High School Math Task Force

High School Math Task Force Survey

After the adoption of the CCSSM, NC presented three pathways of high school mathematics, which LEAs have a choice of implementing: NC Local Course Option Common Core Math I, II, and III; Algebra I, Geometry, and Algebra II (Appendix A); Integrated Mathematics I, II, and III (Appendix A). Since implementation of the CCSSM began, the North Carolina Department of Public Instruction has received several recommendations that the public schools of North Carolina  narrow these pathways.

The purpose of this survey is to seek the interest and level of involvement for educators to participate as members of the North Carolina High School Mathematics Task Force. The North Carolina High School Mathematics Task Force will discuss this issue and communicate their recommendation(s) to the North Carolina State Board of Education.

If you or someone from your LEA is interested in being involved in the work of the North Carolina High School Math Task Force, please have them complete the survey. The survey data will be reviewed to ensure participation from all regions of the state. The survey link is below and should be completed by December 13, 2012.  All task force members will be contacted by December 20, 2012. 

https://www.research.net/s/LPNQHS5

Thank you,

Susan

Susan Auton

Executive Assistant

Academic Services

Math Personal Professional Development (Middle and High Content)

Welcome Back!

I hope each of you had a chance to relax and enjoy the Thanksgiving Break.  

This information comes from DPI and I have heard great things about the first two sessions.  The first two sessions were recorded and you can view them at

Using Recursion to Explore Real-World Problems:  www.dlt.ncssm.edu/stem/using-recursion-explore-real-world-problems

Ratio and Proportion Leading to Slope: www.dlt.ncssm.edu/stem/ratio-and-proportion-leading-slope

Upcoming Sessions:

Please join us for webinars addressing the Common Core State Standards in mathematics.  Maria Hernandez, Mathematics Instructor at the NC School of Science and Mathematics, will lead these free sessions.

Linear Data Analysis, Wednesday, December 5, 2012, 4:15-5:15 PM

In this session we will use linear functions to model real-world data and interpret slope and intercepts in context.  We will use an interactive applet to understand linear regression and include a discussion of residuals. To register and participate in this webinar, go to http://tinyurl.com/lineardata

Nonlinear Data Analysis, Friday, January 18, 2013, 10:30 – 11:30 AM

In this session we will explore nonlinear real-world data sets. Using residuals to assess our models, we can determine when a nonlinear model is appropriate. We will then introduce the idea of using inverse functions to linearize the data.  To register and participate in this webinar, go to http://tinyurl.com/nonlineardata

Future sessions will include Building Functions as Models and Univariate Data Analysis for 6th & 7th Grade Math

Calculus Recordings & Secondary Meeting Dates

Happy Pre-Thanksgiving!

I am truly thankful for each of you who takes on the challenge of creating a love of math within students (despite their objections).

This might be my most brief Blog entry, but I wanted to share this resource.  If you are a Calculus Teacher, you have probably already heard of Khan Academy and what they have to offer (www.khanacademy.org), but you might also want to see this site:

Ms. Roshan Calculus Site

Secondary Math Contact Meetings:

Complete: November 13 (recorded and posted at http://mathunpacking.weebly.com/secondary-math-contacts.html)

Tuesday, February 12: 3:30-5:00 Meeting Room 1 and Online

Tuesday, March 12: 3:30-5:00 Meeting Room 1 and Online

Tuesday, April 16: 3:30-5:00 Meeting Room 1 and Online

Tuesday, May 14: 3:30-5:00 Meeting Room 1 and Online

 *Note: These dates may be shifted due to other math meetings (TLCs, Math Packing Sessions, etc.)

Week By Week Essentials Re-imagined

Week by Week Essentials
Many of us have used the week by week essentials over the past 10 years or more to help with lessons and planning learning activities.  This message came out today that they have been realigned and updated.  They are now called Lessons for Learning for Mathematics.  If you have a chance to look at them before I do, please comment below so we can all share what we especially like.

Update: POSTED on the DPI Mathematics Wiki

Formerly Known as Week-by-Week and Strategies for Instruction

Lessons for Learning for Mathematics

These K-8 documents were created by selecting high leverage tasks from the DPI Week-by-Week and Strategies for Instruction Documents and rewritten to align to CCSS. These lessons incorporate the Standards for Mathematical Practice to support teachers with the implementation of the content standards.  The intent of this document is not to replace teachers’ resources but be used to support teachers’ current resources.

Because of the high demand for support materials, a first draft has been posted on the wiki: http://maccss.ncdpi.wikispaces.net/home.  More of these lessons will be forthcoming.  Once additional lessons are written and the documents complete then the documents will be finalized (table of contents, page numbers etc…). Thank you for your patience as we continue to work on support materials.

A special thank you to educators from across the state that have tirelessly worked to create these support documents.

Kindergarten is still in graphics, will be posted on wiki as soon as it is complete.

Learn Zillion Training- Another Chance

JOIN US FOR LearnZillion 101 Register Now Hi Michael, Have you downloaded LearnZillion extension activities? Looked at our texts, Spanish lessons, or parent letter?  If the answer is no, you're not taking full advantage of LearnZillion! Join us for our next session of LearnZillion 101! LearnZillion 101 is an introductory webinar that will help you  make the most of our resources. After this 40 minute webinar, you will be able to: --Use LearnZillion to plan Common Core lessons. --Use LearnZillion directly with students. --Use LearnZillion to help parents support your efforts. --Use LearnZillion to drive professional development focused on the Common Core. Please register even if you can't attend. We'll send all registrants a link to a recording of the event. We'll also send all participants a letter certifying their participation for use towards continuing education credits. More than 2,000 teachers registered for our last session. Here's what they said: "I love the practical Common Core connections! Thank you."     -Amy, Indiana "This was my first webinar and I'm itching for the next one!"   -Sharon, New York "I think the webinars have been very useful and informative. I am sharing this information with other teachers in my district. Thank you!" -Sandy, Arizona Register now! Thanks! The LearnZillion Team www.LearnZillion.com

Follow on Twitter | Friend on Facebook | Forward to Friend  Copyright © 2012 Learn Zillion, All rights reserved. You are receiving this email because you have an account on LearnZillion. Every now and again we'll send you updates on new content or features, or send you tips and tricks on how to use LearnZillion more effectively. Our mailing address is: Learn Zillion 5038 MacArthur Blvd, NW, Apt 1 washington, DC, DC 20016 Add us to your address book unsubscribe from this list | update subscription preferences

Secondary Math Contact Meeting- November 2012

A Chance to Talk
Tuesday, November 13, 2012

A special thank you to those of you who were able to attend the Secondary Math Contact Meeting yesterday.  I know there are a number of things going on right now that made it difficult for others of you to attend.  If you were unable to attend, you can watch and listen to the session here: http://mathunpacking.weebly.com/secondary-math-contacts.html 

What I have tried to do is put all the information about math standards and assessment in one presentation.  A special thank you to those of you who added details as we met.

My Top Three Take-Aways

1. Make sure every math teacher is implementing the Common Core State Standards and the Math Practices
2. Check that every teacher knows where the Unpacking Documents and DPI resources are located
3. Review all the assessment information for EOG/EOCs and Common Exams (MSLs)

I will be emailing the presentation out and posting it on the website (sorry the blog won't let me attach files).  

Here is the link to the website and if you have any questions, please feel free to call or email (http://mathunpacking.weebly.com/secondary-math-contacts.html).

Foldables and Secondary Math

It is our privilege to offer an opportunity to offer a brief workshop on Foldables for Secondary Teachers.  See the information below.

Created by:

Jennifer Simmons: JHS

LearnZillion.com

At one of our TLC meetings last year, one of you shared about LearnZillion. From what I have viewed and used this is a nice tool for have examples for students both in class (for whole group or small group instruction) or outside of class.  More and more examples of Common Core standards are being added.  Learn Zillion is also looking for teachers to work with them during the summer of 2013 if you are interested.  If Learn Zillion is new to you or you just want to see what it has to offer, there is a webinar this coming Monday.  The registration link is below.

LearnZillion 101: How to use LearnZillion to support your students (and save time!)

Join us for our next webinar, LearnZillion 101!  Monday, November 12 at 8:30pm EST. After this 40 minute webinar, participants will be able to: --Use LearnZillion to plan strong Common Core lessons. --Use LearnZillion lessons directly with students. --Use LearnZillion to help parents support your efforts. --Use LearnZillion to drive Professional Learning Communities (PLCs) focused on the Common Core. Please register even if you can't attend. We'll send all registrants a link to a recording of the event. If you've seen this webinar before or are familliar with LearnZillion, please share this email with your colleagues and encourage them to attend! Register now! Thanks! The LearnZillion Team www.LearnZillion.com November 2012 12 REGISTER NOW

The NC Elementary Mathematics Add-On License

The North Carolina Elementary Mathematics Add-On License

In November 2009, the North Carolina State Board Of Education approved an Elementary Mathematics Add-on License (EMAoL) for teachers holding an Elementary Education license. This licensure is a coordinated effort between the North Carolina Department of Public Instruction, the University of North Carolina System (UNCGA), with statewide LEA representation, and university faculty representation from colleges of education and arts and science. A UNCGA task force, including sixteen faculty members from eight universities and three K-5 mathematics specialists, designed, developed, and implemented an online graduate-level program of study (six courses) focused on the mathematical knowledge needed for successfully teaching mathematics at the elementary level.

The following tables provide the names and institutions currently approved to offer the EMAoL, the names and email addresses for the faculty contacts at each university, the masters degree program that will include the courses, whether the courses can be completed without being enrolled in a degree program and the schedule for when the next cohort of students is scheduled to start their program-of-study.

NC Elementary Mathematics Add-on License Programs of Study (New Cohort Spring 2013)

Name of Institution:	ECU	UNCG	UNCW
Person to contact	Sid Rachlin rachlins@ecu.edu	Kerri Richardson kerri_richardson@uncg.edu	Shelby Morge morges@uncw.edu
Degree that includes EMAoL courses	MAEd In Mathematics Education	MED in Education with a concentration in Elementary Mathematics Education	M.Ed. in Elementary Education
Can students take just the EMAoL courses?	Graduate Certificate in Elementary Mathematics Education	Yes	Yes

NC Elementary Mathematics Add-on License Programs of Study (New Cohort Fall 2013)

Name of Institution:	ASU	NC A&T*	UNCC	UNC-CH
Person to contact	Kathleen Lynch-Davis lynchrk@appstate.edu	Tyrette Carter tscarte1@ncat.edu	Drew Polly drew.polly@uncc.edu	Susan Friel sfriel@email.unc.edu
Degree that includes EMAoL courses:	Masters of Elementary Education	MaEd for Elementary Education with the math add-on track	Masters of Elementary Education	MED for Experienced Teachers
Can students take just the EMAoL courses?	Graduate Certificate in Elementary Mathematics Education	Graduate Certificate in Elementary Mathematics Education	Yes	Licensure Program in Elementary Mathematics

*pending final approval

NC Elementary Mathematics Add-on License Programs of Study (New Cohort TBA)

Name of Institution:	NCSU
Person to contact	Temple Walkowiak temple_walkowiak@ncsu.edu
Degree that includes EMAoL courses:	MEd in Elementary Education
Can students take just the EMAoL courses?	Yes

The Program-of-Study for the EMAoL includes 18-hours of graduate coursework that will be offered by approved UNC universities. Based on specific masters degree requirements at the universities, some or all of the courses may be applied towards existing degree programs. Many of the consortium universities offer the courses through a blend of online experiences (both synchronous and asynchronous).

Each of the six courses in the EMAoL Program of Study is distinguished by a focus on a high-leverage teaching practice, a primary area of mathematics necessary for successfully teaching elementary school mathematics and a secondary area of mathematical content. The primary content area provides the context for exemplifying the high-leverage teaching practice. The secondary content area demonstrates the transfer of the high-leverage teaching practice to other content strands. For example, understanding and applying knowledge of learning trajectories is not limited to the development of rational numbers and their operations, but can be applied equally well to other areas of mathematics, such as measurement.

High-Leverage Mathematics Teaching Practices	Mathematical Content
Selecting, Designing, and Using Mathematical Tasks	Primary (80%): Whole Number Place Value & Operations Secondary (20%): Number Theory and Rational Numbers
Understanding and Applying Knowledge of Learning Trajectories	Primary (80%): Rational Numbers and Operations Secondary (20%): Measurement
Orchestrating Classroom Interactions	Primary (60%): Measurement Secondary (40%): Data Analysis
Fostering Reasoning through Discourse and Questioning	Primary (80%): Algebraic Reasoning Secondary (20%): Number Systems & Operations
Assessing Student Knowledge (Diagnosis and Intervention)	Primary (80%): Spatial Orientation And Visualization Secondary (20%): Early Number Concepts
Helping Teachers Develop as School-based Leaders	Primary (80%): Mathematical Modeling Secondary (20%): Connecting, Relearning, and Integrating Content

Courses:

·    Include graduate level expectations & accountability that balance direct instruction with project-oriented teaching methods

·    Stress mathematical content needed to support the teaching of elementary mathematics, illustrating how a deeper understanding of subject matter can actually enhance problem solving, critical thinking, and other 21st century skills. Mathematical content strands include: number systems and operations; rational numbers and operations; spatial orientation and visualization; measurement and data analysis; fostering the development of algebraic reasoning including patterns structure, conjecture, generalizations and proof; and algebraic operations as generalized arithmetic. Courses stress the mathematical connections and representations across content strands.

·    Provide connections to practice, the NC Standard Course of Study and the Common Core Standards with a focus on a thorough development of basic mathematical ideas and skills, with an emphasis on understanding the sequential nature of mathematics and the mathematical structures inherent in the content strands.

·    Balance the needs of K-2 and 3-5 teachers with links to the mathematics content and skills students need to successfully learn middle grades mathematics.

·    Enable 21st century professional learning communities for teachers that models the kinds of classroom learning that best promotes 21st century skills for students

·    Cultivate teachers’ ability to identify students’ particular learning styles, intelligences, strengths and weaknesses

·    Help teachers develop their abilities to use various strategies (such as formative assessments) to reach diverse students and to create environments that support differentiated teaching and learning

·    Encourage knowledge sharing among communities of practitioners, using face-to-face, virtual and blended communications

·    Support the use of technology to improve teaching and learning mathematics.

For additional information on how to apply for courses at one of the eight approved UNC universities, contact the university’s EMAoL Faculty Coordinator, listed on the first page. 

Major Work of the Grade

Math Major Work of the Grade

As we each get further into the school year, there are three questions that I hear more often than anything else:

1. Where can I get examples of the new assessments?
2. What am I supposed to focus my instruction on?
3. Where are the best resources for teaching math at my grade?

Each of these is a great question because it all focuses on the importance of instruction and how good instruction leads to increased student growth.

I've shared a little (as much as I know) about assessments in previous posts, so today, I want to share a couple good resources for knowing what to focus on.

In addition to the Unpacking Documents (the documents that help clarify what the standards mean (Unpacking Documents)), NC DPI has produced what are called the "Major Work of the Grade" documents.  What I like about the Major Work documents is that they give a one-page brief on what is the most important work for each grade level.  At the North Carolina math conference, these documents were developed even further with activities to help us all understand what the Major Work really is.  Here is a link to the page with all the presentations and activities: Major Work Presentations and Activities.

Here are some examples of the Major Work from the Presentations:

As the Teacher Leadership Councils are working on locating the best resources, I will be glad to post some things here, but I also know that they are working hard to get some quality resources pulled together.

Test Specifications

Test Specifications for Summative Assessments

One question that many have asked with the end of semester or end of year assessments is how much of the test will come from each Domain (Geometry, Number in Base Ten, Number-Fractions, Algebra, etc.)
The Content Specifications for the Assessment give us this information:
http://www.ncpublicschools.org/docs/acre/assessment/math.pdf

This information is included in the link above, but I thought this is worth highlighting:

Types of Items
• Grades 3 and 4 mathematics assessments will consist of four-response-option 
multiple-choice items.

• The Grades 5–8 mathematics assessments and the Algebra I/Integrated I assessment 
will consist of four-response-option multiple-choice items and about twenty percent
gridded-response items requiring numerical responses. NCEXTEND2 assessments
will consist of three-response-option multiple-choice items and gridded-response items.

• All CCSS mathematics assessments will include both calculator-active and 
calculator-inactive sections. One-third to one-half of the Grades 3–8 assessments 
will be comprised of calculator-inactive items; approximately one-third of the High 
School assessments will be calculator inactive



Another question that may come up is what does a Level 4, Level 3, Level 2, or Level 1 mean for students in elementary and middle school?  The descriptors for these levels are in Draft form and here they are


Level 4:  Students performing at this level have a superior command of the 
knowledge and skills contained in the Common Core State Standards 
(CCSS) for Mathematics assessed at their grade level and are 
academically well prepared to engage successfully in further studies in 
this content area.

Level 3:  Students performing at this level have a solid command of the 
knowledge and skills contained in the Common Core State Standards 
(CCSS) for Mathematics assessed at their grade level and are 
academically prepared to engage successfully in further studies in this 
content area.

Level 2:  Students performing at this level have a partial command of the 
knowledge and skills contained in the Common Core State Standards 
(CCSS) for Mathematics arts assessed at their grade level and will likely
need academic support to engage successfully in further studies in this 
content area.

Level 1:  Students performing at this level have a limited command of the 
knowledge and skills contained in the Common Core State Standards 
(CCSS) for Mathematics assessed at their grade level and will need
academic support to engage successfully in further studies in this content 
area.

http://www.ncpublicschools.org/docs/accountability/testing/achievelevels/g38mathalds.pdf