Deep Dive into the Math Shifts of the Common Core State Standards

1. Deep Dive into the Math Shifts of the Common Core State Standards Christa Lemily

2. Purpose of Today Understand “how” to implement the common core as the writers intended • Give you resources to do this without guessing “HOW” involves understanding 3 Shifts: • Focus (most important of the three) • Coherence • Rigor Think vertically today – strategic grouping today

4. The Background of the Common Core Initiated by the National Governors Association (NGA) and Council of Chief State School Officers (CCSSO) with the following design principles: • Result in College and Career Readiness • Based on solid research and practice evidence • Fewer, higher,and clearer

5. The CCSS Requires Three Shifts in Mathematics Focus: Focus strongly where the Standards focus. Coherence: Think across grades, and linkto major topics within grades. Rigor: In major topics, pursue conceptual understanding, procedural skill and fluency,andapplication.

6. Shift #1: Focus Strongly where the Standards Focus Significantly narrow the scope of content and deepen how time and energy is spent in the math classroom. Focus deeply on what is emphasized in the standards, so that students gain strong foundations.

7. Focusing Attention Within Number and Operations

8. Key Areas of Focus in Mathematics

9. Engaging with the shift: What do you think belongs in the major work of each grade?

19. Engaging with the K-2, 3-5, or 6-8 Content How would you summarize the major work of K-2, 3-5, or 6-8? What would you have expected to be a part of the major work that is not? Give an example of how you would approach something differently in your teaching if you thought of it as supporting the major work, instead of being a separate discrete topic.

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21. Shift #2: Coherence: Think Across Grades, and Link to Major Topics Within Grades Carefully connect the learning within and across grades so that students can build new understanding on foundations built in previous years. Begin to count on solid conceptual understanding of core content and build on it. Each standard is not a new event, but an extension of previous learning.

23. Coherence: Think Across Grades Example: Fractions “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)

24. CCSS 4.NF.4. Apply and extend previous understandings of multiplication to multiply a fraction by a whole number. Grade 4 5.NF.4. Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction. 5.NF.7. Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions. Grade 5 6.NS. Apply and extend previous understandings of multiplication and division to divide fractions by fractions.6.NS.1. Interpret and compute quotients of fractions, and solve word problems involving division of fractions by fractions, e.g., by using visual fraction models and equations to represent the problem. Grade 6 Informing Grades 1-6 Mathematics Standards Development: What Can Be Learned from High-Performing Hong Kong, Singapore, and Korea? American Institutes for Research (2009, p. 13)

25. Alignment in Context: Neighboring Grades and Progressions One of several staircases to algebra designed in the OA domain. 25

26. Looking For Coherence Within Grades Examples: • 1st grade – 5th grade: Represent and Interpret Data • 3rd grade & 5th grade: “Relate area (volume) to multiplication and to addition.” • 6th grade: Solve problems by graphing in all 4 quadrants. (1st year of rational numbers) • 8th grade: “Understand the connections between proportional relationships, lines and linear equations.”

27. Coherence Card Activity Activity: Place the standards of each color under the appropriate grade (K-8). • Determine a “theme” for each color. • No grade has two of the same color card. • Some “themes” that have only a few cards might represent consecutive grades and some may not. • Read each card in it’s entirety to help determine placement. • Do not check your Standards until you and your colleagues agree on the final product. • Discuss horizontal and vertical observations with your partners.

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29. Rigor The CCSSM require a balance of: • Solid conceptual understanding • Procedural skill and fluency • Application of skills in problem solving situations Pursuit of all three requires equal intensity in time, activities, and resources.

30. Solid Conceptual Understanding 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 Conceptual understanding supports the other aspects of rigor (fluency and application)

33. Fluency The standards require speed and accuracy in calculation. 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

34. Required Fluencies in K-6

35. Fluency in High School

36. Application Students can use appropriate concepts and procedures for application even when not prompted to do so. Teachers provide opportunities at all grade levels for students to apply math concepts in “real world” situations, recognizing this means different things in K-5, 6-8, and HS. Teachers in content areas outside of math, particularly science, ensure that students are using grade-level-appropriate math to make meaning of and access science content.

37. Engaging with the shift: Making a True Statement This shift requires a balance of three discrete components in math instruction. This is not a pedagogical option, but is required by the Standards. Using grade __ as a sample, find and copy the standards which specifically set expectations for each component. Rigor = ______ + ________ + _______

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39. It Starts with Focus The current U.S. curriculum is "a mile wide and an inch deep." Focus is necessary in order to achieve the rigor set forth in the standards. Remember Hong Kong example: more in-depth mastery of a smaller set of things pays off.

40. The Coming CCSS Assessments Will Focus Strongly on the Major Work of Each Grade

41. Content Emphases by Cluster: Grade Four Key: Major Clusters; Supporting Clusters; Additional Clusters

42. www.achievethecore.org 42

43. Cautions: Implementing the CCSS is... • Not about “gap analysis” • Not about buying a text series • Not a march through the standards • Not about breaking apart each standard

44. Resources www.achievethecore.org www.illustrativemathematics.org http://pta.org/parents/content.cfm?ItemNumber=2583&RDtoken=51120&userID commoncoretools.me www.corestandards.org http://parcconline.org/parcc-content-frameworks http://www.smarterbalanced.org/k-12-education/common-core-state-standards-tools-resources/

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