Science
“Math Misconceptions” Honi J. Bamberger, Christine Oberdorf, Karren Schultz-Ferrell
“Accessible Mathematics, 10 Instructional Shifts that Raise Student Achievement” Steven Leinwand
“Adding It Up: Helping Children Learn Mathematics” National Research Council
“Lessons for Algebraic Thinking, Grades K-2” Maryann Wickett, Katharine Kharas, Marilyn Burns
‘About Teaching Mathematics: A K-8 Resource” Marilyn Burns
“Achieving Fluency: Special Education and Mathematics” National Council of Teachers of Mathematics