Common Core State Standards Mathematics

Common Core State Standards Mathematics

CCSS Communications Summit - 4-21-2014

Washington’s Vision for Education

Every Washington public school student will graduate from high school globally competitive for

work and postsecondary education and prepared for life

in the 21st century.CCSS Communications Summit - 4-21-2014

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Class of 2011: Bridgeport High School

CCSS_MATH_Comm_4.14_v1

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Guiding Questions Who are your audiences for

communications (parents, teachers, public - Communication In and Communication Out )?

What are the top 2 or 3 main messages or actions needed for each audience and their timing?


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Our Time Together

Misconceptions of the CCSS-M

Math & the Standards

The 3 Shifts for Mathematics

Resources

Myth: Common Core is a Curriculum

The CCSS outline the math students need to understand at each grade level or course.

Washington State is a local control state which means curriculum decisions reside within the school district.

Some curriculum will say “Common Core”. This is to identify that the curriculum is covering the math outlined in the CCSS—can be confusing.

CCSS_MATH_Comm_4.14_v1

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Myth: Common Core is a Pedagogy

Direct Instruction, Constructivism, New Math, etc.– these are ways of approaching teaching math. The CCSS is not about how teachers should teach—

Good teaching practice is to reflect on your instruction (what ever approach that is) and make adjustments as needed to ensure students are able to make sense and understand the math.

Will the Problems Students Experience Look Different?

From a parent, via Facebook:

I'm curious about your take on the new common core math. My daughter is in 2nd grade and I can totally see a shift in the ways that the problems are being asked on her worksheets…


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Because You Can’t Memorize Understanding Our focus has been on answer getting.

Rather than the student’s thinking in getting to that answer.

Has lead to student (and adult) feelings that “I am not good at math”

We must value how each individual student makes sense of the math



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Find the answer to this problem.

42 – 18

Consider a different way to solve the problem.

Share with your neighbor how you arrived at your answer.


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Mathematical Strategies Thinking Flexibly

Standard algorithm

Decomposing & Composing, for example: Round 42 to 40 (2 left over), round 18 to 20 (two left over), 40 – 20 = 20, add the 4 left over (2 + 2) to 20 +4 = 24

Number Line 10 10

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Place Value – 2nd Grade

We have a sophisticated number system that is based on place value.

Can you add Roman Numerals? VII + XVII = ?

Fundamental concept at 2nd grade


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Find the Answer to this Problem: 32 x 24 =

Standard Algorithm

Arrays


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3rd GradePlace Value, Operations


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Building Understanding for Algebra

(2x + 2) (x + 4)

2x2 + 10x + 8


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How do we respond? What is the root of this parent’s

frustration?

What are other reasons parents might be frustrated with the math?

Turn to your neighbor and discuss these questions and share how you might respond to this parent.

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Reality – We do not see significant gains in math especially as students move into high school and college


MathematicsThe 3 Shifts


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19The Three Shifts in Mathematics Focus: Strongly where

the standards focus Coherence: Think

across grades and link to major topics within grades

Rigor: In major topics, pursue with equal intensity: Conceptual

understanding Procedural skill and

fluency Application


Shift One: Focus Strongly Where the Standards Focus

Move away from "mile wide, inch deep" curricula.

Significantly narrow the scope of content to focus on key concepts and skills at each grade level or in math courses.

Teach less, learn more in building understanding.


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– Ginsburg et al., 2005

Less topic coverage can be associated with higher scores on those topics covered because students have more time to master the content that is taught.”


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K 12

Number and Operations

Measurement and Geometry

Algebra and Functions

Statistics and Probability

Traditional K-12 U.S. Approach

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Pre-K-8 Domains Progression

Domains K 1 2 3 4 5 6 7 8

Counting and Cardinality

Operations and Algebraic Thinking

Number and Operations in Base Ten

Number and Operations - Fractions

Ratios and Proportional Relationships

The Number System

Expressions and Equations

Functions

Geometry

Measurement and Data

Statistics and Probability

Focus by Grade Level


Attaining Focus in early grades

K-2 is a deep focus on number, place value, and operation (addition and subtraction) - concepts, skills and problem solving

3-5 builds on these foundational concepts and focuses on multiplication and division of whole numbers and fractions - concepts, skills and problems solving

There is very little data work in K-5, and what’s there is tightly connected with core progressions in number systems, the number line, and problem solving using the four operations

Concentration on arithmetic and the aspects of measurement that support it


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Grade Level Focus Documents

https://www.k12.wa.us/CoreStandards/Mathematics/default.aspx





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Shift Two: Coherence Think across grades, and link to major topics within grades

Carefully connect the learning within and across grades so that students can build new understanding onto foundations built in previous years.

Begin to count on solid conceptual understanding of core content and build on it. Each standard is not a new event, but an extension of previous learning.


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Coherence

“The Standards are not so much built from topics as they are woven out of progressions.”

Structure is the Standards, Publishers’ Criteria for Mathematics, Appendix

/

http://ime.math.arizona.edu/progressions/


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Grade 3

Grade 4

Grade 5

Develop understanding of fraction as number.

Build fractions from unit fractions by applying and extending previous understandings of fractions.

Apply and extend previous understandings of multiplication and division to multiply and divide fractions.

K-5 – NBT Progression Document


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29Coherence Within Grades


The standards make explicit connections at a single grade

Reason with shapes and their attributes.

3.G.A

Relate area to the operations of multiplication & addition.

Understand properties of multiplication …

3.MD.C.7 3.OA.B


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Shift Three: Rigor

The CCSSM require: Solid conceptual understanding Procedural skill and fluency Application of mathematics to problem solving

situations

In the major work of the grade, this requires equal intensity in time, activities, and resources in pursuit

of all three.

Equal intensity in conceptual understanding, procedural skill/fluency, and application


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Conceptual Understanding is more than explainingWhat are two different equations with the same solution as 3(y – 1) = 8?

Asking students to show work and explain can be informative, but it isn’t the only way to assess conceptual understanding and can become tiring for students.


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Procedural Fluency is not all about Timed Tests

“Reasoning and pattern searching are never facilitated by restricted time….strategy development and general number sense are the best contributors to fact mastery.”

--Van de Walle

Find the number that goes into each box:A) B) 5 + = 8C) - 2 = 6D) 9 - = 5E) + = 10

Required Fluencies in K-6Grade Standard Required Fluency

K K.OA.5 Add/subtract within 5

1 1.OA.6 Add/subtract within 10

22.OA.22.NBT.5

Add/subtract within 20 (know single-digit sums from memory)Add/subtract within 100

33.OA.73.NBT.2

Multiply/divide within 100 (know single-digit products from memory)Add/subtract within 1000

4 4.NBT.4 Add/subtract within 1,000,000

5 5.NBT.5 Multi-digit multiplication

6 6.NS.2,3 Multi-digit divisionMulti-digit decimal operations


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Applications should be motivating for students

What is the relationship between the height you drop a ball and it’s corresponding bounce height?

Standards for Mathematical Practice

1. Make sense of problems and persevere in solving them

2. Reason abstractly and quantitatively3. Construct viable arguments and critique the

reasoning of others4. Model with mathematics5. Use appropriate tools strategically6. Attend to precision7. Look for and make use of structure8. Look for and express regularity in repeated

reasoningCCSS Communications Summit - 4-21-2014

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Describes mathematical “habits of mind” that students at ALL grade levels should develop.

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Seeing Structure



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Communication IN and OUT Who will be those key content people in your

district, school, etc. to message around CCSS-Math?

Know the standards Understanding the Shifts Structures to provide opportunities for shared

learning Sensitive to audiences’ past math experiences What is our message around math?

Resources and Support Resources from local, regional, state, and interstate collaboration: what’s new and what’s next


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We would like to have a parent night with our PTA focusing on the CCSS:

Community Toolkit

CCSSI Toolkit - Resources

http://stand.org/sites/default/files/Washington/parent%20house%20party%20kit%20edited%2010.1.13.pdf

http://www.pta.org/advocacy/content.cfm?ItemNumber=3552#Samples

National PTA Parents’ Guides to

Student Success English and Spanish

versions

http://www.pta.org/parents/content.cfm?ItemNumber=2583




What resources are available for teachers to communicate the CCSS to parents?

http://www.cgcs.org/Page/244

Parent Roadmaps to the Common Core - Mathematics

Council of the Great City Schools

All GradesMathELASpanish Versions




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Where Can I get accurate information about the CCSS?

www.TheCommonCore.com

http://www.thecommoncore.com/

http://www.commoncoreworks.org/domain/157

Videos:• 3-minute Common Core Video• Public Service Announcement on

CCSS



Communications Campaign


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• Ready Washington is a coalition of state and local education agencies, associations and advocacy organizations that support college- and career-ready learning standards. Their audience is public (parents, community, educators, lawmakers) to build awareness and support for CCSS, prepare for initial decline in test scores in transition to more rigorous assessments and counter misinformation/myths.

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www.ReadyWA.org

http://www.readywa.org/

http://www.readywa.org/


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Where can I get CCSS resources to build awareness with my staff or district?

OSPI CCR Quarterly Webinar Series http://www.k12.wa.us/CoreStandards/UpdatesEvents.aspx#Webinar


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2013-14 Topics Dates1. CCR Standards & System Implications

Audience: District and Building Leaders

• Relevant state standards and assessment updates

• Resources for building capacity among district and building leaders for CCSS / NGSS transitions and implementation

• Focus on system issues such as communications, instructional materials supports, and professional learning

• Sept. 16, 2013

• Jan. 8, 2014• March 12,

2014• May 14,

2014

2. CCSS-MathematicsAudience: Teachers, Leaders, and Cross-Content Teams

• Grade-band specific foci• Digging into instructional tools

and resources focused on CCSS-M

• Sept. 16, 2013

• Dec. 17, 2013

• March 25, 2014

• May 27, 2014

3. CCSS-English language artsAudience: Teachers, Leaders, and Cross-Content Teams

• Digging into instructional tools and resources focused on CCSS-ELA

• ELA within the content areas – tools and how it looks in classrooms

• Sept. 18, 2013

• Dec. 18, 2013

• March 26, 2014

• May 29, 2014

4. Science and the NGSSAudience: Teachers, Leaders, Cross-Content Teams

• WA 2009 Science standards and the transition to NGSS

• Orientation to state supports and 4-year Transition Plan (starting with “Year 0”)

• Sept. 24, 2013

• Dec.19, 2013

• March 27, 2014

• May 28, 2014

http://www.k12.wa.us/CoreStandards/UpdatesEvents.aspx#Webinar

Instructional Resources—What is available?

Engage NY – Districts Adopting Achieve the Core – Lessons and Annotated Tasks Achieve – Exemplar Units and Lessons Illustrative Mathematics – CCSS-aligned Math tasks K-12 Math Assessment Project (MARS) – CCSS-aligned Math

lessons, formatives assessments, tasks 6-12

Implementing the Math Practice Standards – Illustrations of each Math Practice standard

Smarter Balanced Practice Test – Examples of computer adaptive items and performance tasks.CCSS Communications Summit - 4-

21-2014

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http://www.engageny.org/

http://www.achievethecore.org/dashboard/300/search/1/2/0/1/2/3/4/5/6/7/8/9/10/11/12

http://www.achieve.org/EQuIP

http://www.illustrativemathematics.org/

http://map.mathshell.org/materials/index.php

http://mathpractices.edc.org/node/1

http://www.smarterbalanced.org/pilot-test/


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Find Out More:

www.SmarterBalanced.org

Monthly e-Newsletter:

http://www.smarterbalanced.org/2012/05

/check-out-smarter-news-the-consortiu

ms-monthly-enewsletter/

State Contact: [email protected]

Smarter Balanced Resources and Opportunities

http://www.smarterbalanced.org/

http://www.smarterbalanced.org/2012/05/check-out-smarter-news-the-consortiums-monthly-enewsletter/



mailto:[email protected]

Fall 2014 - Resources in the Digital Library


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• Commissioned professional development modules• Resources for students and families

• Frame formative assessment within a balanced assessment system• Articulate the formative assessment process• Highlight formative assessment practices and tools

• Commissioned professional development modules• Instructional materials for educators • Instructional materials for students

• Demonstrate/support effective implementation of the formative process• Focus on key content and practice from the Common Core State

Standards for Mathematics and English Language Arts

• High-quality vetted instructional resources and tools for educators• High-quality vetted resources and tools for students and families

• Reflect and support the formative process• Reflect and support the Common Core State Standards for Mathematics

and English Language Arts• Create Professional Learning Communities

Assessment Literacy Modules

Exemplar Instructional Modules

Education Resources


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2013 Legislative Decisions Regarding High School Assessments

Math: Class of 2013 & 2014

Algebra 1 EOC OR Geometry EOC

Class of 2015, 2016, 2017, 2018 Algebra 1 EOC, OR Geometry EOC, OR new 11th Smarter Balanced Comprehensive Math Test, OR new Algebra 1 EOC Exit Exam (aligned to SBAC), OR new Geometry EOC Exit Exam (aligned to SBAC)

Class of 2019 and beyond - 11th Smarter Balanced Math Test

CCSS Mathematics Webinar Pt 2 12-12-13


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Questions??

Thank you!• Anne Gallagher• Director of Math - [email protected]

Patty StevensSecondary Math Specialist (TOSA)Northshore School [email protected]

General Support / Overall CCSS Leadership:- General email: [email protected]

- Jessica Vavrus, [email protected]


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mailto:[email protected]

Common Core State Standards Mathematics

Documents

Transcript of Common Core State Standards Mathematics