The Common Core State Standards for MathematicsTransitioning to the Common Core

K-8 Content Standards

K-8 Grade Level Overview

Format of K-8 Standards

Format of K-8 Standards

Domains

DomainK12345Counting and Cardinality (CC)

Operations and Algebraic Thinking (OA)Number and Operations in Base Ten (NBT)Measurement and Data (MD)

Geometry (G)

Numbers and Operations- Fractions (NF)

Domains

Domain678Ratios and Proportional Relationships (RP)

The Number System (NS)Expressions and Equations (EE)Geometry (G)

Statistics and Probability (SP)

Functions (F)

High School Conceptual CategoriesThe big ideas that connect mathematics across high school such as Functions or Probability and StatisticsA progression of increasing complexityDescription of mathematical content to be learned elaborated through domains, clusters, and standards

Number and Quantity Algebra Functions Geometry Statistics and Probability ModelingHigh School Conceptual Categories

PathwaysFour model pathways:Traditional Pathway (Algebra 1, Geometry, Algebra 2)Integrated PathwayCompacted Traditional Pathway*Compacted Integrated Pathway*

*7th, 8th, and Algebra 1 standards covered in 2 years

See CCSSM APPENDIX A for course descriptions for both pathways.

8 CCSS Mathematical PracticesMake sense of 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.

SMARTER Balanced Assessment Consortium System Highlights

Assessment DesignThe Consortium will provide the following by the 2014-15 school year:3. Formative tools and resources4. Responsible flexibility5. Distributed summative assessmentContent clusters throughout a courseMost appropriate time for each studentScores rolled upSmarter Balanced Assessment Consortium

Link to Practice StandardsFour Claims Used in Draft 2 Test SpecificationsClaim 1 40% of assessmentClaim 2 20% of assessmentClaim 3 20% of assessmentClaim 4 20% of assessment

SHIFT #1: Focus Similar to the Oregon standards in Mathematics, the intent of the CCSSM is to narrowly and deeply focus the time and energy spent in the math classroom. The CCSSM emphasizes concepts prioritized in the standards so that students reach strong foundational knowledge and deep conceptual understanding and are able to transfer mathematical skills and understanding across concepts and grades.

The Three-Legged StoolIn order to focus on content, you must teach to address all three legs of mathematical learning:Conceptual UnderstandingComputational FluencyProblem-Solving

Draft Emphases (Sample Grade 6)

Ratios and Proportional Relationships[m] Understand ratio concepts and use ratio reasoning to solve problems.

The Number System[m] Apply and extend previous understandings of multiplication and division to divide fractions by fractions.[a] Compute fluently with multi-digit numbers and find common factors and multiples.[m] Apply and extend previous understandings of numbers to the system of rational numbers.

Expressions and Equations[m] Apply and extend previous understandings of arithmetic to algebraic expressions.[m] Reason about and solve one-variable equations and inequalities.[m] Represent and analyze quantitative relationships between dependent and independent variables

Geometry[s] Solve real-world and mathematical problems involving area, surface area, and volume.

Statistics and Probability[a] Develop understanding of statistical variability.[a] Summarize and describe distributions.

Activity: Focus (find a partner or small group at your grade level)Grades K-2Read through the Critical Areas page of your standardsDiscuss with a partner how you could better address all three legs of the mathematics stool in these areasGrades 3-HSPick up the appropriate Emphases page from the frontLook at the m clusters and discuss how you could better address all three legs of the mathematics stool in these areas

Deep conceptual understanding of core content at each grade is critical for student success in subsequent years. Each standard is not a new event, but an extension of previous learning. For example, fractions and multiplication build across grade levels and students can scaffold new understanding onto foundations built in previous years.

SHIFT #2: Coherence

Activity: Coherence(with same partner or small group at your grade level)Grades K-2Look at the standards not in your critical areas (may fall in the same domain but be listed at the end)How are these connecting to your grade level while introducing or reinforcing other grade level skills?Grades 3-8Look at the s and a clusters. How are these connecting to your grade level while introducing or reinforcing other grade level skills?

Activity: Coherence (Cont)(with same partner or small group at your grade level)High SchoolOnly your major emphases are listed on the Emphases handout. Coherence may come from connecting and reinforcing previous grade level standards. How do the additional and supporting (non-major) standards fit into your program(s)?

Shift #4: Modeling Modeling links classroom mathematics and statistics to everyday life, work, and decision-makingChoose and use appropriate mathematics to analyze situationsBetter understanding real-world scenarios involving math

Teachers at all grade levels should identify opportunities for students to apply math concepts in real world situations.

Activity: Modeling

1. Locate your goldenrod stations activity template.

2. Visit between 4-6 stations.Pink Cards = Elementary ContentBlue Cards = Middle/High School Content

While visiting stations, have others sign off on the correctness of your answer. Nobody can sign your paper more than twice.

4. When finished, return to your seat and answer the two questions at the bottom of the page.

Performance TaskChoose a new partner or small group:Elementary or SecondaryPick up the appropriate performance task up front. Options: Elementary (4th Grade) or High School

Understand purpose and placement of task in classroom instruction and assessment.

Read/Attempt the task.

Discuss implications for classroom instruction.

Contact InformationShannon McCaw, SMc Curriculumwww.SMcCurriculum.commccaws@smccurriculum.com503-550-4298

*However, the format is different for grades K-8 and for 9-12. For K-8, the CCSSM uses grade levels, then domains which are split into domains, etc. These will be defined in the following slides. The 9-12 CCSSM does not use grade levels, rather they use grade bands, but instead has broad conceptual categories that are then split in a manner similar to the earlier grade levels.*All K-8 have critical areas areas that should be emphasized and require more time at the given grade level. This aligns exactly with CFP*The letters 1.0A separate domains*Here are the Domains from Kindergarten through 5th grade.There are 4-5 Domains in each grade K - 8*Continued are the domains from 6th , 7th, and 8th grades*Those domains are:Number and QuantityAlebraFuncions ModelingGeometryStatistics and Probability*The traditional pathway follows the Algebra 1, Geometry, Algebra 2 model where the Integrated pathway has students learning algebra and geometry all together.*