California’s Common Core Content Standards An Introduction for Teachers

Objectives • Structure • Organization • Grade 8 Options • Similarities • Shifts • Next Steps • General Overview • Focus and Coherence • Mathematical Proficiency © 2011 California County Superintendents Educational Services Association • Mathematics Teacher Overview

Coherence Design Topics and performances are logical over time Based on learning progressions research on how students learn Reflect hierarchical nature of the content Evolve from particulars to deeper structures © 2011 California County Superintendents Educational Services Association • Mathematics Teacher Overview

Common Core Standards • Define what students should understand and be able to do in their study of mathematics • Is the ability to justify appropriate to student’s math maturity • Understanding and procedural skill are equally important and can be assessed using tasks of sufficient richness • Are internationally benchmarked • Reflect rigor, focus and coherence of standards in top-performing countries © 2011 California County Superintendents Educational Services Association • Mathematics Teacher Overview

Common Core Standards • Do: • Set grade-level standards K-8 • Identify standards for Algebra 1 • Provide conceptual cluster standards in high school • Provide clear signposts along the way toward the goal of college and career readiness for all students © 2011 California County Superintendents Educational Services Association • Mathematics Teacher Overview

Common Core Standards • Do not: • Define intervention methods or materials • Define the full range of supports for English learners, students with special needs and students who are well above or below grade level expectations • Dictate curriculum or teaching methods © 2011 California County Superintendents Educational Services Association • Mathematics Teacher Overview

Common Core Standards for Mathematics: Two Types • Mathematical Practice (recurring throughout the grades) • Mathematical Content (different at each grade level) © 2011 California County Superintendents Educational Services Association • Mathematics Teacher Overview

Common Core Standards: Mathematical Proficiency • Standards for Mathematical Practice • Describe habits of mind of a mathematically expert student • Relate to mathematical proficiency as defined by the California Framework © 2011 California County Superintendents Educational Services Association • Mathematics Teacher Overview

Mathematical Proficiency as defined by the California Framework Problem Solving Computational & Procedural Skills “HOW” THE MATHEMATICS WORK “WHERE” THE MATHEMATICS WORK DOING MATH “WHY” THE MATHEMATICS WORK Conceptual Understanding © 2011 California County Superintendents Educational Services Association • Mathematics Teacher Overview

Standards for Mathematical Practice… “ …describe ways in which developing student practitioners of the discipline of mathematics increasingly ought to engage with the subject matter as they grow in mathematical maturity and expertise throughout the elementary, middle and high schools years.” © 2011 California County Superintendents Educational Services Association • Mathematics Teacher Overview

Standards for Mathematical PracticeMathematically proficient students: 1. Make sense of problems and persevere in solving them …start by explaining to themselves the meaning of a problem and looking for entry points to its solution 2. Reason abstractly and quantitatively …make sense of quantities and their relationships to problem situations 3. Construct viable arguments and critique the reasoning of others …understand and use stated assumptions, definitions, and previously established results in constructing arguments 4. Model with mathematics …can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace © 2011 California County Superintendents Educational Services Association • Mathematics Teacher Overview

Standards for Mathematical PracticeMathematically proficient students: 5. Use appropriate tools strategically …consider the available tools when solving a mathematical problem 6. Attend to precision …calculate accurately and efficiently 7. Look for and make use of structure …look closely to discern a pattern or structure 8. Look for and express regularity in repeated reasoning …notice if calculations are repeated, and look for both general methods and for shortcuts © 2011 California County Superintendents Educational Services Association • Mathematics Teacher Overview

Try It!Mathematical Practices • Locate the Mathematical Practices • With a partner compare the eight mathematical practices to the three components of a balanced math program as defined by the California Framework • Which practices align best to Conceptual Understanding? Computation and Procedures? Problem Solving? • Be ready to share out with the entire group. © 2011 California County Superintendents Educational Services Association • Mathematics Teacher Overview

Connecting Practices to Content • Balanced combination of procedure and understanding • “Understand” expectations connect practice to content. • Lack of understanding prevents students from engaging in the mathematical practices • Weighted toward central and generative concepts that most merit the time, resources, innovative energies and focus • Build in complexity and provide more clarity for expected performance © 2011 California County Superintendents Educational Services Association • Mathematics Teacher Overview

Connecting Practices to Content: Example • Grade One • Understand Place Value • The two digits of a two-digit number represent amounts of tens and ones • 10 can be thought of as a bundle of ten ones – called a “ten.” • The numbers from 11 to 19 are composed of a ten and one, two, etc. • The numbers 10, 20, 30, … refer to one, two, three, …tens and zero ones © 2011 California County Superintendents Educational Services Association • Mathematics Teacher Overview

Grade K-8 Standards • Overview page • Lists domains, clusters and mathematical practices • Standards-by grade level • Defines what students should understand and be able to do • Clusters • Groups of related standards. Standards from different clusters may be closely related • Domains • Larger groups of related standards. Standards from different domains may be closely related. • Additional standard language or whole standards • Bolded and underlined • Added to maintain rigor of California expectations © 2011 California County Superintendents Educational Services Association • Mathematics Teacher Overview

Try It!Introducing the Standards • Locate one grade level in your standards handout • Find • Introduction • Domains • Clusters • Standards • At your table, pick a grade level and have each person or partner group choose a domain and read. Share out reactions to language, content and structure. • Share out with the large group. © 2011 California County Superintendents Educational Services Association • Mathematics Teacher Overview

Try It!Trace across Domains • Choose a domain that covers at least two grade levels and read the standards at each grade level. • What do you notice? • What big ideas are repeated • Be prepared to share key findings with the group. © 2011 California County Superintendents Educational Services Association • Mathematics Teacher Overview

Develop Conceptual Understandings • Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. (K.OA.2) • Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. (2NBT.7) © 2011 California County Superintendents Educational Services Association • Mathematics Teacher Overview

Emphasis on Fluency • Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g. knowing that 8 x 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of grade 3, know from memory all products of two one-digit numbers. (3.OA.7) • Fluently multiply multi-digit whole numbers using the standard algorithm. (5.NBT.5) © 2011 California County Superintendents Educational Services Association • Mathematics Teacher Overview

A Strong Focus on Fractions • Represent a fraction 1/b on a number line diagram by defining the interval from 0 to 1 as the whole and partitioning it into b equal parts. Recognize that each part has size 1/b and that the endpoint of the part based at 0 locates the number 1/b on the number line. (3.NF.2.a) • Solve word problems involving addition and subtraction of fractions referring to the same whole, including cases of unlike denominators, e.g. by using visual fraction models or equations to represent the problem. Use benchmark fractions and number sense of fractions to estimate mentally and assess the reasonableness of answers. For example, recognize an incorrect result 2/5+ 1/2 = 3/7, by observing that 3/7 < 1/2. (5.NF.2) © 2011 California County Superintendents Educational Services Association • Mathematics Teacher Overview

Fraction Concepts • Compare two fractions with the same numerator or the same denominator by reasoning about their size. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model. ( 3.NF.3d) Discuss how you might compare pairs of fractions using a visual fraction model. For discussion purposes, use the following two fraction pairs: 7/9 and 4/9 (same denominator) 4/9 and 4/7 (same numerator) © 2011 California County Superintendents Educational Services Association • Mathematics Teacher Overview

California Grade 8 Options • Goal for 8th grade students is Algebra 1 • Not all students have the necessary prerequisite skills for Algebra 1 • Two sets of standards for grade 8 • Each set will prepare students for college and career • Standards for Algebra 1 • Taken from 8th grade Common Core, high school Algebra content cluster and CA Algebra standards • 8th grade Common Core • Goal of grade 8 Common Core is to finalize preparation for students in high school • K-7 standards as augmented prepare students for either set of standards © 2011 California County Superintendents Educational Services Association • Mathematics Teacher Overview

Try It!Options for Grade 8 • Locate the 8th grade and Algebra 1 standards in your standards handout. • Identify the domains in each set of standards • Which are the same? Different? • Read the ends of the Algebra 1 standards? • Where did these standards come from? • Why are they all underlined and bolded? • What implications does this choice for grade 8 mathematics have on your school/district? © 2011 California County Superintendents Educational Services Association • Mathematics Teacher Overview

Mathematics Standards for High School • Specify the math that all students should study to be college and career ready • Identify additional math standards that students should learn in order to take advanced courses such as calculus, advanced statistics, or discrete mathematics. These are indicated by (+). • Include the addition of two courses from California: • Calculus • Advanced Placement Statistics and Probability • Development of suggested course descriptions will be done by CDE as part of their long-range implementation plan • Traditional vs. Integrated © 2011 California County Superintendents Educational Services Association • Mathematics Teacher Overview

Mathematics Standards for High School • Modeling Cluster • Not a collection of topics but viewed in relation to other standards • A Standard of Mathematical Practice • Specific modeling standards appear throughout the high school standards and are indicated by a star symbol (★) © 2011 California County Superintendents Educational Services Association • Mathematics Teacher Overview

Try It!Explore the High School Conceptual Clusters • Turn to the High School Conceptual Clusters • Choose one of the clusters and identify the (+) and (★) standards • What do you notice about them? • Discuss: • How does this organization of standards work in the context of your existing high school structure? • What implications do these standards have on your instruction? © 2011 California County Superintendents Educational Services Association • Mathematics Teacher Overview

California’s Additional 15% Based on the following central questions: What K-12 CA Mathematics standards were not reflected in the CCS document? Which (of those) standards would substantively enhance and improve the CCS? Which would maintain the rigor of California’s standards? © 2011 California County Superintendents Educational Services Association • Mathematics Teacher Overview

Examples of Additional 15%: • Added standards to develop ideas not included in CCS • Grade 2-Operations and Algebraic Thinking • Grade 5-Operations and Algebraic Thinking • High School Geometry-Geometric Measurement and Dimension © 2011 California County Superintendents Educational Services Association • Mathematics Teacher Overview

Examples of Additional 15%: • Added language to existing standard • Grade 2-Measurement and Data • Grade 4-Geometry © 2011 California County Superintendents Educational Services Association • Mathematics Teacher Overview

Examples of Additional 15%: • Added a substantial section to an existing cluster • Grade 6-The Number System © 2011 California County Superintendents Educational Services Association • Mathematics Teacher Overview

Examples of Additional 15%: • Added two courses from California Standards: • Calculus • Advanced Placement Probability and Statistics © 2011 California County Superintendents Educational Services Association • Mathematics Teacher Overview

What Now? • Stay the Course! • More similarities than differences in the standards • Implement a truly balanced math program as this will support the mathematical practices • Continue to use quality assessments to inform and drive effective instruction • Provide opportunities for teachers to collaborate and plan © 2011 California County Superintendents Educational Services Association • Mathematics Teacher Overview

Wrap-Up and Questions • Websites • Common Core Standards: www.corestandards.org • California Common Core Standards: Visit the California Department of Education’s Common Core State Standards Web page at: http://www.cde.ca.gov/be/st/cc/index.asp • The standards • Frequently asked questions • Informational flyers • Additional resources © 2011 California County Superintendents Educational Services Association • Mathematics Teacher Overview

California’s Common Core Content Standards An Introduction for Teachers

California’s Common Core Content Standards An Introduction for Teachers

Presentation Transcript

Mathematics Common Core State Standards

Common Core/FCAT 2.0 Reading/Language Arts February 2012

Participants as Writers

How To Teach Thinking Skills Within the Common Core

Module 2: South Dakota Common Core State Standards 101 6-12 ELA - Math

How To Teach Thinking Skills Within the Common Core

Common Core State Standards - Implementation

Librarians as Literacy Lifesavers: Providing Critical Common Core Support for Teachers

Planning for Common Core

Informational Text Comprehension

Aligning the community college math curriculum with the Common Core State Standards in Math

Planning with the Common Core State Standards

Introduction to the Math Common Core

How To Teach Thinking Skills Within the Common Core

Objectives

Transitioning to the Common Core State Standards – Mathematics

How W ill the Common Core State Standards A ffect Your Teaching ?

1.2: Transformations (Mappings)

The National Pathway For Common Core Standards Implementation

The CQS Core Practice Management Standards

Objectives

June 6-7, 2012