1 / 18

The CCSS-M Four Years Later – Now What?

The CCSS-M Four Years Later – Now What?. Yesterday …. Curriculum and Evaluation Standards, 1989. Standard 6: Number Sense and Numeration. Curriculum Standards for Grades K-4. Construct number meanings through real-world experiences and the use of physical materials ;

artie
Download Presentation

The CCSS-M Four Years Later – Now What?

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. The CCSS-M Four Years Later – Now What?

  2. Yesterday…

  3. Curriculum and Evaluation Standards, 1989

  4. Standard 6:Number Sense and Numeration Curriculum Standards for Grades K-4 Construct number meanings through real-world experiences and the use of physical materials; Understand our numeration system by relating counting, grouping, and place value concepts;

  5. Remember the VSC? • Apply knowledge of fractions and decimals • Read, write, and represent proper fractions of a single region using symbols, words, and models • Read, write, and represent proper fractions of a set which has the same number of items as the denominator using symbols, words, and models • Find equivalent fractions • Read, write, and represent mixed numbers using symbols, words, and models • Read, write, and represent decimals using symbols, words and models • Express decimals in expanded form • Compare and order fractions and mixed numbers with or without using the symbols (<, >, or =) • Compare, order, and describe decimals with or without using the symbols (<, >, or =) VSC – grade 4

  6. Principles and Standards for School Mathematics, 2000

  7. PSSM – Grades 3-5 Understand numbers, ways of representing numbers, relationships among numbers, and number systems. develop understanding of fractions as parts of unit, wholes, or as parts of a collection, as locations on number lines, and as divisions of whole numbers; Use models, benchmarks, and equivalent forms to judge the size of fractions; Recognize and generate equivalent forms of commonly used fractions, decimals, and percents;

  8. PSSM – Grades 3-5 Compute fluently and make reasonable estimates Develop and use strategies to estimate computations involving fractions and decimals relevant to students’ experience; Use visual models, benchmarks, and equivalent forms to add and subtract commonly used fractions and decimals;

  9. NCLB The No Child Left Behind Act of 2001, signed into law by President Bush on Jan. 8, 2002, was a reauthorization of the Elementary and Secondary Education Act (ESEA) - first enacted in 1965 and previously reauthorized in 1994. ESEA (NCLB) encompasses aid for disadvantaged students. But this reauthorization brought us assessments in grades 3-8, HSA’s, AYP’s etc. And reauthorization plans (discussed since 2007) are mired in political ‘stuff’ on the Hill. Not this one, the one in Washington, DC.

  10. CCSS-M; 2010 – 4.NF Work began in 2008, several drafts… Extend understanding of fraction equivalence and ordering. 1 Explain why a fraction a/b is equivalent to a fraction (n x a)/ (n x b) by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions. 2 Compare two fractions with different numerators and different denominators, e.g., by creating common denominators or numerators, or by comparing to a benchmark fraction such as 1/2. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols >, =, <, and justify the conclusions, e.g., by using a visual fraction model.

  11. And now… But, Indiana, maybe Oklahoma, South Carolina, Missouri…

  12. What’s this all mean for you? This is done – we’re workin’ here… The need to support your teachers The need to recognize that we are all implementing the CCSS-M, but “on the ground” and what happens daily is curriculum. Be wary of published materials. The need to engage parents, the community and others.

  13. From one vantage point… Implementation around the country is quite varied. Maryland is way ahead of MOST other states. The school districts in this room, are also quite varied in their depth of the implementation effort. Some have made this political – Carroll County (mostly because I live here) is one example.

  14. The CCSS-M is now old news, but… The assessments are coming, the assessments are coming! But it’s more than that!!!

  15. Consortial? Really? 5.22.14

  16. Perhaps THE real issue… • Understanding of and implementation of the CCSS; • Getting ready for PARCC and the impact of PARCC as it replaces MSA’s And NAEP, TIMSS, PISA… • Teacher evaluation changes All at the same time; too much – relief? • Other issues lurking Next Generation Science…

  17. What about YOU? Issues/Challenges? Frustrations? Good Things? Questions?

More Related