Common Core Mathematics
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Learning Norms
• Restrooms• Parking Lot
• evaluation connections
• General comments
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Today’s Learning Goals
1. Identify and interpret the 8 Mathematical Practices of Common Core.2. Organize and differentiate “blended” standards3. Develop a Learning Progression Scale
4. Identify tools and resources developed to support the implementation of CCSS.
Success Criteria
1. Develop a learning goal using resources that
support CCSS.
2. Apply the model of a Learning Progression
Scale with math practices in mind.
IntroductionsNameSchoolTitleSubjects TaughtYears in Education
Why is math important?
Warning: Much of the action depicted and/or described on this site is potentially dangerous. Virtually all of the participates seen in the photos are experienced professionals. Do not attempt to duplicate.
Use appropriate tools strategically5
Attend to precision6
Look for and make sense of structure7Look for and express regularity in repeated reasoning
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8 Standards for Mathematical Practice
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Make sense of problems and persevere in solving them
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Reason abstractly and quantitatively2Construct viable arguments and critique the reasoning of others
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Model with mathematics4
3b, 3c
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Review – Relate - Reflect
Review the 8 Mathematical Practices
Reflect one new idea
Relate how to use a MP in your classroom
High School
Conceptual Category
Domain
Cluster
Standards
Common Core Format
Florida’s Numbering ofthe Common Core State Standards
MACC.912.A.CED.1.4Math Common Core Grade Conceptual Category Domain Cluster Standard
Grade 9-12Conceptual Category
Algebra
Domain Creating EquationsCluster Create equations that describe numbers or
relationshipsStandard Rearrange formulas to highlight a quantity of
interest, using the same reasoning as in solving equations.
Compare National to State Notation
National: CCSS.Math.Content.HSA-SSE.B.3 Florida: MACC.912.A-SSE.2.3
as our guide!
Using the Course Description….
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Questions to Ponder
How do you know when a student can use, explain and apply a standard?
What are different stages of
mastering a standard?
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Model for Instructional Planning
Chunking
• Identify the standards of focus from course description to support learning goal and differentiate levels of understanding.
Learning Goals
• Create the learning goals/targets based upon the critical areas of focus or big ideas along with the integrated standards from the course description.
Learning Progressio
n
• Develop scales or rubrics to describe the steps students will take to attain each learning goal as well as what success looks like at each step.
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Model from Algebra 1
• Review and Analyze Unit
• Write Learning Goal
• Identify standards to support Learning Goal
1c, 1e
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Review and Analyze UnitUnit 1- Relationships Between Quantities and Reasoning with Equations: By the end of eighth grade students have learned to solve linear equations in one variable and have applied graphical and algebraic methods to analyze and solve systems of linear equations in two variables. This unit builds on these earlier experiences by asking students to analyze and explain the process of solving an equation. Students develop fluency writing, interpreting, and translating between various forms of linear equations and inequalities, and using them to solve problems. They master the solution of linear equations and apply related solution techniques and the laws of exponents to the creation and solution of simple exponential equations. All of this work is grounded on understanding quantities and on relationships between them.
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Write Learning GoalLearning Goal: Students analyze and explain the process of solving an equation. They master the solution of linear equations and apply related solution techniques. Essential Question ideas:
• In what ways can the problem be solved, and why should one method be chosen over another?
• How can algebra describe the relationship between sets of numbers?
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Standards for Learning GoalMACC.912.A.REI.1.1 MACC.912.A.REI.2.3 MACC.912.A.CED.1.4
MP #1 #3
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Review – Relate - Reflect
Review Learning Goal Development
Reflect on a new idea
Relate how to use Learning Goals in your classroom
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LEARNING PROGRESSION
1. Identify mastery
2.Differentiate levels of understanding
3. Create example problems
1a, 1b, 1c, 1e, 3d
Sample Step 3 (Target)
Sample Step 0
Sample Step 1
Sample Step 2
Sample Step 4
John Hattie’s High Yield Strategies
3d
Formative Assessmen
ts =0.90
Self Assessmen
tsd = 0.64
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Review – Relate - Reflect
Review Learning Progression Development
Reflect on a new idea
Relate how to use Learning Progressions in your classroom
Common Core Mathematics
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