Math+Initiative-+Resources

Mission
Students will think, reason and apply their understanding of math to solve problems then be able to explain their math making their thinking visible.

Vision
By efficiently using mathematical practices, Heritage students will demonstrate an understanding of the “big ideas” of math and apply this content knowledge and skill by knowing what process to use when solving a given problem, as well as being able to explain why that process works.

**Math SMART Goal**
By aligning our daily math instruction with the NYS CCLS by June 2016, **47%** of our students tested in grades 3-5 will meet the state mathematics benchmark (with no more than **28%** scoring at Level 1) as measured by the NYS Math assessment.

Yearlong Big Ideas/Essential Questions:

 * What big mathematical ideas are being developed? How do we plan/build lessons around big ideas?
 * How do we facilitate the development of the Common Core mathematical practices through students’ daily experiences?
 * What does engagement look like in the mathematics classroom?
 * How do we effectively use student work/ evidence of thinking as a teaching tool in planning for and as part of instruction?
 * How do we collect evidence and give feedback to students?

__Focus of Study__: Student as worker – students will be doing the work, the thinking, and the talking.

Goals for Teachers:
__Planning__:
 * 1) Being able to name the big mathematical idea(s) being developed in the lesson
 * 2) Utilizing an opening question that engages students in thinking around the identified big idea(s).
 * 3) Selecting appropriate models that help kids make sense of mathematical content.

__Teaching__:
 * 1) Launching lessons using the smallest amount of teacher talk possible.
 * 2) Examining Student Work/ Artifacts
 * 3) Teacher noticing, describing and responding to what students know and know how to do
 * 4) Students noticing and being able to describe what other students know and know how to do
 * 5) Use of "talk moves" to facilitate the development of students’ mathematical reasoning
 * Turn and Talk
 * Paraphrase

Evidence in Students:

 * 1) Students are more self-directed and independent in all instructional contexts.
 * 2) Students are doing the work of the discipline- math and literacy- at least 50% of the time (as oppose to the teaching talking or engaging in recitation style questioning
 * 3) Students are engaged in math thinking at the very beginning of math periods
 * 4) Students are describing what other students are doing and knowing about math.
 * 5) Students are creating observable evidence of their thinking on math problems in multiple ways, using multiple models.

Best Practices
Read and understand the common core state learning standards for the grade level they teach. For grades 3-5, minimally know, understanding and teach the math priority standards as outlined in the NYS Math Assessment Guide.

Express a working knowledge of the 8- Mathematical Practice.
 * Practices posted in classrooms in referred to as relevant during lesson.

Encourage accountable talk and notice evidence of thinking about math throughout lessons.
 * Use the language of math and relevant math tools to share mathematical thinking (making thinking visible).
 * Kids do more of the talking.
 * Student work is utilized to uncover critical understandings and skills.

Utilize the TERC Investigations program to continue to develop at better understanding of mathematics content and pedagogy while helping children build a strong conceptual foundation and skill base in math.
 * Teach the Investigations within each defined unit using a math workshop.
 * During team collaboration, utilize a planning template to construct lesson identifying big ideas of math and questions for inquiry.
 * Read the teacher notes and dialogue boxes that provide PD related to the units.
 * Pay attention to the math focus points in each lesson/unit and how they are related to the CCLS.
 * Engage students in a variety of Classroom Routine/10-minute math activities (i.e. number talks, quick images, sprints, etc.) daily.
 * Consider the math tools that work to help student efficiently solve mathematical problems.
 * As you facilitate question and problems within each Investigation ask yourself, “Why did the authors of the program choose that question or activity to lead students to a deeper understanding of math or the math focus points of the lesson?”
 * Utilize ongoing assessment to measure each child’s progress toward unit benchmarks (Observe children as they engage in conversation and complete problems. Use checklist and end of unit assessments).

Utilize strategies to assist students in understanding, remembering and developing automaticity with basic math facts of addition, subtraction, multiplication and division.
 * [[file:Developing Math Fact Fluency.pdf|Developing Fact Fluency]]
 * Fact Fluency Resources

Mathematics Focus for 2013-14

 * 1) Align our math curriculum and daily math lessons to the Common Core State Standards. Weekly math instruction will focus on dual intensity of fluency (practice) and application (understanding). Teachers will plan and facilitate lessons using the standards for mathematical practice, which enable students to uncover the "big ideas" of math
 * 2) Engage students in daily practice with fluency, problem solving and flexible thinking.
 * 3) Ensure that all children are accessing mathematical understandings through concrete models and manipulatives (i.e. visual models- bar model, area models, arrays, number lines, 10-frames, etc.) while developing each student’s confidence and perseverance in solving problems.
 * 4) Organize manipulatives that scaffold conceptual understanding.
 * 5) Students will use dialogue and conversation to explore mathematical thinking procedural competency (number talks).

===[|Heritage Heights Math Collaboration Resources]- //Note: This link will take you to specific resources in Goggle Drive.//===

**NYS CC Math Standards- with highlighted emphasis of standards for the NYS CC Assessments**
Grade 3 Standards- Grade 4 Standards- Grade 5 Standards-


 * Big Ideas of Math**
 * Pacing Guides: K-5 Math**

Click the links below for resources to support your work around the Common Core:

Kid Friendly Posters- CCSS Math Practices
[|Carroll County Public Schools- Overview Math Practices/ I Can Statements] [|Math Practice Posters K-1] [|Math Practice Posters (2)] [|Math Practice Posters (3)] [|Math Practice Posters (4)]

Big Ideas of Math
Randall Charles Article-

Resources- Numbers in Base 10
Collected in the website below are many different resources to guide and support mathematics teaching and learning on //Number and Operations in Base Ten //, including tasks developed by Mathematics Assessment Resource Service (MARS), videos, and more.
 * Web resource- [|click here]

Planning Templates
Math Lesson Planning Template-

2- Day Planning Template 