Common Core State Standards

What’s Next???Michelle L. Williams

East Feliciana Parish Schools

Include only items that measure content common to the current grade-level expectations (GLEs) and the Common Core State Standards (CCSS)

Content coverage will narrow to more closely match the CCSS focus areas.

Level of test difficulty will be comparable to current tests.

“Cut scores” will remain the same. New CCSS content will not be added until

2014-2015

Transition to CCSS2012-2013

Math tests will include only items that measure content common to the current grade-level expectations (GLEs) and the CCSS.

Grades 3, 5, 6, and 7 iLEAP : To better align with CCSS, the math tests will no longer include the Iowa Test of Basic Skills (ITBS).

Grades 4 and 8 LEAP: The math tests will be grade-level specific, rather than grade-span assessments.

Content coverage will narrow to more closely match the CCSS focus areas.

Transition Assessments

Grade Ratio/Proportion/

Algebra

Number System

Measurement/Data/Geometry

6 40% 40% 20%

7 60% 25% 15%

8 60% 15% 25%

Focus Areas for Middle School Mathematics

Content Area

Expressions and

Equations

Linear Relationshi

ps

Functions

Number System,

Measurement, and Data

Algebra 20% 25% 35% 20%

Geometry

Proportion/ Algebra

Measurement /Data

Geometry 60% 25% 15%

Focus Areas for MathematicsEOC

Grade Level

English Language

Arts Mathematics

ScienceSocial

Studies

6th 2 2 1 1

7th 2 2 1 1

8th 2 2 1 1

New MathAccountability 2012-2013

High School Accountability

25%

25%25%

25%

ACT Average EOCGraduation Index Cohort Graduation

2012-2013CCSS

Concerns

Teach from the CCSS

1. Grades 6-12 2. Class of 13’ & 14’ will not be

effected by full implementation

3. Teachers will have 2 years to prepare for full implementation

• Gaps in student learning•Rigor•Student background knowledge•Materials•Activities•Curriculum Maps

What Will I TEACH?

Vertical alignment of curriculum is planning curriculum across the grade levels, from Kindergarten through high school, building upon instruction based upon standards.

Correct vertical curriculum alignment improves student performance by decreasing the amount of instructional time consumed with re-teaching concepts

CCSS Vertical Alignment

K-5

• A strong foundation K-5, students are provided hands on learning in geometry, algebra and probability and statistics. Students who have completed 7th grade and mastered the content and skills through the 7th grade will be well-prepared for algebra in grade 8.

6-8

• The middle school standards are robust and provide a coherent and rich preparation for high school mathematics.

9-12

• Students practice applying mathematical ways of thinking to real world issues and challenges; they prepare students to think and reason mathematically. • Set a rigorous definition of college and career readiness by helping students develop a depth of understanding and ability to apply mathematics to novel situations

The Mathematics Plan

Conceptual Understandi

ng

Procedural Skill

Common Core Focus

6.EE.9- Use variables to represent two quantities in a real-world problem that change in relationship to one another; write an equation to express one quantity, thought of as the dependent variable, in terms of the other quantity, thought of as the independent variable. Analyze the relationship between the dependent and independent variables using graphs and tables, and relate these to the equation.

7.EE.4-Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities.

8.F.4-Understand that a function is a rule that assigns to each input exactly one output. The graph of a function is the set of ordered pairs consisting of an input and the corresponding output. Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions)

Algebra “Looking at Lines”

Essential Question: What can we learn about the circumference of a circle as a function of its diameter?

Objective: The learner will recognize that the table, graph and rule assign a value to pi and that pi and that the slope equals pi

Materials: rulers, cans or containers, paper, and markers

Prerequisite skills: proportional reasoning, function concept

Functions in Circles

Use functions to model relationships between quantities.

8.F.4 Construct a function to model a linear relationship between two quantities. Determine the rate of change and initial value of the function from a description of a relationship or from two (x, y) values, including reading these from a table or from a graph. Interpret the rate of change and initial value of a linear function in terms of the situation it models, and in terms of its graph or a table of values

What Standard Does it Address?

1. Work in groups of 42. Each person is assigned a responsibility3. Materials are located on one table, once

you’re finished return all materials

Responsibilities- Time Manager, Reader, Materials Manager, Presenter/Writer

Managagement of Activities

Make sense of the problems and persevere in solving them.

Reason abstractly and quantitatively. Construct viable arguments and critique the

reasoning of others. Model with mathematics. Use appropriate tools strategically. Attend to precision. Look for and make use of structure. Look for and express regularity in repeated

reasoning.

What Mathematical Practices Were Used?

John Van de Walle, “It is both a qualitative and quantitative process”.

What is Proportional Reasoning?

QualitativeProcess

relationships

analysis is based on

observations

QuantitiveProcess

evaluate

assigns value

Proportional Reasoning

6th Grade Conceptual

8th Grade

Make Connections

7th GradeAnalyze

Algebra I Describe

Relationships

Geometry Prove Theorems

Similarity

Proportional Reasoning Strand?

Preoperational- occurs between ages of 2-6 years. Students use symbolic thinking

Concrete Operational-occurs between ages of 7-12 years. Students’ thought processes become organized and integrated with one another. Logical processes become more developed and are able to handle more complex problems.

Formal Operational -begins at 12 years and lasts into adulthood. Students develop the ability to think about abstract concepts.

How Does Our Thinking Develop?

● Group the rectangles into three groups of four rectangles and an odd one out.

● Discuss reasons for groupings. ● Measure and record the sides of each

rectangle, calculate ratios for short to long sides for each one.

● Draw a graph plotting length against width.

Look Alike Rectangles

G-CO.12Make Geometric Constructions Make formal geometric constructions with a variety of

tools and methods (compass and straightedge, string, reflective devices, paper folding, dynamic geometric software, etc.).

Copying a segment; copying an angle; bisecting a segment; bisecting an angle; constructing perpendicular lines, including the perpendicular bisector of a line segment; and constructing a line parallel to a given line through a point not on the line.

Construct an equilateral triangle, a square, and a regular hexagon inscribed in a circle.

Geometry

6.G.4-Represent three-dimensional figures using nets made up of rectangles and triangles, and use the nets to find the surface area of these figures. Apply these techniques in the context of solving real-world and mathematical problems.

7.G.6-Solve real-world and mathematical problems involving area, volume and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms.

Surface Area

Essential Question: How can you measure how much cardboard it takes to make a net for a box?

Objective: The learner will develop a definition for surface area

Materials: rulers, blackline master, comic strip (AIMS), scissors, tape

Prerequisite skills: area and counting centimeter grids to calculate area

Net Work

Make sense of the problems and persevere in solving them.

Reason abstractly and quantitatively. Construct viable arguments and critique the

reasoning of others. Model with mathematics. Use appropriate tools strategically. Attend to precision. Look for and make use of structure. Look for and express regularity in repeated

reasoning.

What Mathematical Practices Were Used?

Have A Great School Year!!!

Michelle WilliamsMaster Teachermiwilliams@efpsb.k12.la.us