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Common Core and GSD Elementary Math

Common Core and GSD Elementary Math. History of Common Core . Common Core State Standards Initiative (CCSSI) is a state-led effort coordinated by the National Governors Association Center for Best Practices (NGA Center) and the Council of Chief State School Officers (CCSSO).

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Common Core and GSD Elementary Math

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  1. Common Core and GSD Elementary Math

  2. History of Common Core • Common Core State Standards Initiative (CCSSI) is a state-led effort coordinated by the National Governors Association Center for Best Practices (NGA Center) and the Council of Chief State School Officers (CCSSO). • The standards were developed in collaboration with teachers, school administrators, and experts to provide a clear and consistent framework to prepare our children for college and the workforce. • Utah adopted the Common Core August 8, 2010. • CCSS has been adopted by 45 states, 1 territory (U.S. Virgin Islands), and the District of Columbia as of April 2012.

  3. CCSS Purpose • Fewer, higher, and clearer academic standards. • Aligned with college and work expectations. • Based on current educational research and evidence. • Benchmarked to high-performing countries and states. • Rigorous standards emphasizing skill and application of content.

  4. The Standards are… • State-led and developed. • Voluntary; adoption of the standards is not mandated. • Developed with input from teachers, administrators, content experts, state education leaders, and the general public. • An opportunity for states to collaborate, innovate, and reach economies of scale. • Intended to have equal expectations of all students.

  5. The Standards are not… • A federal initiative. • Tied to annual yearly progress (AYP). • Designed to tell teachers how to teach. • A national curriculum for schools. • A way for states with current high standards to lower expectations of the students.

  6. The Jobs/Education Center • In 1973, 7/10 US jobs held by those with only H.S. education. • By 2007, 4/10 jobs for only high-school credentials. • Half the new jobs in the next decade will call for associate's degrees or vocational or technical training, including “middle skills” jobs such as construction manager or dental hygienist. • Many of these jobs pay more than jobs for high school grads. (Some pay more than jobs for 4-year college grads.) • 6/10 Americans don't complete associate's or bachelor's degrees • By their mid-20s, 1/10 earns an occupational certificate. Conclusion: we need sound K-12 educational options for non-college-bound students. Source: Pathways to Prosperity, Harvard Grad. School of Educ., Feb. 2011 A keynote talk by Cathy Seeley, Charles A. Dana Center (cseeley@austin.utexas.edu), November 4, 2011

  7. Premise: What students need for their future is as much about how they think as it is about what they know, and helping students succeed is as much about how we teach as about what we teach. Cathy Seeley, October 2011

  8. Standards for Mathematical Practice • Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 3. 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.

  9. Categorizing the Mathematical Practices Math Sense-Making: Making sense and using appropriate precision. 1 Make sense of problems and persevere in solving them. 6 Attend to precision. Math Structure: Seeing structure and generalizing. 7 Look for and make use of structure. 8 Look for and express regularity in repeated reasoning. Math Drawings: Modeling and using tools. 4 Model with mathematics. 5 Use appropriate tools strategically. Math Talk: Reasoning and explaining. 2 Reason abstractly and quantitatively. 3 Construct viable arguments and critique the reasoning of others.

  10. Domains in the Common Core

  11. How To Read the Standards for Mathematical Content

  12. Unpacking the Common Core using CPR • C – Conceptual Understanding (What students will be expected to KNOW. These are the ideas that student should be developing as they work through the Common Core.) • P – Prodedural Understanding What students will be expected to DO. These are the procedures and skills that enable students to access the ideas of mathematics. • R – Representational Understanding How students will SHOW what they know and can do. These are the drawings, models, and ways that students make their thinking visible.

  13. Instructional Support Materials • Maps • Vocabulary Cards • Practice Standards Posters • Learning Progression Documents • USOE Curriculum Guides • Literature Lists • Parent Guides • Assessments (New Schedules)

  14. Assessment Schedule

  15. PR With Community • USOE Common Core Brochure - http://www.schools.utah.gov/core/DOCS/Common-Core-Brochure.aspx • Website – www.corestandards.org • Parent Guides – GSD Elementary Math Website

  16. Granite School District Striving toward greater focus and coherence through Common Core Content Standards and Practice Standards

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