Facilitators - the article to read in preparation for this session Jacobs and Philipp Misha Place Value Article.pdf Please remember, this article is for YOU- it is not intended for teachers (though some might enjoy reading it:)

Examples of Ideas for "Construct a viable argument and attend to precision when doing so"

4th Grade Close to 1,000 game:

Have students play the game on the first day. Discuss strategies as they are working.

Day two- While students are playing the game call "STOP". Have students record the 6 cards they have in front of them and record what number their chip is on.

Then have them write what their next move will be and explain (on paper) why they think that is their next best move.

Ask students to share their writing with their partner. Encourage partners to listen carefully and ask for clarification when they are unclear. Walk around and listen to students as they discuss (as you walk, mentally choose a few partners to share). Call all of the students together. Ask them to read practices 3 and 6 on the poster. Say to the group, "As these two partners share, listen for evidence that they 'constructed a viable argument' and 'attended to precision while doing so'. Have students share connections between their work and the 2 practices highlighted today.

2nd Grade: Teacher book page

The day after session 2.5, copy the samples from page 93-94 and post on large chart paper.

- Ask students to read practice 3 from the poster. Ask them what they think it means and discuss ideas. Do the same for practice 6.

- Ask the students to think about the 3 representations of the same data. After a discussion of what the data shows, ask partners to decide which graph best displays the data and why (they should write it down). Tell them they must use evidence from the data (not that it's a pretty color, or has straighter lines). Remind students to think about what was discussed for practices 3 and 6 as they write.

- Then ask partners to find another group that didn't choose the same graph and argue why their choice is more appropriate. As students talk listen for good examples to highlight in a large group discussion.

3rd Grade: Franik's Marbles SAB 55

After students have completed the work on pages 54-55 ask, "Is it possible to start with more marbles than your partner on the first day, but end up with less on the 10th day? How?" Then ask students to make their case using examples or evidence from the work they've been doing this week. Have students write these in their journals.

Choose a few journal entries to share the next day (you will want to choose writing that is a bit unclear, or lacks the use of important mathematical language). On the next day, have small groups of students view one of the 4-5 examples you've chosen. Ask them if there is any place in the argument where it would help if the student was more precise. Students can indicate that with post-its. Call all students together and discuss what changes they suggested and how practice 6 impacts their work in mathematics.

Hyperlinked version of the math standards Purpose: Provide a version of the math standards that has hyperlinks within the document so a reader can electronically navigate the standards with fluidity. Creator/Lead Author: Bill McCallum, lead math standards writer Website: http://commoncoretools.files.wordpress.com/2011/02/ccssi_math_standards_hyperlinked_1-0.pdfVisual depiction of the mathematical practices Purpose: Display some higher-order structure to the mathematical practice standards, just as the clusters and domains provide higher order structure to the content standards. Creator/Lead Author: Bill McCallum Website: http://commoncoretools.files.wordpress.com/2011/03/practices.pdf

The Hunt Institute and the Council for Chief State School Officers (CCSSO) have developed a series of video vignettes that describe and explain the Common Core State Standards. In the videos, key Standards writers talk about how the Standards were developed, who was involved, and the goals they set for all students. View online: http://www.youtube.com/user/TheHuntInstitute.

Dr. Jane F. Schielack - view this presentation to learn more about the Mathematical Standards for Practice!

Phil Daro - this Common Core author provides insight into the development of the Common Core, as well as practical advice for implementation.

View the Common Core State Standards in one convenient FREE app! A great reference for students, parents, and teachers to easily read and understand the core standards. Quickly find standards by subject, grade, and subject category (domain/cluster). This app includes Math standards K-12 and Language Arts standards K-12. Math standards include both traditional and integrated pathways (as outlined in Appendix A of the common core); Standards for Mathematical Practice; and Mathematics Glossary.For more information, click here: http://itunes.apple.com/us/app/common-core-standards/id439424555?mt=8

Susan Hart
Program Assistant V
K-12 Mathematics

For grade level specific resources, please see grade level pages Basic Information about the Common Core Access theCommon Core Standards.pdf document

CMS District Expectations
During the 2011-2012 School year:
K-2 teachers in CMS are expected to use the Common Core State Standards for instruction and assessment.
3-5 teachers in CMS are expected to use the Common Core State Standards for Mathematical PRACTICE, and should continue to use the 2003 content standards as EOG assessments will reflect these standards.

Digital Resources linked to the Common Core

DIGITIAL Resources linked to the Common Core State Standards by grade level- explanations provided for each standard! Absolutely amazing!http://nsdl.org/browse/commcore/math/

January 2012 Common Core Professional Development Materials:Elementary Math Scavenger Hunt Materials CC Jan PD scavenger hunt.docx

December 2011 Common Core Professional Development Materials:Power-point CMS 5-day professional development updated 11.27.pptx

Elementary Mathematics Common Core PD Facilitator Notes and Handouts.pdf

Common Core Progressions documents-- the progression of Common Core Standards.

optional place value standards to cut out and order.rtf

Abbott and Costello division clip: [[http://www.youtube.com/watch?v=Lo4NCXOX0p8\|http://www.youtube.com/watch?v=Lo4NCXOX0p8]][[http://www.youtube.com/watch?v=Lo4NCXOX0p8\|\]]

Facilitators - the article to read in preparation for this session Jacobs and Philipp Misha Place Value Article.pdf Please remember, this article is for YOU- it is not intended for teachers (though some might enjoy reading it:)

## Examples of Ideas for "Construct a viable argument and attend to precision when doing so"

4th Grade Close to 1,000 game:Have students play the game on the first day. Discuss strategies as they are working.

Day two- While students are playing the game call "STOP". Have students record the 6 cards they have in front of them and record what number their chip is on.

Then have them write what their next move will be and explain (on paper) why they think that is their next best move.

Ask students to share their writing with their partner. Encourage partners to listen carefully and ask for clarification when they are unclear. Walk around and listen to students as they discuss (as you walk, mentally choose a few partners to share). Call all of the students together. Ask them to read practices 3 and 6 on the poster. Say to the group, "As these two partners share, listen for evidence that they 'constructed a viable argument' and 'attended to precision while doing so'. Have students share connections between their work and the 2 practices highlighted today.

2nd Grade: Teacher book pageThe day after session 2.5, copy the samples from page 93-94 and post on large chart paper.

- Ask students to read practice 3 from the poster. Ask them what they think it means and discuss ideas. Do the same for practice 6.

- Ask the students to think about the 3 representations of the same data. After a discussion of what the data shows, ask partners to decide which graph best displays the data and why (they should write it down). Tell them they must use evidence from the data (not that it's a pretty color, or has straighter lines). Remind students to think about what was discussed for practices 3 and 6 as they write.

- Then ask partners to find another group that didn't choose the same graph and argue why their choice is more appropriate. As students talk listen for good examples to highlight in a large group discussion.

3rd Grade: Franik's Marbles SAB 55After students have completed the work on pages 54-55 ask, "Is it possible to start with more marbles than your partner on the first day, but end up with less on the 10th day? How?" Then ask students to make their case using examples or evidence from the work they've been doing this week. Have students write these in their journals.

Choose a few journal entries to share the next day (you will want to choose writing that is a bit unclear, or lacks the use of important mathematical language). On the next day, have small groups of students view one of the 4-5 examples you've chosen. Ask them if there is any place in the argument where it would help if the student was more precise. Students can indicate that with post-its. Call all students together and discuss what changes they suggested and how practice 6 impacts their work in mathematics.

December 2011 Common Core Professional Development Make-up Work

Common Core Math PD Make-Up Work.doc

How_to_Get_Students_Talking.pdf

Notebook file for MP 3 and 6 by Valerie Reyes, 5th grade teacher at Billingsville Elementary common core math standards.notebook

Tool for Studying the Standards: Created to help teachers study and deeply understand the Common Core found here: http://www.ccsstoolbox.com/

Template tool: http://ccsstoolbox.agilemind.com/pdf/Instructional%20Alignment%20Chart.pdf

DPI Elementtary Math Common Core Webinars:November 17, 2011 3:00-5:00 https://www1.gotomeeting.com/register/754802217

January 10, 2012 3:00-5:00

https://www1.gotomeeting.com/register/137465529February 9, 2012 3:00-5:00 https://www1.gotomeeting.com/register/762931233

March 8, 2012 3:00-5:00 https://www1.gotomeeting.com/register/380992544

Hyperlinked version of the math standards

Purpose: Provide a version of the math standards that has hyperlinks within the document so a reader can electronically navigate the standards with fluidity.Creator/Lead Author: Bill McCallum, lead math standards writerWebsite: http://commoncoretools.files.wordpress.com/2011/02/ccssi_math_standards_hyperlinked_1-0.pdf Visual depiction of the mathematical practicesPurpose: Display some higher-order structure to the mathematical practice standards, just as the clusters and domains provide higher order structure to the content standards.Creator/Lead Author: Bill McCallumWebsite: http://commoncoretools.files.wordpress.com/2011/03/practices.pdfCommonCore StateStandards VideosTeaching Channel Videos: Common Core Math http://www.teachingchannel.org/videos?utf8=%E2%9C%93&q=Common+Core+Math

www.insidemathematics.org

The Hunt Institute and the Council for Chief State School Officers (CCSSO) have developed a series of video vignettes that describe and explain the Common Core State Standards. In the videos, key Standards writers talk about how the Standards were developed, who was involved, and the goals they set for all students.

View online: http://www.youtube.com/user/TheHuntInstitute.Common Core Shifts common-core-shifts.pdfPearson Common Core Webinars! Check out the link below for access to webinars about the Common Core.http://commoncore.pearsoned.com/index.cfm?locator=PS11Tb I recommend the following:

http://www.brainshark.com/pearsonschool/JaneSchielackJane Schielack, Ph.D.The Standards for Mathematical Practice in the K-8 Classroom:to view a recorded version of Jane's Webinar, click:

http://commoncore.pearsoned.com/index.cfm?locator=PS1324Bill McCallum, Ph.D.Whatâ€™s It All About?: The Intent of the Common Core State Standards for MathSept. 27 | 5:00-6:00 pm EDT## Dr. Jane F. Schielack - view this presentation to learn more about the Mathematical Standards for Practice!

## Phil Daro - this Common Core author provides insight into the development of the Common Core, as well as practical advice for implementation.

View the Common Core State Standards in one convenient FREE app! A great reference for students, parents, and teachers to easily read and understand the core standards. Quickly find standards by subject, grade, and subject category (domain/cluster). This app includes Math standards K-12 and Language Arts standards K-12. Math standards include both traditional and integrated pathways (as outlined in Appendix A of the common core); Standards for Mathematical Practice; and Mathematics Glossary.For more information, click here: http://itunes.apple.com/us/app/common-core-standards/id439424555?mt=8

Susan Hart

Program Assistant V

K-12 Mathematics

For grade level specific resources, please see grade level pagesBasic Information about the Common CoreAccess theCommon Core Standards.pdf documentTo view additional information, please visit The Common Core State Standards Initiative website.

Why the heavy emphasis on number? Bill McCallum explains the research and reasoning behind this: http://www.youtube.com/user/TheHuntInstitute#p/u/14/BNP5MdDDFPY

CMS District ExpectationsDuring the 2011-2012 School year:

K-2 teachers in CMS are expected to use the Common Core State Standards for instruction and assessment.

3-5 teachers in CMS are expected to use the Common Core State Standards for Mathematical PRACTICE, and should continue to use the 2003 content standards as EOG assessments will reflect these standards.

Digital Resources linked to the Common CoreDIGITIAL Resources linked to the Common Core State Standards by grade level- explanations provided for each standard! Absolutely amazing! http://nsdl.org/browse/commcore/math/

Check out my Common Core Glog! http://sharkexplorer.edu.glogster.com/ccssm/

Common Core documents: these will be more organized soon!

broad-overview.pdf

K_8_DOMAINS_chart.pdf

critical-areas.pdf

CCSS_Math_Overview_GrK_5.pdf

CCSS_Math_Coding.pdf

Information about the Common Core for Parents

PTA brochure on Common Core http://www.ncpta.org/parent/Files/CommonCore_Brochure_Elementary.pdf

Assessment of CCSSMFor 2012-2013 and 2013-2014:North Carolina DPI will create Common Core Assessments for Grades 3-12.For 2014-2015 and beyond:There are 2 Assessment Consortiums writing the National Assessments. Our state is part of the Smarter Balance Consortium. Here is a link to their site:http://www.k12.wa.us/smarter/

Here is a detailed timeline regarding their work on National Assessments: http://www.k12.wa.us/SMARTER/pubdocs/SBAC-SummativeMWPv.3-Print_on_Legal.pdfHow_to_Get_Students_Talking.pdf