common core math overview. ccss-m for mathematical practice (the how to) 1. make sense of problems...
TRANSCRIPT
4251 3
0011 0010 1010 1101 0001 0100 1011
COMMON CORE
MATH
OVERVIEW
4251 3
0011 0010 1010 1101 0001 0100 1011
CCSS-M for Mathematical Practice (The How To)
• 1. 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
All CPS schools will implement the mathematical practices in 2012-2013.
4251 3
0011 0010 1010 1101 0001 0100 1011
Instructional Shifts in Mathematics
• FOCUS on critical areas to develop deep conceptual understanding and procedural fluency
• INTEGRATE the mathematical practice standards throughout instruction
• MAINTAIN COHERENCE and continuity to link learning within and across grades
4251 3
0011 0010 1010 1101 0001 0100 1011
Math Focus
• Focus on key topics at each grade level.• Coherent progressions across grade levels.• Balance of concepts and skills• Foster reasoning and sense-making in
mathematics.• College and career readiness
4251 3
0011 0010 1010 1101 0001 0100 1011
Partnership for Assessment of Readiness for College and Careers (PARCC)
• Spearheads change to the Common CORE PARCC Goals
• Create high quality assessments• Build a pathway to college and career
readiness for all students• Develop 21st century, technology-based
assessments• Advance accountability at all levels
4251 3
0011 0010 1010 1101 0001 0100 1011
New Assessment Design
• No ISAT or PSAE after 2013-2014.• May be pilot items in ISAT in 2012-2014.• NCLB has not been reauthorized nor made any
adjustments for the Common CORE Standards. Many states are refusing to continue with NCLB.
• A waiver is available to states who meet the criteria to be released. Some states have opted out.
4251 3
0011 0010 1010 1101 0001 0100 1011
Graphic Depiction of the AssessmentSystem
The PARCC assessment system will:• Better reflect the sophisticated knowledge and skills found
in the English and math Common Core State Standards• Include a mix of item types (e.g., short answer, richer
multiple choice, longer open response, performance-based)• Make significant use of technology• Include testing at key points throughout the year to give
teachers, parents and students better information about whether students are on track or need additional support in particular areas
4251 3
0011 0010 1010 1101 0001 0100 1011
How does this affect teaching and learning?
4251 3
0011 0010 1010 1101 0001 0100 1011
Standards
• Beginning with 2012-13 all lesson planning will focus on the CCSS for math
• Explicitly teach 8 mathematical practices• Unit plans will be designed for quarters 2,3
& 4.
4251 3
0011 0010 1010 1101 0001 0100 1011
Unit Planning
• Standards• Identify what students need to know and do• Performance Task assessment and scoring
tool• Unit activities • Resources
4251 3
0011 0010 1010 1101 0001 0100 1011
Content standards define what students should understand and be able to do
Clusters are groups of related standardsDomains are larger groups that progress across
grades
Design and Organization
4251 3
0011 0010 1010 1101 0001 0100 1011
Assessments
• Use all classroom assessments just as you have used in the past
• MARS – Mathematics Assessment Resource Service (unit assessment used in the classroom)
• NWEA – Northwest Evaluation Association (District-wide assessment) replaces Scantron testing
• PARCC – The Partnership for the Assessment of Readiness for College and Careers replaces ISAT
4251 3
0011 0010 1010 1101 0001 0100 1011
Mathematical Content
Quizzes – tests – homework – class participation – and whatever else you used to use…….. You still use.
However MARS, NWEA, and PARCC are now the new norm to include in your bag of goodies
4251 3
0011 0010 1010 1101 0001 0100 1011
Common Core
• Content Standards• Major Ideas• Target• Differences at each grade level
4251 3
0011 0010 1010 1101 0001 0100 1011
Content StandardsK 1 2 3 4 5 6 7 8
Counting and Cardinality
Numbers and Operations in Base Ten The Number System
FractionsRatios and
Proportional Reasoning
Operations and Algebraic Thinking Expressions and Equations
Functions
Measurement and Data Statistics and Probability
Geometry
4251 3
0011 0010 1010 1101 0001 0100 1011
Major Ideas of the Common Core for Math
• Fewer, higher, and more focused • Benchmarked internationally• Both content and skills are equally important• Much more specific than the old Illinois standards• Emphasis on numbers, early on, learning
trajectories developed through the grades• Highly visual and connected with multiple
representations of functions:graphs/verbal/symbolic/numeric
4251 3
0011 0010 1010 1101 0001 0100 1011
Target of the Math standards is college and career readiness for all students
– Focus in early grades on number and numeration and the relationship to operations to build a solid foundation in math
– Develop geometric concepts– Mathematical practices across learning K-12
4251 3
0011 0010 1010 1101 0001 0100 1011
Target of the Math standards is college and career readiness for all students
– Establish key concepts leading to basic algebraic readiness by eighth grade
– High school math focus on using math and solving messy problems, similar to what students would see in the real world
– Problem-solving and communication emphasized
4251 3
0011 0010 1010 1101 0001 0100 1011
What is different K-2?
• Calendar• Patterns• Capacity• Mass/Weight• Temperature• Symmetry• Perimeter• Probability• Less focus on fractions (only with shapes)
4251 3
0011 0010 1010 1101 0001 0100 1011
What is different for grades 3-5?
• Probability• Transformations• 3rd grade does not deal with symmetry, temperature,
volume, or x with 2-digit numbers.• 4th grade does not deal with decimal operations or formal
algebraic equations/expressions, temperature, time, congruence, similarity, or solid geometric figures.
• 5th grade does not deal with ÷ of mixed numbers, angle measurement, congruence, similarity, or surface area.
4251 3
0011 0010 1010 1101 0001 0100 1011
Fractions, Grades 3–6
– Grade 3: Develop an understanding of fractions as numbers.
– Grade 4: Extend understanding of fraction equivalence and ordering.
– Grade 4: Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers.
– Grade 4: Understand decimal notation for fractions, and compare decimal fractions.
4251 3
0011 0010 1010 1101 0001 0100 1011
Fractions, Grades 3–6
– Grade 5: Use equivalent fractions as a strategy to add and subtract fractions.
– Grade 5: Apply and extend previous understandings of multiplication and division to multiply and divide fractions.
– Grade 6: Apply and extend previous understandings of multiplication and division to divide fractions by fractions.
4251 3
0011 0010 1010 1101 0001 0100 1011
What is different in 6-8?
• Less focus on operations with whole numbers and decimals and more focus on problem solving and reasoning
• Application of fraction understanding to solve problems.
• Functions, expressions, graphing, ALGEBRA Ready by 8th grade
• Statistics and probability
4251 3
0011 0010 1010 1101 0001 0100 1011
Statistics and Probability, Grade 6
– Develop understanding of statistical variability– Recognize a statistical question as one that anticipates
variability in the data related to the question and accounts for it in the answers.
– Understand that a set of data collected to answer a statistical question has a distribution which can be described by its center, spread, and overall shape.
– Recognize that a measure of center for a numerical data set summarizes all of its values with a single number, while a measure of variation describes how its values vary with a single number.
4251 3
0011 0010 1010 1101 0001 0100 1011
Algebra, Grade 8
– Graded ramp up to Algebra in Grade 8– Properties of operations, similarity, ratio and proportional
relationships, rational number system.– Focus on linear equations and functions in Grade 8– Expressions and Equations– Work with radicals and integer exponents.– Understand the connections between proportional relationships,
lines, and linear equations.– Analyze and solve linear equations and pairs of simultaneous
linear equations.– Functions– Define, evaluate, and compare functions.– Use functions to model relationships between quantities.
4251 3
0011 0010 1010 1101 0001 0100 1011
Where do we go from here?
• Each grade level reviewing the current Common Core Standards
• Form a Committee to develop a plan of attack
• Follow District and Network guidelines
• Questions
4251 3
0011 0010 1010 1101 0001 0100 1011
Resources
• http://comcoreresource.wikispaces.com/Math+Resources– Links to CPS, CCSS, PARCC materials and
more
4251 3
0011 0010 1010 1101 0001 0100 1011
Topics to Google
• Mars tasks• Noyce Foundation• Description of Mars Tasks• K-5 Math Teaching resources• Illustrative Mathematics• Rogie in the land of Polygons• Cast.org
4251 3
0011 0010 1010 1101 0001 0100 1011
Special Thanks
• Midway Network ILS Antoinette Mayo• Lee Elementary Teacher Carl Stalla• Midway Teachers who participated in the
summer institute