MSDE Presentation: Moving forward with Reform in Mathematics, MSEA 2013 Convention
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Transcript of MSDE Presentation: Moving forward with Reform in Mathematics, MSEA 2013 Convention
Moving Forward with Reform in Mathematics, English Language Arts and Science
Presentation for School Quality Ocean City, Maryland
October 18, 2013
• The Common Core State Standards in English language arts/literacy and mathematics were created by educators around the nation.
3
June, 2010
• Md. State Bd. of Ed. adopts the Common Core State Standards
Summer,
2010
• Collaboration among school districts, higher ed, and MSDE to conduct gap analysis
2010-11
• Collaboration among school districts, higher ed, and MSDE to create the Maryland Common Core State Curriculum Frameworks
• Develop and implement Educator Effectiveness Academies that reach into the school level
2011-12
2012-13
• Collaboration among school districts, higher ed, and MSDE to create sample unit models for every grade PreK-12
• Create an online environment to house resources• Develop and implement Educator Effectiveness Academies that reach into the school level
Educator Effectiveness Academy
• Summer 2011• Summer 2012• Summer 2013
6 Instructional Shifts
Focus
Coherence
Conceptual Understanding– Fluency -- Application
RIGOR
********Dual Intensity********
• Understand fraction as a number
• Represent and interpret data
• Introduce probability after understanding fractions
• Develop understanding of ratio then slope
Focus Coherence
Progressionshttp://ime.math.arizona.edu/progressions/
Number and Operations - Fractions
Grade 3Fraction as number
Grade 4Fraction equivalence
Grade 5Equivalent fractions as a
strategy for adding and subtracting
Progressionshttp://ime.math.arizona.edu/progressions/
Expressionsand
Equations
Grade 6Arithmetic to algebraic
expressionsGrade 7
Generate Equivalent algebraic expressionsGrade 8
Understand connections between proportional
relationships, lines, linear equations
Conceptual Understanding– Fluency -- Application
RIGOR
Dual Intensity Balance
Teachers teach more than “how to get the answer” and instead support students’ ability to
access concepts from a number of perspectives
so that students are able to see math as more than a set of mnemonics or discrete procedures. Students
demonstrate deep conceptual understanding of core math concepts
by applying them to
new situations as well as writing and speaking about their understanding.
Grade
Domain
Cluster
Practices
http://www.parcconline.org/sites/parcc/files/PARCC_SampleItems_Mathematics_G5PencilBox_082713_Final.pdfScreen clipping taken: 10/2/2013, 10:40 AM
Judy buys 40 apples at 35 cents each. She eats 2 apples and sells the rest for 45 cents each. How much money does she make?
Judy buys some apples at 35 cents each. She eats 2 apples and sells the rest for 45 cents each. She makes $4.40 profit. How many apples did she buy?
Look to ---Illustrative Math
Bill McCallum, co-writer of the CCSS
Achieve the CoreJason Zimby, co-writer of the CCSS
Partnership for Readiness for College and Career (PARCC)