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Cutting to the ”Common Core” for Grades PK-5

2014 Winter Series590x

Join us in Orlando • February 14—15

**Register by February 7**

The Interactive Institute for Teachers Pre-K-Grade 5 

Cutting to the Common Core” for Grades Pre-K-5 is designed to increase your knowledge of mathematics content related to the Common Core domains for the elementary grades. 

This institute is part of the NCTM Interactive Institute Winter Professional Development Series—Cutting to the “Common Core,” available for Pre-K-12 Teachers and School Leaders.   


Learn more about NCTM's Interactive Institute   2014 Winter Institute PK-5180x 

Focus on Your Grade 
 
Who Should Attend  

What You'll Accomplish  

Topics  
  
Schedule Overview   

Keynotes  

Programs & Presentations 

Registration & Rates  

Hotel & Travel  


Focus on your Grade 

The experience will be suited to your interests—you’ll take part in sessions and be grouped with educators according to the grade level you select for your strand of focus. 

Strands 

  • Pre-K-1,
  • Grades 2-3
  • Grades 4-5
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Who Should Attend 

  • Teachers Pre-K- Grade 5
  • Preservice teachers
  • Math specialists and coaches
  • Math supervisors
  • Lead teachers
  • Curriculum coordinators 

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What You'll Accomplish—Defined Outcomes
 

Participants will—

  • understand the progression of the mathematics content in the Common Core State Standards  within and across grade bands;
  • increase their knowledge of mathematics content related to the  Common Core domains for Pre-K–grade 5;
  • identify instructional strategies that develop students’ habits of mind as espoused in the Standards for Mathematical Practice;
  • participate in activities that model formative assessment and appropriate pedagogy promoted  in the Common Core State Standards.
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Topics 

  • Counting and Cardinality
  • Operations and Algebraic Thinking
  • Number and Operations in Base Ten
  • Number and Operations—Fractions
  • Measurement and Data
  • Geometry

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 Schedule Overview 
 

 Friday, February 14   

(All content on this day will be addressed through the lens of the mathematical practices.) 

8:00 a.m.–9:00 a.m. 

Materials Pickup 

9:00 a.m.–10:15 a.m. 

Mathematical Practices Keynote (Susan Jo Russell) 

10:15 a.m.–10:30 a.m. 

Break 

10:30 a.m.–Noon 

Breakout Workshop 1 

Noon-1:00 p.m. 

Lunch 

1:00 p.m.-2:30 p.m. 

Breakout Workshop 2 

2:30 p.m.-2:45 p.m. 

Break 

2:45-p.m.-4:15p.m.  

Breakout Workshop 3 

Saturday, February 15   

(All content on this day will be addressed through the lens of assessment.) 

8:30 a.m.–9:45 a.m. 

Assessment Keynote 

9:45 a.m.–10:00 a.m. 

Break 

10:00 a.m.–11:30 a.m. 

Breakout Workshop 4 

11:30 a.m.–12:30 p.m. 

Lunch 

12:30 a.m.- 2:00 p.m. 

Breakout Workshop 5 

2:00 p.m.- 2:15 p.m. 

Break 

2:15 p.m.- 4:00 p.m. 

Breakout Workshop 6  

 

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Keynote Presentations  

Susan Jo Russell  SUSAN JO RUSSELL
Education Research Collaborative at TERC 

Building Student Understanding of Core Arithmetic Content by Using the Standards for Mathematical Practice

What does it mean to engage students in using the processes identified in the CCSS Standards for Mathematical Practice? This talk will focus on mathematical practice 8, “Look for and express regularity in repeated reasoning,” and mathematical practice 3, “Construct viable arguments and critique the reasoning of others.” By examining a mathematics activity and video classroom examples, participants will consider how elementary students deepen their understanding of core arithmetic content through engaging in these practices, and what teachers can do to include all of their students in this work—both those who struggle and those who excel in grade-level computation.

Following years of classroom teaching and coaching in elementary schools,Susan Jo Russell directed projects focused on mathematics professional development, research on students’ and teachers’ understanding of mathematics, and mathematics curriculum. She co-directed the development of the NSF-funded elementary curriculum, Investigations in Number, Data, and Space, and the associated professional development materials, Developing Mathematical Ideas. She is the author of “CCSSM: Keeping Teaching and Learning Strong,” published in Teaching Children Mathematics. 
Doug Sovde
PARCC Mathematics  

DOUG SOVDE
Director, PARCC Content and Instructional Supports   

Incorporating PARCC Tools into Your School Improvement Plan   

Learn about PARCC’s approach to assessing CCSSM using a variety of tools, and receive guidance and coaching in putting those tools to work in school classrooms.

 Shelbi Cole  Smarter Balanced Mathematics  

SHELBI K. COLE
Director of Mathematics

Collaboration is the Key to Better Assessment

Learn how the Smarter Balanced Assessment Consortium has used the collective capacity of its member states to create a common vision for better mathematics assessment.

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Program & Presentations    
 

Grades Pre-K & 1

Juanita Copley

JUANITA COPLEY
Professor, Emerita,
University of Houston



 
 
  

   

Day 1: Teaching Mathematics through Practice-Rich Tasks
Participants will focus on the intersection of mathematics content and practice. They will collaborate to deepen their understanding of the Standards for Mathematical Practice and identify characteristics of practice-rich tasks.

Session 1
Practice-Rich Tasks in Counting and Cardinality
Participants will experience a variety of practice-rich tasks that can support students in meeting the expectations of the standards in the Counting and Cardinality domain for kindergarten. The tasks will be linked to those appropriate for prekindergarten and kindergarten students as well as first graders. Opportunities to apply new understandings of these foundational concepts and skills will be given throughout the session. Participants will discuss classroom video clips as well as samples of student work.

Session 2
Practice-Rich Tasks in Number and Operations in Base Ten
Participants will extend a counting task that they examined in session 1 to include work with estimation and the base-ten system, and they will make connections to routine activities. They will also examine a new practice-rich task that builds on a trade book and involves both problem solving and understanding of the base-ten system. Participants will share ideas about how practice-rich tasks can be modified, extended, and differentiated to meet individual students’ needs, and they will explore a variety of mathematical tools for representing numbers in the base-ten system.

Session 3
Practice-Rich Tasks in Geometry
Participants will explore composing and decomposing two- and three-dimensional shapes while using precise mathematical language. They will investigate a variety of manipulatives, resources, and activities distributed in centers. Participants will explore the materials and discuss adaptations to transform them into practice-rich tasks. They will view classroom video clips to identify both content and practice standards. 

Day 2: Formative Assessment
Participants will focus on the purposes, uses, and processes of formative assessment. They will work with types of formative assessment tasks that they can apply to diverse mathematics content. Participants will examine the progression of skills and concepts within the standards for kindergarten and grade 1 and will apply their understanding to samples of student work. They will also share and discuss practical ideas for developing assessment tools and collecting data.

Session 1
Formative Assessment of Measurement
Participants will focus on the purposes, uses, and processes of formative assessment in pre-K–grade 1 by focusing on formative assessment  of measurement. Major focuses of this session will be comparing and identifying measurable attributes as well as developing understanding of concepts related to the measurement of length. Participants will analyze a set of practice-rich measurement tasks and share and discuss strategies for formative assessment.

Session 2
Formative Assessment of Operations and Algebraic Thinking
Participants will examine the progression of skills and concepts that form the framework for the standards in the Operations and Algebraic Thinking domain, and they will make connections to practice-rich tasks. The primary content focus will be specific types of word problems appropriate for Pre-K–grade 1. Participants will examine and discuss a model for understanding joining, separating, and comparing word problems, along with a variety of representations, before applying formative assessment strategies to the tasks.

Session 3
Formative Assessment of Geometry
A set of classification tasks for geometry shapes will provide opportunities for participants to apply strategies for formative assessment. In addition to exploring practice-rich tasks for classification of two- and three-dimensional shapes, participants will examine the progressions of geometric skills and concepts in Pre-K–grade 2. Participants will also reflect on the formative assessment strategies used throughout the institute and share their new ideas, experiences, and adaptations with their peers. 

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Grades 2 & 3 

Knighten_Latrenda_100x135_bw.jpgLATRENDA KNIGHTEN
NCTM Board of Directors,
Teacher, Polk Elementary School, Baton Rouge, LA
 

 

 

 

Day 1: Teaching Mathematics through Practice-Rich Tasks
Participants will focus on the intersection of mathematics content and practice. They will collaborate to deepen their understanding of the Standards for Mathematical Practice and identify characteristics of practice-rich tasks.

Session 1
Practice-Rich Tasks in Operations and Algebraic Thinking
Participants will experience a variety of practice-rich tasks that can support students in meeting the standards for grades 2 and 3 in the domain Operations and Algebraic Thinking. The tasks will be linked to appropriate content for second and third grade students, and participants will have opportunities to apply new understandings of these foundational concepts. They will also examine samples of student work that show how students can meet expectations in critical areas in CCSSM, such as demonstrating understanding of common problem types in addition and subtraction and multiplication and division.

Session 2
Practice-Rich Tasks in Operations and Algebraic Thinking
Participants will extend their work with practice-rich tasks in session 1 by making connections to other content in grades 2 and grade 3. As participants continue to explore practice-rich tasks, their work will focus on multiplication and division and problem solving. Participants will examine tasks and activities that facilitate second graders’ conceptual understanding of multiplication and third graders’ understanding of properties of multiplication and the relationship of multiplication to division. Participants will also share and discuss possibilities for modifying, extending, and differentiating practice-rich tasks to meet the needs of a range of students.

Session 3
Practice-Rich Tasks in Number and Operations in Base Ten
Participants will explore activities, tasks, and strategies for helping students use and develop their understanding of place value and properties of operations as they make the transition from adding and subtracting single-digit numbers to performing multidigit arithmetic. The focus will be on the use of a variety of manipulatives, concrete models, drawings, and strategies to help students understand this important content. Participants will also explore materials and discuss adaptations to develop practice-rich tasks to support students and scaffold their understanding as they progress.

Day 2: Formative Assessment
Participants will focus on the purposes, uses, and processes of formative assessment. They will work with types of formative assessment tasks that they can apply to diverse mathematics content. Participants will examine the progression of skills and concepts within the standards for grades 2 and 3 and will apply their understanding to samples of student work. They will also share and discuss practical ideas for developing assessment tools and collecting data.

Session 1
Formative Assessment of Measurement 
Participants will focus on the purpose, use, and processes of formative assessment by working with content related to measurement and data in grades 2 and 3. They will explore possibilities for formative assessment in problem-based contexts linking addition and subtraction to length, representing and interpreting data, and using a number line to solve problems involving addition and subtraction of length and time. Participants will also investigate the use of a variety of models, tools, and manipulatives that they can use in formative assessment, and they will analyze a set of practice-rich measurement tasks and consider a variety of strategies for formative assessment.

Session 2
Formative Assessment of Number and Operations—Fractions
Participants will explore and examine the progression of skills and concepts in previous grades that builds the foundation for students’ understanding of the content detailed in the Number and Operations—Fractions domain for grade 3. Participants will use samples of student work and practice-rich tasks to facilitate their exploration of connections between students’ prior work in other domains and their foundational work in this new domain for grade 3—Number and Operations—Fractions. Particular emphasis will be on developing an understanding of fractions—especially unit fractions. Participants will also apply formative assessment strategies for the content standards in this domain to tasks as well.

Session 3
Formative Assessment of Geometry
Participants will apply strategies for formative assessment while exploring geometry tasks that build students’ skill in describing and analyzing two-and three-dimensional shapes and reasoning about shapes. Participants will also examine the progressions of students’ development of skills and concepts in geometry—the trajectories that form the framework for the standards in the Geometry domain.  In the process, they will give particular attention to activities and tasks that focus second-grade students on partitioning shapes into rows and columns of same-size squares, building the foundation for partitioning of shapes into parts with equal areas in third grade. Connections to students’ work with fractions and standards in the Number and Operations—Fractions domain will be emphasized as well. Participants will reflect on the formative assessment strategies used throughout the institute and share their new ideas, experiences, and adaptations with their peers.

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Grades 4 & 5  

John SanGiovanniJOHN SANGIOVANNI
Supervisor of Elementary Mathematics
Howard County, Maryland

 

 

 

 

Day 1: Teaching Mathematics through Practice-Rich Tasks
Participants will focus on the intersection of mathematics content and practice. They will collaborate to deepen their understanding of the Standards for Mathematical Practice and identify characteristics of practice-rich tasks. Participants will focus on using  structures of multiplication and division problems in problem solving, the properties of multiplication, and multi-digit computational strategies grounded in understanding of place value. Participants will also investigate a variety of fraction concepts, including equivalency, comparison, decomposition of fractions, and computation with fractions.

Session 1
Practices and Problems: Using Problem Structures in Problem Solving and the Standards for Mathematical Practice
Participants will collaboratively develop deep understanding of the Standards for Mathematical Practice, and they will identify the characteristics of practice-rich tasks. They will focus on using the structures of multiplication and division problems in problem solving.

Session 2
Properties, Partials, and Practices: The Intersection of Multiplication and Division with the Standards for Mathematical Practice
Participants will explore the properties of multiplication and will investigate how understanding that goes beyond knowing definitions supports the development of number sense in elementary students. This session will also focus on finding products and quotients by using strategies based on place value, properties of operations, and the relationship between multiplication and division Participants will share ideas about how practice-rich tasks can be modified, extended, and differentiated to meet the needs of a range of students. They will also explore a variety of mathematical tools to represent meaning and understanding.

Session 3
Parts and Practices: Rich Tasks for Developing Fraction Concepts
Participants will be investigate standards for grades 4 and 5 in the domains Number and Operations in Base Ten and Number and Operations—Fractions. Central fraction topics will include equivalency, comparison, decomposition, and computation. Participants will share and discuss a variety of manipulative, resources, and activities. They will explore the materials and discuss adaptations to transform routine tasks into practice-rich tasks, and they will view classroom video clips to identify and examine both content and practice standards in action. 

Day 2: Formative Assessment 
Participants will focus on the purposes, uses, and processes of formative assessment. They will connect the concepts related to fractions, multiplication, and division that they explored on day 1 with formative assessment strategies. Participants will work with types of formative assessment tasks that they can apply to diverse mathematics content, and they will examine the progression of skills and concepts within the standards and apply their understanding to student work. They will also share practical ideas for developing assessment tools and collecting data.

Session 1
Formative Assessment of Measurement and Measuring
Participants will focus on the purposes, uses, and processes of formative assessment by working with  content related to measurement and data in grades 4 and 5. They will investigate and share specific strategies for assessing students’ progress in meeting CCSSM’s measurement standards for area, perimeter, and volume in these grades. Participants will also work with a versatile assessment rubric that they can apply to analyze their students’ understanding.

Session 2:
Formative Assessment of the Ps and Qs (Products and Quotients)
Participants will examine the progression of skills and concepts that form the framework for the grades 4 and 5 standards in the domain Operations and Algebraic Thinking (and Number and Operations in Base Ten). They will connect the ideas that they developed about multiplication and division content on day 1 with formative assessment strategies. Participants will explore formative assessment tasks that involve the distributive property, partial products, and partial quotients, and they will examine and discuss a variety of representations. Participants will identify proficiency expectations related to this content.

Session 3
Informative Fractions: Formative Assessment of Fraction Concepts
Participants will examine the progression of skills and concepts for students in grades 4 and 5 in the domain Number and Operations—Fractions. They will work with a collection of tasks that model fraction standards as they apply strategies for formative assessment. They will reflect on the formative assessment strategies used throughout the institute and share their new ideas, experiences, and adaptations with their peers.

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