Transitioning to CaliforniaCommon Core State Standards

Secondary Math Training

Presented by: Elk Grove Unified School District

7-12 Common Core WorkshopPart 1: Intro to standards: Why new standards, what is the structure of the standards?

Part 2: Assessment: What might assessment look like under Smarter Balance and how might we start preparing for 2015?

Part 3: What are the shifts/implications for instruction?

Part 4: What does CCSS instruction/classroom look like?

STATE STANDARDS

45 States, DC, & the

Virgin Islands

have adopted

the CCSS

3

Aug 2010

Transitioning to the Common core…Is not a light switch that you can just turn on.

It’s more like a dimmer switch.

Norms• Be an active learner.• Avoid sidebar conversations during

explanations.• Set your phone to silent; please do not text

unless you have an emergency.• Collaborate with colleagues.• Support an environment that encourages risk

taking.

Outcomes for Session 1:1. Understand why there was a need for new math

standards2. Understand the structure of the 7-12 content

standards for mathematics (CCSS-M) 3. Know the 8 mathematical practices and where to

find support for their implementation

Why new standards?http://www.youtube.com/watch?v=9IGD9oLofks

(Hunt Institute Video: Intro to Common Core)

http://www.youtube.com/watch?v=JOdvdPnFXTQ

On your teacher response form write down 3 things you know about the CCSS. Now write down 3 questions you have about the implementation of the CCSS.

If You Have Additional Questions?

A+ Countries United States

Here are 2 charts that compare when topics are taught in the curriculum

9

A+ Countries United States

Mastery Learning

Spirals

Here are 2 charts that compare when topics are taught in the curriculum

Common Fractions taught in 3rd – 6th grades Common Fractions taught in 1st – forever!

10

A+ Countries United States

Here are 2 charts that compare when topics are taught in the curriculum

11

200 x 300 =

When your students look at these problems what procedural fluencies and conceptual understandings do you expect your students bring to these problems?

03.002.0 3.25

What kinds of questions might you ask your students to build their number sense and conceptual understanding?

• http://www.youtube.com/watch?v=ZFUAV00bTwA

Procedural Fluency Conceptual Understanding

Application/Modeling

A balanced approachCommon core authors: Bill McCallum and Jason Zimba

How can we balance conceptual understanding with procedural fluency?

178245

Using the number line to “add on”245 – 178=

178 245180

67

+2+20

200

+45

How far is it from 178 to 245 on the number line?

499 + 16

87

How can we balance conceptual understanding with procedural fluency?

500

87 499 + 1

87412 + 1

515

87

413 428

412 + 16

California Common Core Standards Documents

Available at http://www.cde.ca.gov/ci/cc/

Including California’s additions

Content Standards Standards for Mathematical Practice

There are 2 kinds of math standards

Tell us what students should learn and understand in the math classroom.

Set expectations for student behaviors/skills. These are things your students should do to successfully interact with the math content.

These standards are not meant to be taught in isolation. You cannot teach content without teaching the mathematical practices and you cannot teach the mathematical practices without content.

Content Standards Mathematical Practices

The content standards are interwoven with standards for

mathematical practices

Content Standards Standards for Mathematical Practice

Implications for guiding our instruction.

What are the implications for guiding our instruction?

We will look at this in session three of our training.

• Phil Daro video

http://serpmedia.org/daro-talks/

Let’s open up the content standards

Available at http://www.cde.ca.gov/ci/cc/

Including California’s additions

24

Organization of the CCSSM content standards

Middle School High SchoolGrade Level 6,7 & 8 Conceptual CategoriesDomains DomainsClusters ClustersStandards Standards

Bill McCulum Video: http://www.youtube.com/watch?v=83Ieur9qy5k&feature=BFa&list=UL83Ieur9qy5k

Why is coherence important?

What is something you agree with?

What is something you want to know more about?

Teacher talk: Discuss these three questions with your partner.

K-8 Domains/H.S. Conceptual Categories Mathematics Domains Grades K - 12

K

1

2

3

4

5

6

7

8

HS

Counting

& Cardinality

Ratios & Proportional

Relationships

Functions

Functions

Operations and Algebraic Thinking

Expressions and Equations

Algebra

Number and Operations in Base Ten

The

Number System

Number

&

Quantity

Number and Operations

Fractions

Measurement & Data

Statistics & Probability

Statistics

& Probability

Geometry

Geometry

27

CCSSM High SchoolThere are 5 conceptual categories

• Number and Quantity (N)• Algebra (A)• Functions (F)• Modeling (*)• Geometry (G)• Statistics and Probability (S)

*The big ideas that connect mathematics across high school mathematics (algebra1 through algebra 2)

DOMAIN

DOMAIN

DOMAIN

DOMAINCluster Headings

Cluster Headings

Cluster Headings

Cluster Headings

Conceptual Category

(see page 75)

29

Domain

Cluster Headings

Standards

Algebra Conceptual Category(see page 77)

Middle School Grade Level

DOMAIN

Cluster Headings

(see page 48)

Standards

Now let’s open the standards for mathematical practices (Page 69)

Available at http://www.cde.ca.gov/ci/cc/

Mathematical

Practices

The California Framework: A helpful document!

http://www.cde.ca.gov/be/cc/cd/draftmathfwchapters.asp

33

Standards for Mathematical Practice1. 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.

36

Standards for Mathematical PracticeTurn to page 69 in your standards packet.•NCTM Process Standards•National Research Council Report With your table partners:Read and summarize your assigned SMP, make a poster with the key ideas and what would students do to demonstrate this practice?(15 minutes)

Complete a poster and be prepared to present to the group.

Mathematical Practice:

Key Ideas What would students do to demonstrate this practice?

Setting the Stage for Our Leap into CCSS

CCSS implementation for 2013-14 will focus on the standards of mathematical practices and the implications for classroom instruction.