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Understanding the Shifts in the Common Core State Standards

Understanding the Shifts in the Common Core State Standards. A Focus on Mathematics Wednesday, October 19 th , 2011 2:00 pm – 3:30 pm Doug Sovde , Senior Adviser, PARCC Instructional Supports and Educator Engagement, Achieve Beth Cocuzza , Student Achievement Partners, LLC .

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Understanding the Shifts in the Common Core State Standards

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  1. Understanding the Shifts in the Common Core State Standards A Focus on Mathematics Wednesday, October 19th, 2011 2:00 pm – 3:30 pm Doug Sovde, Senior Adviser, PARCC Instructional Supports and Educator Engagement, Achieve Beth Cocuzza, Student Achievement Partners, LLC

  2. Shift One: Focus • Shift Two: Coherence • Shift Three: Deep Understanding • Shift Four: Fluency • Shift Five: Application • Shift Six: Intensity The Six Shifts in Mathematics

  3. Significantly narrow and deepen the scope and content of how time and energy is spent in the math classroom • Focus deeply on only the concepts that are prioritized in the standards so that students reach strong foundational knowledge and deep conceptual understanding • Students are able to transfer mathematical skills and understanding across concepts and grades Shift One: Focus

  4. Carefully connect the learning within and across grades so that students can build new understanding onto foundations built in previous years. • Begin to count on deep conceptual understanding of core content and build on it. Each standard is not a new event, but an extension of previous learning. Shift Two: Coherence

  5. The current U.S. curriculum is ‘a mile wide and an inch deep.’ • Focus allows each student to think, practice, and integrate each new idea into a growing knowledge structure. The Importance of Focus

  6. Traditional U.S. Approach

  7. CCSS K-8 Domain Structure

  8. Focusing attention within Number and Operations

  9. Coherence provides the opportunity to make connections between mathematical ideas. • Coherence occurs both within a grade and across grades. • Coherence is necessary because mathematics instruction is not just a checklist of topics to cover, but a set of interrelated and powerful ideas. The Importance of Coherence

  10. Multiplication and Division Properties of Operations Area Making connections at a single grade Coherence example: Grade 3

  11. “The coherence and sequential nature of mathematics dictate the foundational skills that are necessary for the learning of algebra. The most important foundational skill not presently developed appears to be proficiency with fractions (including decimals, percents, and negative fractions). The teaching of fractions must be acknowledged as critically important and improved before an increase in student achievement in algebra can be expected.” Final Report of the National Mathematics Advisory Panel (2008, p. 18) Coherence example: Progression across grades

  12. Content Emphases by Cluster Grade Four

  13. Teach more than “how to get the answer” and instead support students’ ability to access concepts from a number of perspectives • Students are able to see math as more than a set of mnemonics or discrete procedures • Students demonstrate deep conceptual understanding of core math concepts by applying them to new situations Shift Three: Deep Understanding

  14. Students are expected to have speed and accuracy with simple calculations • Teachers structure class time and/or homework time for students to practice core functions such as single-digit multiplication so that they are more able to understand and manipulate more complex concepts Shift Four: Fluency

  15. Required Fluencies

  16. Use math and choose the appropriate concept for application even when not prompted to do so • Provide opportunities at all grade levels for students to apply math concepts in “real world” situations • Teachers in content areas outside of math, particularly science, ensure that students are using math – at all grade levels – to make meaning of and access content Shift Five: Application

  17. The standards call equally for conceptual understanding, procedural skill and fluency, and application of mathematics. • Meeting these standards requires intensity in the classroom. • Practice is intense: fluency is built and assessed through timed exercises. Solitary thinking and classroom discussion are intense, centered on thought-provoking problems that build conceptual understanding. • Applications are challenging and meaningful. The amount of time and energy spent practicing and understanding learning environments is driven by the specific mathematical concept and therefore, varies throughout the given school year. Shift Six: Intensity

  18. Place Value • Standards Progression • Seeing the Six Shifts • Fractions • Standards Progression • Seeing the Six Shifts The Shifts in Action—Two Examples

  19. Place Value Problems for Deep Understanding

  20. Place Value • Standards Progression • Seeing the Six Shifts • Fractions • Standards Progression • Seeing the Six Shifts The Shifts in Action—Two Examples

  21. 4.NF Example: Fractions

  22. Fractions Problems for Deep Understanding

  23. Questions?

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