ccss and implication for instruction october 10 3pm es & ms
TRANSCRIPT
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Common Core State StandardsImplications for Mathematics Instruction
Dale W. Vigil, Ed.D.Local District 4 Superintendent
October 12, 2011
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Why Common Core State
Standards?
o Internationally Competitiveo Continuity Across Stateso
New Emphasis on Math Reasoning
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Table Conversation
o What do you know about the CommonCore State Standards for Mathematics?
o What math instructional practices at yourschool would you like to see continued,refined or eliminated?
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Objectives
o Gain a deeper knowledge of thestructure and content of the CommonCore State Standards for Mathematics
o Connect the CCSS to our LD4 goals
o Reflect on the implications ofinstructional practice
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Click to edit Master subtitle style
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CommonCoreState
Standards forMath
Standards forMathematical
Practice
MathematicalContent
Standards
+ =
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Organization Overview
The CCSS for Mathematics are comprised of twocorresponding and connected sets of standards:
Standards for Mathematical Practiceq A set of 8 standards that describe the ways in
which the mathematics content standardsshould be approached
q Recurring through the grades
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Organization Overview
The CCSS for Mathematics are comprised of twocorresponding and connected sets of standards:
Standards for Mathematical Contentq These standards define what students should
understand and be able to do in their study ofmathematics
q Different at each grade level
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Tab the following:
o LAUSD introduction I-VI (LAUSD Website)o Introduction P.2o
Standards for Math Practice P.5o Grade level:K P.7 4th P.208th P.40
1st P.11 5th P.25HS P.542nd P.15 6th P.30Glossary P. 87
3rd P.15 7th P.36Tables 1-5 P.90-92
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Organization Overview
Page 5
Standards for Mathematical Practice
Kindergarten through High School
______Standard title
[ ]Narrative description99
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Organization Overview
Standards for Mathematical Content
Kindergarten through Grade 8
5th Grade Example:o Introduction P.25-26
o Domain P.27
o Clusters/Cluster Heading P.27
o
Standards P.27 1010
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Format of K-8 Standards
Grade 5
Operations and Algebraic Thinking 5. OAWrite and interpret numerical expressions.1. Use parenthesis, brackets, or braces in numerical
expressions, and evaluate expressions with these symbols.2. Write simple expressions that record calculations withnumbers, and interpret numerical expressions withoutevaluating them. For example, express the calculation add 8and 7, then multiply by 2 as 2 x (8+7). Recognize that 3 x(198932 +932) is three times as large as 18932+921,without having to calculate the indicated sum or product.2.1 Express a whole number in the range 2-50 as aproduct of its prime factors. For example, find theprime factors of 24 and express 24 as 2x2x2x3.
Analyze patterns and relationships.3. Generate two numerical patterns using two given rules.
Identify apparent relationships between corresponding terms.Form ordered pairs
Domain
Cluster
Standard
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Organization Overview
Standards for Mathematical Content
Kindergarten through Grade 8
o
Introduction (P.25-26; 5th Grade Sample)Provides important contextual information and callsout and describes critical areas of focus.
Note: Math Practice Standards are also on theintroduction page for each grade level.
o DomainLarge groups of related standards; connects topics
and content between and among grade levels.
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Organization Overview
Standards for Mathematical ContentKindergarten through Grade 8
o Clusters/Cluster Heading
Smaller set of related standards within the domain;identifies the primary idea.
o Standards
Describes what students should know and be ableto do for that cluster heading, domain and grade level.
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CCSS Domain Progression
K 1 2 3 4 5 6 7 8 HS
Counting &Cardinality
Number and Operations in Base TenRatios and Proportional
Relationships Number &QuantityNumber and Operations
FractionsThe Number System
Operations and Algebraic Thinking
Expressions and Equations Algebra
Functions Functions
Geometry Geometry
Measurement and Data Statistics and ProbabilityStatistics &
Probability
CA
Algebra
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Standards for Mathematical
Practice P. 5
o Similar to Mathematical Reasoning Standards
o Front of document and beginning of each grade level
o Describe Habits of Mind of a mathematically expert studentacross all grade levels
o Foster 21st Century Skills
o Consistent with Local District 4 goals with an emphasis onreasoning and student voice
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Why are 21st Century Skills and
Habits of Mind Important?
o Work in pairso One person be the expert in 21st
Century Skillso The other be the expert in Habits of
Mindo After reading, share your insights and
then discuss similarities to LD4 goalso Share out
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Diving Deeper into 8 Standards for
Math Practice
o Divide into 2 groups at your table
o
Each group becomes expert at one ofthese two Standards for Math Practice(Standard 1 or Standard 3)
o Discuss and clarify the meaning of thestandards
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Implications for Practice -
Making Conjectures1. What does this look like? 2. What does this sound like?
3. What will EL and SEL students
need in order to do this?
4. What will teachers need in order
to do this?
5. Implications for assessments? 6. Implications for grading?
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Contextualizing the Eight Standards
for Math Practice - EDCs Proposal
o Read authors proposal
o Revisit your conjecture poster. Anyrevisions or additions?
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Reflection
o What insights did you gain about theMath CCSS?
o
What are the implications for mathinstructional practice?o Reflect on your opening conversation
during the Table Talk. Any revisions for
math practices youd want to seecontinued, refined or eliminated atyour school?
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Our two cents - Implication for
practice
o Working and solving challenging non-routineproblems;
o Explaining methods and justifying conclusions;o Predicting and conjecturing about:
n Unknown numbersn Measurementsn Quantitative relationsn Behavior of functionsn How well a model fits reality
o Looking for patterns and structure in places likediagrams, equations, number systems, proofs,problems, tables, graphs, and real-world objects.
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