1. Say Cheese!
A Picture of a Middle School
Common Core Classroom
Presented by:
Anna Crooke and Heather Puhl
Caldwell County Schools

2. • Identify what a Common Core Classroom looks like
• Investigate lessons
• Discuss and collaborate with others
• Provide resources to support Common Core instruction
Goals for Session

3. • Look at the following pictures.
• For each picture, write down any features you notice that
exemplify what you think a common core classroom
looks like.
• After viewing the pictures, you will have the opportunity
to share your thoughts with other participants.
Snapshots of Classrooms

6. • Kids without a teacher

8. • Share time
What did you notice?

9. What do you notice?

10. What do you notice?

11. • Kids without a teacher
What do you notice?

12. What do you notice?

13. • Student directed
• Concrete exploration
• 3-Part lesson plan
• Real-world relevancy
Essential Components

14. Teacher as facilitator
• Not teacher-directed 100% of the time
• Location in the classroom is not always at
the front board
• Teacher uses questioning to lead discussion
• Process is more important than the end
product
Student Directed

15. Management of the classroom
• Teach students what is expected
• Checklist to self-monitor behavior
• Utilize individual, partner, and group-
work
Student Directed

16. Differentiation
• Accept multiple approaches and
explanations
• Students engage in math dialogue and
appreciate individual contributions
• Make math accessible for all students
• Scaffold assignments
• Use formative assessment to guide
instruction
Student Directed

17. Content examples
• Encourage multiple representations
• Use manipulatives to build conceptual
understanding
• Tie conceptual understanding to abstract
representation
Concrete Exploration

18. Resources/Strategies to Use:
• Math Foundations Workshops
• Math Investigations Curriculum
• Integrated Math Curriculum
• Superstars Math
• AIMS
Concrete Exploration

19. You Do
We Do
I Do
3-Part Lesson Plan

20. • Explore Lessons with
6th, 7th, and, 8th grade
teachers.
Lessons For Learning

21. Multiple Real-Life Applications of the
Content
• 6th – “Split Time”, 6.RP.3
• 7th – “Pizza Doubler”, 7.G.4
• 8th – “25 Billion Apps”, 8.F.4
Real-World Relevancy

22. 1. What should his split time on the indoor track be? Write a guess.
2. Write a number you know is too high and one that is too low.
6 th Grade, Act 1

23. What information do you need?
6th Grade, Act 2

24. 6th Grade, Act 3

25. 1. If you’d like the most pizza, which coupon should you use?
7th Grade, Act 1

26. 2. What information would be useful to know here?
3. Can you prove your answer is correct?
4. Would the best coupon for the slice above work for all slices or just slices?
Tell me under what circumstances I should use one coupon or the other.
7th Grade, Act 2

27. 1. When should you start bombarding the App Store with purchases to win?
2. Write down an answer you know is too high and too low.
8 th Grade, Act 1

28. 8 th Grade, Act 2

29. 24,658,507,655

30. 8 th Grade Act 2

31. 4. What assumptions have you made in your model?
5. Interpret the parameters in your linear model. What do the units represent?
What does the y-intercept represent?
6. According to your linear model, when did the app store sell its first app?
Calculate an answer mathematically then find the actual answer. If those
answers are different, what could explain the different?
8 th Grade, Act 3

32. Discourse with Solving Problems
• Justify answers
• Pull real-world connections
Use as a starting point rather than an
ending point.
Real-World Relevancy

33. • Questions?
• Evaluation
Conclusion

34. Anna Crooke
Instructional Facilitator
Caldwell County Schools
acrooke@caldwellschools.com
Heather Puhl
Mentor
Caldwell County Schools
hpuhl@caldwellschools.com
Contact Information

35. • Dan Meyer, 3-Act Math Tasks, retrieved online October
2, 2012 from
https://docs.google.com/spreadsheet/ccc?key=0AjIqyKM
9d7ZYdEhtR3BJMmdBWnM2YWxWYVM1UWowTEE
#gid=0
Resources