Welcome 3rd Grade Teachers!
While waiting for everyone to sign in, please
complete the Math Warm-Up Activity on your desk.
(Feel free to collaborate with your neighbors. We will use your
responses throughout the morning. )
1
Preparing Students for College and Career Readiness
Pre-Service 2013
3rd Grade Mathematics
Common Core State Standards
and Go Math!
Presented by:
Steve Kolb, K-12 Instructional Coach
Curriculum/Professional Learning
Pat Gibson, Teacher Leader
Foulks Ranch Elementary
Alexandra Condon, K-12 Instructional Coach
Curriculum/Professional Learning
Karen Torres, Teacher Leader
Prairie Elementary
2
Welcome Back!
3
4
Students Reflect: CCSS-m & Go Math!
5
Norms
Be invested.
Collaborate with colleagues.
Avoid sidebar conversations.
Turn your cell phone to silent.
Please step outside if you have an emergency and need to text.
6
Overview Spring/Summer Trainings
Day 1:
• CCSS math
– Rationale
– Content standards
– Standards for Mathematical Practice
• Instructional shifts required
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Overview Spring/Summer Trainings
Day 2:
• Go Math!
– Components
– Online Resources
– Daily Lesson Design
– CCSS & Marginalia
• Field Testers
– Sharing of Experiences
– Tips and Traps
8
Overview Spring / Summer Trainings
Day 3: Pre-Service (Today )
• Student Engagement
– Class vs. Individual
– Standards for Mathematical Practice
• Parents & CCSS
– Parent University Models
– Supporting Parents
• Assessments
– GoMath! Options
– District Shifts
• Lesson Planning
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Turning up our dimmer switch
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Today’s Outcomes
Build our understanding of:
• Student engagement - what math will look/sound
like in CCSS classrooms
• Assessments that are available and which will best
fit our instruction in year one of implementation
• Parents’ needs with the CCSS-Math transition
• CCSS-M planning and lesson design
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Review of the 8 Standards for
Mathematical Practice
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Standards for Mathematical Practice (SMP)
1. Make sense of problems and persevere in solving them.
2. Reason abstractly and quantitatively.
3. Construct viable arguments and critiques the reasoning
of others.
4. Model with mathematics.
5. Use appropriate tools strategically.
6. Attend to precision.
7. Look for and make sense of structure.
8. Look for and express regularity in repeated reasoning.
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SMP Practice Activity
14
SMP
#2:
Reason
abstractly
and
SMP
SMP
SMP
SMP
#8:
#3:#1:
#7:
Look
Construct
Makes
Look
for and
for
sense
viable
and
express
of
make
arguments
problems
regularity
use
ofand
SMP
#6: Attend to
precision.
SMP #5:
Use
appropriate
tools
strategically.
SMP
#4:
Model
with
mathematics.
critique
andin
persevere
repeated
thestructure.
reasoning
in
reasoning.
solving
of them.
others.
Which
Standard?
quantitatively.
Willisthat
methodasking?
always work?
What
the problem
How
will
you
use know?
that that
information?
How
do
you
What
is
a
situation
could
be
by this
How
do
you
know
your
answer
isrepresented
reasonable?
What
Why
could
is
that
you
a
use
good
to
model
help
you
for
solve
this
problem?
the
problem?
What
other
do youabout…?
need?
What
do
you
equation?
How
didinformation
youremember
discover
that
pattern?
What
do
you
think
about
what
she said?
How
can
you
use
math
vocabulary
in your
explanation?
Why
did
you
choose
that
What
How
strategy
can
you
could
use
you
aoperation?
simpler
use toproblem
make
that
to calculation
help you
What
operation
did
you use
to
represent
the situation?
What
happens
when…?
Who
can
tellway
us
about
athat
different
method?
What
other
patterns
can
you
find?
What
is
another
to
solve
problem?
easier?
Howfind
do the
you answer?
know those answers are equivalent?
Why
does
that
operation
represent
the
situation?
What
did
you
do
first?
Why?
What
do
you
think
will
happen
if
…?
if
you…instead
of
…?
What
rule
did you use
to
make
this
group?
How
What
would
conclusions
estimation
can
help
you
you
make
solve
from
that
your
problem?
What
does
that
mean?
What
can
you
do ifthat
you not
don’tbe
know
how
tothe
solve
a problem?
What
properties
did
you
use
to
find
answer?
When
would
true?
model?
What
might
beproblem
a shortcut
for
…?
Why
can
you
use
that
property
this problem?
Have
you
solved
a
similar
to
Why did you decide to use…? thisinone?
How
dodo
youyou
know
your answerwith
is reasonable?
Why
agree/disagree
whatnot
hework
said?for this
When
did
you
realize
your
first
method
would
How
would
you
change
your
model
if…?
How is that like…?
problem?
What do you want to ask her about that method?
How do you know your answer makes sense?
How does that drawing support your work?
15
Productive Partners
Use the 4 Ls:
1. L = Look at your partner.
2. L = Lean toward your partner.
3. L = Lower your voice.
4. L = Listen attentively.
This poster & great
other ELL STUFF!!!
Structured Student Interaction slides courtesy of Dr. Kate Kinsella,
San Francisco State University, Center for Teacher Efficacy http://blogs.egusd.net/win/
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SMP Practice Activity-Reflection Share
Use the 4 Ls:
1. L = Look
2. L = Lean
3. L = Lower
4. L = Listen
I feel confident about supporting my students with
Standard for Mathematical Practice # ____, because
I ___________.
The Standard for Mathematical Practice # ____
will be more challenging for me to implement right
away because _______.
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Getting Engaged with Learning:
Starts with Thinking
What is the mathematical concept that connects all three of
these problems?
6 x 98 =
6 100
 2 
6 x 7⅔ =
2

6  7   
3

or
588
1

6  8   
3

48  2  46
6  2 x  3  
12 x  18
Getting Engaged with Learning:
Requires Learners Talking
Use the distributive property to evaluate these expressions.
#1.)
#2.)
8 x 199 =
#3.)
8 4
7
8  3x  2  
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Something I see in problem # ___ is ____________.
The first thing I would do to complete problem # ____ is _____________
because______________________.
Problem # ______ makes me wonder _________________.
Students Engaged in the CCSS Classroom!
•
•
•
•
•
•
•
ALL students communicating thinking
ALL students are doing most of the talking
ALL students discovering concepts
ALL students practicing applying concepts
ALL students learning from others
ALL students using errors as an opportunity to learn
ALL students using sentence frames and sentence stems to
practice expressing new ideas
• Teachers questioning to support/encourage thinking
• Teachers celebrating student thinking and learning
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Planning for Student Engagement
SMPs-Go Math!
• Look at a lesson in chapter 1.
• Read the questions in the marginalia.
• How do these questions support the 8 Standards for
Mathematical Practice?
• How will you get ALL students engaged?
• How will you get ALL students thinking?
• Which questions do you anticipate being challenging
for students? What will you do?
• What is a specific engagement strategy you will teach
your students in support of the SMP?
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Group Share Out
Using 3 Ls:
L = Look at the speaker. L = Lean toward the speaker. L = Listen attentively.
 We will know our students are engaged in chapter ___
lesson ___ when they _________.
 During the _______ section of Chapter ___ Lesson __,
our students will respond to questions by __________.
 We are planning on teaching our students to respond by
___________ because ____________.
 Group____ told us they will ____________. Then _____
told us they will…..We will ____
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Supporting Our Community
YOU ARE NOT ALONE!
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Parents & CCSS
• Parent University Model Update
– Piloting this fall
– Elementary Math Steering Committee
– Goal is for District Model(For Schools to Use)
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Parents & CCSS
“They need
to decideeven
which
“These
kids couldn’t
dosubject
CA
they“Common
are assessing-reading,
writing,
or
Standards;
they’ll
never
be
able
to
do
Core?
UGH!”
“This is impossibly hard!”
math?!”
these
new standards!”
How do comments like these affect our
work?
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Parents & CCSS
•Supporting Parents-Supports Our Students
– Positive messages
– Recognizing “change” can be uncomfortable/scary
– Encourage strategies for helping students to help
themselves and “think” – SMP
– Patience, persistence, & positivity 
Before
break…
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Break
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A glimpse at being career ready…
Play
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Let’s Practice
How would you respond to this question?
“If my child already knows their math facts and how
to multiply, why would you have them learn it
another way?”
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Traditional
4
2
48
Method #2
48 x 53
Method #3
40
+ 8
40 + 8
50 2000 400
50
+
3
 53
24
+
14 4
Alternative
120to a 24
3
120 lead students
240 ways to solve problems,
400
deeper math understanding and
prepare them for higher
2000
level2,544
mathematics.
2,544
30
3
1
 10
5
Traditional
16
5

496
=?
15
3
Method #2
1 

3 

5 

31
3
1
10
30
2
1
1
15

1
3
33
1
Method #3
1 
1

3

10




5 
3

30 + 1 + 2 +
1
15
15
Alternative ways to solve problems, lead students to a deeper
math understanding and prepare them for higher level
31
mathematics.
The algebra connection
 x  3 x 2  2 x  5 
x
x

3
x
2
3
3x
 2 x  5
2x
2
6x
2
5x
15
X3 + 5x2 +11x + 15
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Why is learning multiple methods important?
•Students need to develop skills & strategies that allow them to
MAKE DECISIONS about the MOST EFFICIENT way to solve a
problem
•Students need to develop a deeper (more rigorous) conceptual
understanding of “number sense”
•Students need to develop skills and strategies that will prepare
them for more advanced mathematical thinking and applications
•Students need to be able to clearly communicate why something
works (or doesn’t work) and explain the reason for the decisions
they make
•Students need to become mathematically proficient in order to be
college and career ready
33
Another Opportunity 
How would you respond to this question?
“If my child already knows their math facts and how
to multiply, why would you have them learn it
another way?”
34
Resources for Supporting Parents with
CCSS & Go Math
• Go Math website
• EGUSD blog
• Standards for Mathematical Practice
Questioning Examples
(located in the Go Math Planning Guide)
35
What resources
are provided to
monitor, assess,
and support
student
progress?
36
Assessment Guide
 Prerequisite Diagnostic Skills
 Beginning of the Year Test (BoY)
 Middle of the Year Test (MoY)
 End of the Year Test (EoY)
 Diagnostic Interview Assessments
 Chapter Tests (2 formats)
 Constructed Response
 Extended Constructed Response
 Performance Assessments
 Correlations
 On-line Assessment
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Show What You Know
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Step 3: Practice
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Mid-Chapter Checkpoint
40
Chapter Review/Test
41
Online
42
EGMAP Benchmark Assessments
(Elk Grove Measure of Academic Progress)
eCPL
43
Assessments
Dig in & Discuss
44
• Which assessments will we use as a grade level team for
common assessments?
• Will we use an assessment for identifying student needs
to start the year? If so, which one?
• What are some of the advantages and disadvantages of
forms A and B?
• Looking closely at chapter one and all assessment options,
which assessment(s) will we use?
• How will we handle grading?
• When/How will our grade level use information from each
assessment opportunity?
45
Group Share Out
Using 3 Ls:
L = Look at the speaker. L = Lean toward the speaker. L = Listen attentively.
• The ______ assessment seems valuable to us because ______.
• We anticipate the ____ assessment giving us valuable feedback to
guide our instruction.
• Another assessment that stood out for us was ____ because ______.
• We are going to try to use the ______ assessment regularly to give us
instant feedback.
46
Lesson Design
Chapter 1, Lesson 1 & Most Difficult Lesson in Chapter 1
•
•
•
•
What is the essential question?
What will kids have to know to answer that?
What is being taught and what do they need to already know?
Which additional support/knowledge do we need in order to be
most effective at helping our students conceptually understand?
• How will we get ALL students talking and engaged in every part of
lesson?
• How will we support our English Language Learners?
– ELL components?
• How will we support our students who are below grade level or
struggling?
– RtI (Response to Intervention components)?
• When/How will we know our students are learning?
47
Afternoon Agenda
1:00-3:30
Continue with Go Math!
Lesson Planning
Here
OR
Your Site
48
Feedback to Inform our Next Steps
49
Lunch!
Go Math!
Planning!
50