2010 Alabama Course of Study:

MathematicsCollege and Career Ready Standards

Seventh Grade Math

May 16, 2012

WHY?

A Common Core of Readiness

“A large proportion of U.S. high school graduates are ill-prepared to meet the challenges of college or

career. The new common core state standards can

help.”

Article by Robert Rothman published in April 2012 edition of Educational

Leadership.

• The common core state standards have now been adopted by 45 states and the District of Columbia.

• Researchers project that by 2018, 62% of US jobs will require education beyond high school.

Workers with bachelor’s degrees earned 74% more than those with high school diplomas in 2010.

• In 2011, the United States ranked 15th among 20 major industrialized countries in the number of adults ages 25-34 with bachelor’s degrees.

• In 2011, just one in four students who took the ACT test met the benchmark scores in all four subjects: English, mathematics, reading, and science.

• Nationwide, about 40 percent of entering college students are required to take at least one remedial course before enrolling in credit-bearing coursework, and the rates are much higher for students of color.

• 39 percent of high school graduates were unprepared for entry-level work.

• 45 percent of graduates were inadequately prepared for jobs beyond the entry level.

• 39 percent of graduates themselves said they were unprepared for college or the workplace.

2005 survey of US Employers

• Tennessee 4th Math 87% proficient (2005)

• Massachusetts 4th 40% proficient (2005)

• Alabama 8th (2011) 77% proficient

• Tennessee 4th Math 28% proficient (2005)

• Massachusetts 4th 41% proficient (2005)

• Alabama 8th (2011) 23% proficient

State Tests vs NAEP

Instruction• D

eep conceptual understanding

• Collaborative lesson design

• Standards for Mathematical Practice

Content• F

ewer standards with greater depth

• Understanding, focus, and coherence

• Common and high-demand tasks

Intervention• C

ommon required response to intervention framework response

• Differentiated, targeted, and intensive response to student needs

• Student equity, access, and support

Assessment• P

LC teaching-assessing-learning cycle

• In-class formative assessment processes

• Common assessment instruments as formative learning opportunities

Collaboration

Five Fundamental Areas Required for Successful Implementation of CCSS

• “The most successful learning occurs when teachers teach effectively in their own classrooms but also find solutions together. In such schools, teachers operate as team members, with shared goals and time routinely designated for professional collaboration. Under these conditions, teachers are more likely to be consistently well informed, professionally renewed, and inspired so that they inspire students.”

~ Shirley HordProfessional Learning Communities: Communities of Continuous Inquiry and Improvement

What is a PLT?

• Write down 3 expectations you have from this Professional Learning Team.

• Each person discuss one expectation with your group round robin style.

• Select two expectations per table to record on sentence strips to share.

PLT Expectations

Sort and Mingle

Instruction• D

eep conceptual understanding

• Collaborative lesson design

• Standards for Mathematical Practice

Content• F

ewer standards with greater depth

• Understanding, focus, and coherence

• Common and high-demand tasks

Intervention• C

ommon required response to intervention framework response

• Differentiated, targeted, and intensive response to student needs

• Student equity, access, and support

Assessment• P

LC teaching-assessing-learning cycle

• In-class formative assessment processes

• Common assessment instruments as formative learning opportunities

Collaboration

Five Fundamental Areas Required for Successful Implementation of CCSS

SMP1 - Make sense of problems and persevere in solving themSMP2 - Reason abstractly and quantitativelySMP3 - Construct viable arguments and critique the reasoning

of othersSMP4 - Model with mathematicsSMP5 - Use appropriate tools strategicallySMP6 - Attend to precisionSMP7 - Look for and make use of structureSMP8 - Look for and express regularity in repeated reasoning

Standards for Mathematical Practice

The Hunt Institute Video

• Capture the processes and proficiencies that we want our students to possess

• Not just the knowledge and skills but how our students use the knowledge and skills

• Describe habits of mind of the mathematically proficient student

• Carry across all grade levels, K-12

What Are The Practice Standards?

SMP1 - Make sense of problems and persevere in solving themSMP2 - Reason abstractly and quantitativelySMP3 - Construct viable arguments and critique the reasoning

of othersSMP4 - Model with mathematicsSMP5 - Use appropriate tools strategicallySMP6 - Attend to precisionSMP7 - Look for and make use of structureSMP8 - Look for and express regularity in repeated reasoning

Standards for Mathematical Practice

Practice Standard 1

Practice Standard 2

Practice Standard 3

Practice Standard 4

Practice Standard 5

Practice Standard 6

Practice Standard 7

Practice Standard 8

What instructional strategies promote

college and career

readiness in my students?

Instructional Strategies

• Problem solving• Demanding tasks• Student understanding• Discussion of alternative

strategies• Extensive mathematics

discussion• Effective questioning• Student conjectures• Multiple representations

High-Leverage Strategies

Instruction• D

eep conceptual understanding

• Collaborative lesson design

• Standards for Mathematical Practice

Content• F

ewer standards with greater depth

• Understanding, focus, and coherence

• Common and high-demand tasks

Intervention• C

ommon required response to intervention framework response

• Differentiated, targeted, and intensive response to student needs

• Student equity, access, and support

Assessment• P

LC teaching-assessing-learning cycle

• In-class formative assessment processes

• Common assessment instruments as formative learning opportunities

Collaboration

Five Fundamental Areas Required for Successful Implementation of CCSS

Focus Area Narratives Important descriptions at the beginning of each grade level.Provide the intent of the mathematics at each

grade. Provide 3-4 critical focus areas for the grade

level . Provide a sense of …

◦The sophistication for mathematical understanding at the grade level.

◦The learning progressions for the grade. ◦Extensions from prior standards. ◦What’s important at the grade level.

32

Grade-Level Intent

33

Turn to page 54 in

the ACOS for the Grade 7 narrative.

Grade 7Narrative

Critical Focus Areas

Ratios and Proportional Reasoning

Applying to problemsGraphing and slope

Standards 1-3

Number Systems, Expressions and

Equations

Standards 4-10

Geometry

Scale drawings, constructions, area, surface area, and

volume

Standards 11-16

Statistics

Drawing inferences about populations based on samples

Standards 17-20

Probability – Standards 21-24

• Identify at least one or two important mathematical concepts within your critical area. What do students need to learn prior to these concepts? How do these concepts support learning in later grades?

• What evidence would convince you that a student understands these concepts?

• What common misconceptions do students have when studying this critical area? What challenges have you had in teaching these critical area concepts?

Critical Focus Areas

Recommend Emphases from PARCC Model Content Framework for Mathematics

• Pick one cluster from your critical area and use the Grade-by-Grade Analysis Tool–What is familiar?–What is new or challenging?–What needs unpacking or

emphasizing?

Cluster Analysis

• Choose one standard from the cluster you were working on to unpack.

• Helpful resources can be found on the wiki and in notebooks in the room.

• You may not be able to fill out all sections.

Unpack a Standard

Unpacking the Standards

Instruction• D

eep conceptual understanding

• Collaborative lesson design

• Standards for Mathematical Practice

Content• F

ewer standards with greater depth

• Understanding, focus, and coherence

• Common and high-demand tasks

Intervention• C

ommon required response to intervention framework response

• Differentiated, targeted, and intensive response to student needs

• Student equity, access, and support

Assessment• P

LC teaching-assessing-learning cycle

• In-class formative assessment processes

• Common assessment instruments as formative learning opportunities

Collaboration

Five Fundamental Areas Required for Successful Implementation of CCSS

• Universal Screeners and developmentally appropriate assessments for K-2 grades to ensure grade level reading by third grade

• Formative benchmarks and interim assessment repository for grades 3-12 to help teachers monitor and adjust instruction throughout the year

• Career interest/aptitude assessments for grades 6-12• Project-based assessments to show not just what

students know, but what students can do• Summative assessments for grades 3-12, including

the ACT tests in grades 8, 10, and 11

Alabama's Assessment Planhttp://www.aplusala.org/news/?newsID=131

1. Innovative, machine–scorable, computer based items

2. Items that call for written arguments or justifications; critiques of mathematical reasoning or proof that students “attend to precision” in math

3. Items involving real-world scenarios

PARCC's Math Test

• Formative, interim, and summative• Computer adaptive technology• Results from computerized assessments in weeks, not

months• Optional interim assessments throughout the school

year to help plan differentiated instruction• Will go beyond multiple-choice questions and include

short constructed response, extended constructed response, and performance tasks that allow students to complete an in-depth project that demonstrate analytical skills and real-world problem solving.

SBAC Test

Instruction• D

eep conceptual understanding

• Collaborative lesson design

• Standards for Mathematical Practice

Content• F

ewer standards with greater depth

• Understanding, focus, and coherence

• Common and high-demand tasks

Intervention• C

ommon required response to intervention framework response

• Differentiated, targeted, and intensive response to student needs

• Student equity, access, and support

Assessment• P

LC teaching-assessing-learning cycle

• In-class formative assessment processes

• Common assessment instruments as formative learning opportunities

Collaboration

Five Fundamental Areas Required for Successful Implementation of CCSS

21st Century Tools• Social Bookmarking• RSS Feeds• Instant Messaging• Asynchronous Discussion• Video Conferencing• Document Sharing• Shared Document

Creation• Wikis

Face to Face Meetings• At your school• In your district• In your area• At UAH

• Grade level• Vertical meetings

• No stipends/subs

Collaboration Possibilities

What's Next?

What do I need to do to make my

classroom and Career and College Ready

Classroom?

Reflection

Praise

Question

Polish

Feedback