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Math.Practice.MP1

Common core State Standards

Math: Math

Practice: Mathematical Practice Standards

MP1: Make sense of problems and persevere in solving them.

Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, \"Does this make sense?\" They can understand the approaches of others to solving complex problems and identify correspondences between different approaches.

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Math.Practice.MP3

Common core State Standards

Math: Math

Practice: Mathematical Practice Standards

MP3: Construct viable arguments and critique the reasoning of others.

Mathematically proficient students understand and use stated assumptions, definitions, and previously established results in constructing arguments. They make conjectures and build a logical progression of statements to explore the truth of their conjectures. They are able to analyze situations by breaking them into cases, and can recognize and use counterexamples. They justify their conclusions, communicate them to others, and respond to the arguments of others. They reason inductively about data, making plausible arguments that take into account the context from which the data arose. Mathematically proficient students are also able to compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is flawed, and--if there is a flaw in an argument--explain what it is. Elementary students can construct arguments using concrete referents such as objects, drawings, diagrams, and actions. Such arguments can make sense and be correct, even though they are not generalized or made formal until later grades. Later, students learn to determine domains to which an argument applies. Students at all grades can listen or read the arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments.

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Math.2.NBT.B.5

Common core State Standards

Math: Math

2: Grade 2

NBT: Number & Operations in Base Ten

B: Use place value understanding and properties of operations to add and subtract

5:
Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.

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Discussion and Supporting Materials

Thought starters

1. What tools does Ms. LaCour use to support her ELL students?

2. What are the benefits of having students lead the number talk?

3. How do number talks encourage students to try new math strategies?

School Details

Acorn Woodland Elementary School
1025 81st Avenue
Oakland CA 94621

Data Provided By:

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Engaging in Productive Struggle: Number Talks

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Students in Monique LaCour's second grade class explore subtraction strategies through student-led number talks. Class begins with a review of number talk roles and sentence frames. Then, students break off into small groups for the number talk, where they share and try new strategies to solve a subtraction problem.

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How to prepare young students for evidence-based discussions. Video shows how to prep students for discussion, as well as strategies for teachers to use during evidence-based academic discussions.

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ELA.RL.11-12.2

Common core State Standards

ELA: English Language Arts

RL: Reading Standards for Literature 6-12

11-12: 11th & 12th Grades

2:
Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.

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ELA.SL.11-12.1a

Common core State Standards

ELA: English Language Arts

SL: Speaking and Listening Standards 6-\x80\x9312

11-12: 11th & 12th Grades

1a:
Initiate and participate effectively in a range of collaborative discussions (one on
one, in groups, and teacher-led) with diverse partners on grades 11-\x80\x9312 topics,
texts, and issues, building on others'\x80\x99 ideas and expressing their own clearly and
persuasively.

a. Come to discussions prepared, having read and researched material under
study; explicitly draw on that preparation by referring to evidence from texts
and other research on the topic or issue to stimulate a thoughtful, well reasoned
exchange of ideas.

b. Work with peers to promote civil, democratic discussions and decision making,
set clear goals and deadlines, and establish individual roles as
needed.

c. Propel conversations by posing and responding to questions that probe
reasoning and evidence; ensure a hearing for a full range of positions on a
topic or issue; clarify, verify, or challenge ideas and conclusions; and promote
divergent and creative perspectives.

d. Respond thoughtfully to diverse perspectives; synthesize comments, claims,
and evidence made on all sides of an issue; resolve contradictions when
possible; and determine what additional information or research is required
to deepen the investigation or complete the task.

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ELA.L.11-12.6

Common core State Standards

ELA: English Language Arts

L: Language Standards 6-\x80\x9312

11-12: 11th & 12th Grades

6:
Acquire and use accurately general academic and domain-specific words and
phrases, sufficient for reading, writing, speaking, and listening at the college
and career readiness level; demonstrate independence in gathering vocabulary
knowledge when considering a word or phrase important to comprehension or
expression.

Download Common Core State Standards (PDF 1.2 MB)

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Discussion and Supporting Materials

Thought starters

1. How does Mr. Halle-Erby strategically use groups to support learning and foster collaboration during the lesson?

2. |What scaffolds does Mr. Halle-Erby have in place to support his English Language Learners?

3. |How does Mr. Halle-Erby collect and use formative assessment data?

School Details

S.F. International High School
1050 York Street
San Francisco CA 94110

Data Provided By:

Teachers

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Kyle Haller-Erby teaches a senior seminar class that helps newcomer English Language Learners build literacy skills to prepare them for college. Once a week, the class engages in a literature circle. First, students work in a heterogeneous group to read a chapter and complete an individual response.

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Step Back: Promoting Independent Thinking

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What can teachers do to promote independent thinkers? Here are a few strategies that can easily be integrated into any lesson, no matter what grade level your students are in.

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ELA.RL.6.3

Common core State Standards

ELA: English Language Arts

RL: Reading Standards for Literature 6-12

6: 6th Grade

3:
Describe how a particular story'\x80\x99s or drama'\x80\x99s plot
unfolds in a series of episodes as well as how the
characters respond or change as the plot moves
toward a resolution.

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ELA.SL.6.1a

Common core State Standards

ELA: English Language Arts

SL: Speaking and Listening Standards 6-\x80\x9312

6: 6th Grade

1a:
Engage effectively in a range of collaborative
discussions (one-on-one, in groups, and teacherled)
with diverse partners on grade 6 topics,
texts, and issues, building on others'\x80\x99 ideas and
expressing their own clearly.

a. Come to discussions prepared, having read or
studied required material; explicitly draw on
that preparation by referring to evidence on
the topic, text, or issue to probe and reflect on
ideas under discussion.

b. Follow rules for collegial discussions, set
specific goals and deadlines, and define
individual roles as needed.

c. Pose and respond to specific questions with
elaboration and detail by making comments
that contribute to the topic, text, or issue
under discussion.

d. Review the key ideas expressed and
demonstrate understanding of multiple
perspectives through reflection and
paraphrasing.

Download Common Core State Standards (PDF 1.2 MB)

Thought starters

1. How does this lesson fit into a larger unit on the Black Panthers?

2. Why does Ms. Nguyen scribe as students talk?

3. How does talking prepare students for writing?

School Details

Westlake Middle School
2629 Harrison Street
Oakland CA 94612

Data Provided By:

Teachers

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Deepening Text Analysis Through Student Talk

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Sixth grade ELA teacher Viet-ly Nguyen has students prepare for writing by discussing a text using a participation protocol. Students have been studying the Black Panthers and reading One Crazy Summer. After reading a chapter from the book, students work together to analyze characters' actions.

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Watch as middle school students discover the Pythagorean theorem in an engaging lesson. This lesson plan is a new way to teach this challenging Math topic. Covers Common Core Standards in Math.

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A different type of professional development. The inquiry model is a way for teachers to collaborate and discover ways to improve their practice. This video shows a teacher using inquiry sessions to improve her classroom warm up routines.