Putting the Common core math standards into action

1. Tamara Smith Katy Absten April 11, 2012 Putting the Common core math standards into action

2. CCSS-M…… the series A process for deep study of CCSS-M domains • April 11 • April 16 • Overview of the CCSS and Mathematical Practices • Step 1… Decoding the language • Step 2… Deepening your understanding • Step 3… Making the connection

3. Todays Objectives • Review the structure and shifts of the CCSS math • Understand the language of the grade specific CCSS domain at a deeper level • Analyze content and process standards • Share a process that can be replicated to review any CCSS domain • Today’s necessary modifications

4. What are the Common Core State Standards? Define knowledge and skills students should have within K-12 education so that they will graduate high school able to succeed in careers and college. • Align with college and work expectations; • Are clear, understandable, consistent; • Include rigorous content and application of knowledge; • Build on strengths and lessons of current state standards; and • Prepare all students for success in global economy and society.

5. What is CCSS Not? Does not dictate curriculum or teaching method Does not dictate the order or sequence within a grade level Does not define intervention methods or materials

6. Where did they come From? • State-led Effort coordinated by • National Governors' Association (NGA) • Council of Chief State School Officers (CCSSO) • A national set of standards but not a federal government product or directive • Written by a consortium of content experts, teachers, and administrators • Why now and not before? • Race To the Top educational reform being funded by the U.S. Department of Education

7. Why Common Core State Standards for Washington? C: Clarity. The standards are focused on what’s most important. They are coherent and clear. C: Collaboration. States can pool resources and expertise to implement the standards. S: Student success. The standards are benchmarked to high national and international standards. Students will develop the knowledge and skills they need to be successful. S: Same. Expectations are the same for students across most states, so they don’t lose ground when they move from one state to another.

8. Goals of Common Core Educators, students, and parents have a shared understanding of a set of clear educational standards and what is expected of students Consistent academic framework for preparing students for success in college and work

9. WA AdoptedJuly 20, 2011

10. What Did we Get? • Two sets of standards K-12 • English – Language Arts & Literacy includes integrated reading and writing standards for History/Social Studies, Science, and Technical Subjects • Mathematics • Created by nationally recognized experts in each field • An evolution of our current standards – not a replacement

11. What does This mean? • Economy of scale for “stuff” • Assessments • Materials • Resources • Extensions • Enrichments • Software • Etc. • Focus is on narrowing the amount taught – and deepening those concepts • Provide time to work to mastery

12. Good News But… Shift Happens Common Core Math Standards are very closely aligned to the Washington State Math Standards (2008)

13. Major Shifts within Mathematics CCSS Focus Fewer big ideas --- learn more Learning of concepts is emphasized Coherence Articulated progressions of topics and performances that are developmental and connected to other progressions Application Being able to apply concepts and skills to new situations

14. Structural Comparison: WA Standards versus CCSS Mathematics

15. Domains, not strands

16. What does This mean?

18. Structure of the CCSS

19. Standards for Mathematical practices • What we used to call the “process” standards • In the CCSS, they are located in the front of the standards, not the back • Again on every grade level overview • Embedded in content

20. Standards for Mathematical practices Describe varieties of expertise that mathematics educators at all levels should seek to develop in their students. Rest on important processes and proficiencies with longstanding importance in mathematics education.

21. Standards for Mathematical Practice Graphic

22. Timeline for adoption/assessment

23. This Year’s Suggestions

24. Assessment http://www.wera-web.org/pages/activities/WERA_Winter11/4.4%20SMARTER%20Balance.pdf

25. Why

26. Who

29. How

30. Promised

35. Step 1… Decoding the language

36. Let’s do some math… • Individually work the problem… • Illustrative math project… http://illustrativemathematics.org/standards/k8

37. Solving the task How did you solve it? Share with partners Whole group discussion…

38. Mathematical Practices What math practice did you use? Share with partners Whole group discussion…

39. CCSS Grade Overview • Grade level overview… Read • What do you notice? • Share with partners

40. Focusing on the Domain Individual… Read and Highlight As you read, what language might someone (parent or colleague) have trouble understanding? Highlight those areas Small group… Discuss areas of concern

41. Creating Personal Connections • On the provided sheet… • Personal description or definition • Example or non-example • Small group posters…….. • Descriptions, definitions, examples….illuminate! • ready for Gallery Walk at • Finished?… • Continue process with another grade level domain

42. Lunch!

43. Gallery Walk Mixed groups: Go around and review posters together. • Comment on post-it notes about the new language and examples represented. • Add ideas and new examples Individual: Return to seat andMake revisions/edits for personal notes

44. Digging Deeper…. Math Task • Do task….individual think time then small group • Find related standards in your grade or grade band • K-5 OA 6-8 EE HS - functions • Be ready to share standards with all

45. Digging Deeper…..classroom videoNumber Talkshttp://insidemathematics.org/index.php/classroom-video-visits/public-lessons-numerical-patterning/219-numerical-patterning-introduction-part-a? Teacher and Student Look Fors • Jigsaw: Mathematical Content OR Standards for Mathematical Practice • Predict • Observe • Walk to Talk

46. Digging Deeper…..student work • Small Groups: • Review the samples of student work from 5th grade Buttons task • What different methods did students use? • Can you add to your list ? Content or Practices?

47. Digging Deeper…..classroom video Small group work • http://insidemathematics.org/index.php/classroom-video-visits/public-lessons-numerical-patterning/222-numerical-patterning-problem-1? • Record additional connections to Mathematics Content and Standards for Mathematical Practice

48. Focus Groups • Share evidence you saw in the videos of mathematics content or practices standards. • Were there any surprises for you? • Were there missed opportunities? • Create a poster to represent the standards and your examples

49. Planning an experience • Discussion @ selecting a task to try in your classroom between now and our next session!

50. Reflection Questions • What is your current reality around the Common Core Standards and Mathematical Practices? (Where are we going? Where are we now? How are we going to get there?) • From our learning today, how are you going to move forward in implementing the critical area of focus for your grade level and the mathematical practices?