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COMMON CORE

MATH

OVERVIEW

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CCSS-M for Mathematical Practice (The How To)

• 1. Make sense of problems and persevere in solving them

• 2. Reason abstractly and quantitatively• 3. Construct viable arguments and critique the

reasoning of others• 4. Model with Mathematics• 5. Use appropriate tools strategically• 6. Attend to precision• 7. Look for and make use of structure• 8. Look for and express regularity in repeated reasoning

All CPS schools will implement the mathematical practices in 2012-2013.

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0011 0010 1010 1101 0001 0100 1011Instructional Shifts in Mathematics

• FOCUS on critical areas to develop deep conceptual understanding and procedural fluency

• INTEGRATE the mathematical practice standards throughout instruction

• MAINTAIN COHERENCE and continuity to link learning within and across grades

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0011 0010 1010 1101 0001 0100 1011Math Focus

• Focus on key topics at each grade level.• Coherent progressions across grade levels.• Balance of concepts and skills• Foster reasoning and sense-making in

mathematics.• College and career readiness

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Partnership for Assessment of Readiness for College and Careers (PARCC)

• Spearheads change to the Common CORE PARCC Goals

• Create high quality assessments• Build a pathway to college and career

readiness for all students• Develop 21st century, technology-based

assessments• Advance accountability at all levels

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0011 0010 1010 1101 0001 0100 1011New Assessment Design

• No ISAT or PSAE after 2013-2014.• May be pilot items in ISAT in 2012-2014.• NCLB has not been reauthorized nor made any

adjustments for the Common CORE Standards. Many states are refusing to continue with NCLB.

• A waiver is available to states who meet the criteria to be released. Some states have opted out.

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Graphic Depiction of the AssessmentSystem

The PARCC assessment system will:• Better reflect the sophisticated knowledge and skills found

in the English and math Common Core State Standards• Include a mix of item types (e.g., short answer, richer

multiple choice, longer open response, performance-based)• Make significant use of technology• Include testing at key points throughout the year to give

teachers, parents and students better information about whether students are on track or need additional support in particular areas

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0011 0010 1010 1101 0001 0100 1011How does this affect teaching

and learning?

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0011 0010 1010 1101 0001 0100 1011Standards

• Beginning with 2012-13 all lesson planning will focus on the CCSS for math

• Explicitly teach 8 mathematical practices• Unit plans will be designed for quarters 2,3

& 4.

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0011 0010 1010 1101 0001 0100 1011Unit Planning

• Standards• Identify what students need to know and do• Performance Task assessment and scoring

tool• Unit activities • Resources

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Content standards define what students should understand and be able to do

Clusters are groups of related standardsDomains are larger groups that progress across

grades

Design and Organization

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Assessments

• Use all classroom assessments just as you have used in the past

• MARS – Mathematics Assessment Resource Service (unit assessment used in the classroom)

• NWEA – Northwest Evaluation Association (District-wide assessment) replaces Scantron testing

• PARCC – The Partnership for the Assessment of Readiness for College and Careers replaces ISAT

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0011 0010 1010 1101 0001 0100 1011Mathematical Content

Quizzes – tests – homework – class participation – and whatever else you used to use…….. You still use.

However MARS, NWEA, and PARCC are now the new norm to include in your bag of goodies

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0011 0010 1010 1101 0001 0100 1011Common Core

• Content Standards• Major Ideas• Target• Differences at each grade level

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0011 0010 1010 1101 0001 0100 1011Content Standards

K 1 2 3 4 5 6 7 8Counting and Cardinality

Numbers and Operations in Base Ten The Number System

FractionsRatios and

Proportional Reasoning

Operations and Algebraic Thinking Expressions and Equations

Functions

Measurement and Data Statistics and Probability

Geometry

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Major Ideas of the Common Core for Math

• Fewer, higher, and more focused • Benchmarked internationally• Both content and skills are equally important• Much more specific than the old Illinois standards• Emphasis on numbers, early on, learning

trajectories developed through the grades• Highly visual and connected with multiple

representations of functions:graphs/verbal/symbolic/numeric

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Target of the Math standards is college and career readiness for all students– Focus in early grades on number and

numeration and the relationship to operations to build a solid foundation in math

– Develop geometric concepts– Mathematical practices across learning K-12

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Target of the Math standards is college and career readiness for all students– Establish key concepts leading to basic

algebraic readiness by eighth grade– High school math focus on using math and

solving messy problems, similar to what students would see in the real world

– Problem-solving and communication emphasized

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What is different K-2?

• Calendar• Patterns• Capacity• Mass/Weight• Temperature• Symmetry• Perimeter• Probability• Less focus on fractions (only with shapes)

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What is different for grades 3-5?

• Probability• Transformations• 3rd grade does not deal with symmetry, temperature,

volume, or x with 2-digit numbers.• 4th grade does not deal with decimal operations or formal

algebraic equations/expressions, temperature, time, congruence, similarity, or solid geometric figures.

• 5th grade does not deal with ÷ of mixed numbers, angle measurement, congruence, similarity, or surface area.

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Fractions, Grades 3–6

– Grade 3: Develop an understanding of fractions as numbers.

– Grade 4: Extend understanding of fraction equivalence and ordering.

– Grade 4: Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers.

– Grade 4: Understand decimal notation for fractions, and compare decimal fractions.

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0011 0010 1010 1101 0001 0100 1011Fractions, Grades 3–6

– Grade 5: Use equivalent fractions as a strategy to add and subtract fractions.

– Grade 5: Apply and extend previous understandings of multiplication and division to multiply and divide fractions.

– Grade 6: Apply and extend previous understandings of multiplication and division to divide fractions by fractions.

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What is different in 6-8?

• Less focus on operations with whole numbers and decimals and more focus on problem solving and reasoning

• Application of fraction understanding to solve problems.

• Functions, expressions, graphing, ALGEBRA Ready by 8th grade

• Statistics and probability

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Statistics and Probability, Grade 6

– Develop understanding of statistical variability– Recognize a statistical question as one that anticipates

variability in the data related to the question and accounts for it in the answers.

– Understand that a set of data collected to answer a statistical question has a distribution which can be described by its center, spread, and overall shape.

– Recognize that a measure of center for a numerical data set summarizes all of its values with a single number, while a measure of variation describes how its values vary with a single number.

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Algebra, Grade 8

– Graded ramp up to Algebra in Grade 8– Properties of operations, similarity, ratio and proportional

relationships, rational number system.– Focus on linear equations and functions in Grade 8– Expressions and Equations– Work with radicals and integer exponents.– Understand the connections between proportional relationships,

lines, and linear equations.– Analyze and solve linear equations and pairs of simultaneous

linear equations.– Functions– Define, evaluate, and compare functions.– Use functions to model relationships between quantities.

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0011 0010 1010 1101 0001 0100 1011Where do we go from here?

• Each grade level reviewing the current Common Core Standards

• Form a Committee to develop a plan of attack

• Follow District and Network guidelines

• Questions

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0011 0010 1010 1101 0001 0100 1011Resources

• http://comcoreresource.wikispaces.com/Math+Resources– Links to CPS, CCSS, PARCC materials and

more

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0011 0010 1010 1101 0001 0100 1011Topics to Google

• Mars tasks• Noyce Foundation• Description of Mars Tasks• K-5 Math Teaching resources• Illustrative Mathematics• Rogie in the land of Polygons• Cast.org

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0011 0010 1010 1101 0001 0100 1011Special Thanks

• Midway Network ILS Antoinette Mayo• Lee Elementary Teacher Carl Stalla• Midway Teachers who participated in the

summer institute