CFN 204
Network Math Meeting
Monday, December 3, 2012
PS 29
Paul Perskin
Agenda
• Warm Up
▫ Activity # 1 – Counting Around The Room
• Learning Progressions
▫ Activity # 2 - How do the standards connect between
grades?
• Student Work
▫ Activity # 3 – Feedback & Instructional Next Steps
• Test Guides for Mathematics
▫ Activity # 4 - What does it mean for our instruction?
• Reflection
Warm Up
• Counting Around The Class: The Activity
▫ Participants count around the class by a particular
number (depending on the grade level). That is, if
counting by 2, the first person says “2,” the next
person says “4,” the next “6,” and so forth.
• What’s the math?
• What CCLS (content and practices) does this
activity address?
• How will you use it in your classroom?
Progressions
• Shift 2 – Coherence
▫ Principals and teachers carefully connect the
learning within and across grades so that, for
example, fractions or multiplication spiral across
grade levels and students can build new
understanding onto foundations built in previous
years. Teachers can begin to count on deep
conceptual understanding of core content and build
on it. Each standard is not a new event, but an
extension of previous learning.
Progressions
• Video http://myboe.org/portal/default/Content/Viewer/Content?action=2&scId=306589&sciId=10521
▫ The following video provides a quick overview of
Illustrative Mathematics Tasks for grades K–8 and
provides an example of a learning progression. As you
watch, consider how mathematical knowledge and
skills develop over time for students.
Progressions
• Academic Language Functions
▫ Take a few minutes to review the Academic
Language Functions. The handout is on the green
paper. The use of these functions is required for all
of the tasks.
▫ Consider how these functions can assist your
students in better understanding mathematics.
▫ Briefly discuss at your table.
Progressions
• The Tasks – Kindergarten through grade 8
▫ As you deepen your understanding of how
mathematical knowledge and skills develop over
time, consider how the Academic Language
Functions support the progression of tasks in the
activities.
▫ Each table will begin with a different grade level of
instruction. *Tasks are on green paper*
 Review and complete the tasks for the adjacent grade
levels.
Progressions
• Reflect - Analyze the task for adjacent grade levels
to determine how the mathematical concept
develops across the selected grade span.
▫ Provide one example from each task in your grade
span to illustrate a learning progression.
Break
"How To" Strategies for English Learners
• English Language Learners (ELLs) may have
language barriers that could cause challenges in
mastering the content required to form strong
mathematical foundations.
▫ Use the purple handout "How To" strategies to
support your ELL students as you deepen your
understanding of how mastery of mathematics
concepts and progressions impact their learning.
▫ Take a few minutes to read over the “How To”
handout.
Video
• http://myboe.org/portal/default/Content/Viewer/Content?action=2&scId=306589&sciId=10544
• Watch the following video and note the strategies
used to support ELL students on your purple
handout.
• Whole-Room Share
Looking at Student Work
• “The Answer is Task”
▫ Student work is on white paper. Pages are
numbered at the top right 1 - 10
• Grade 1 – PS 29
1. What’s the math? Content/Practices?
2. Instructional Next Steps
3. Feedback to students
Answer these questions on the yellow handout.
Math Test Guides
available at Engage NY
• The Grade 3-8 Common Core Mathematics Guides will
highlight many ways that the 2013 CCLS Mathematics tests
will be different from past New York State Mathematics
tests. Some of the important changes discussed in the Test
Guides include:
▫ Mathematics Content emphases and Standard-level emphases (e.g.
not all standards are recommended to receive the same amount of
instructional time);
▫ Mathematics questions may assess multiple-standards
simultaneously;
▫ Grade 3 and 4 Tests will have a shorter maximum testing time to
complete than in the previous years;
▫ Revised Guidance on Mathematics Tools and Reference Sheets; and
▫ Calculators will not be allowed in Book 1 of the Grade 6-8
Mathematics Tests. Calculators will be required in Books 2 and 3.
Math Test Guides – Grades 4 & 8
• What implications will the following have on our
instruction?
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Instructional Shifts
Critical Areas
Content Emphases
Testing Sessions & Times
Blueprint/Format
Holisitic Rubrics & Scoring Policies
• How will you share this information with your staff?
• Answer these questions on the yellow handout.
Reflection/Feedback
• Share – Round Robin
▫ What is one thing you will try in your classroom or
with your teachers before our next meeting?
• Please complete the feedback form provided in
your folder
Additional
• Next Meeting
▫ Wednesday, January 30, 2013
▫ PS 153 Maspeth