Common Core Math and CPM

Common Core Math and CPM Ratios and Proportional Relationships/Functions

MP #1 – Make sense of problems and persevere in solving them. “Mathematically proficient students” What were the first 3 words in the practice? What was the big idea in this practice? How can we, as educators, reinforce this practice in our classrooms? Never give up! Provide challenging problems and question effectively.

MP #2 – Reason abstractly and quantitatively. “Mathematically proficient students” What were the first 3 words in the practice? What was the big idea in this practice? How can we, as educators, reinforce this practice in our classrooms? Think outside the box! Provide opportunities for students to work together.

MP #3 – Construct viable arguments and critique the reasoning of others. “Mathematically proficient students” What were the first 3 words in the practice? What was the big idea in this practice? How can we, as educators, reinforce this practice in our classrooms? Argue and PROVE your work! Provide opportunities for students to explain and justify their work.

MP #4 – Model with mathematics. “Mathematically proficient students” What were the first 3 words in the practice? What was the big idea in this practice? How can we, as educators, reinforce this practice in our classrooms? Use manipulatives, expressions, equations, tables, pictures, etc.! Allow students to show multiple methods of problem solving.

MP #5 – Use appropriate tools strategically. “Mathematically proficient students” What were the first 3 words in the practice? What was the big idea in this practice? How can we, as educators, reinforce this practice in our classrooms? Know when and how to use tools! Provide various “tools” regularly and encourage students to use them.

MP #6 – Attend to precision. “Mathematically proficient students” What were the first 3 words in the practice? What was the big idea in this practice? How can we, as educators, reinforce this practice in our classrooms? Communicate all the details! Question students about details while they are explaining.

MP #7 – Look for and make use of structure “Mathematically proficient students” What were the first 3 words in the practice? What was the big idea in this practice? How can we, as educators, reinforce this practice in our classrooms? Making connections across math topics. Point out ways to build mathematical understanding on prior knowledge.

MP #8 – Look for and make use of structure “Mathematically proficient students” What were the first 3 words in the practice? What was the big idea in this practice? How can we, as educators, reinforce this practice in our classrooms? Identifying patterns to create an algorithm for solving. Provide student explorations BEFORE teaching algorithms.

WHAT are you teaching?!?! Otherwise known as the CONTENT STANDARDS in the Common Core

Progressions of the CCSS

Understanding the Content Standards,One Cross-Reference at a time PARCC Model Content Framework Work in your team to summarize the findings in your grade level document. You will have 10 minutes to read through and discuss the first pages. Stop after: “Content Emphasis by Cluster”

PARCC Model Content Framework Major Clusters • Major focus Supporting Clusters • Assessed through major content Additional Clusters • Instrumental for next grade level, may not have a heavy correlation with another standard to be considered “supporting.”

PARCC Test Blueprint (EOY/PBA) Calculators • Yes or No • Fluency? Math Practices • Process • How? Clarifications • Additional insight

Your turn… Fill in the next 3 columns of your grade specific domain over the next 20 minutes.

Progressions Documents Bill McCullam • Lead writer Building on: • Links to prior grades Strategies: • Specific examples Preparing for: • Where is this going?

What about sample items?!?!? • 6th Grade • Slide Ruler • Proportion of Instruments (PBA) • Inches and Centimeters (Dana Center) • Gasoline Consumption (Dana Center) • 7th Grade • Speed • Reading Three Books • Proportional Relationships (PBA) • Spicy Veggies (Dana Center) • TV Sales (Dana Center) • 8th Grade – SORRY – None for you yet! 

Putting the pieces together… Work collaboratively to come up with what you believe items may look like for each standard.

Let’s look at the progression over years! Take a moment to summarize your clusters using the ideas below. Each grade level will report out to the group. What are the big ideas of the clusters? Are they Major, Supporting, or Additional? How much emphasis should be placed on calculators? What Math Practices are heavily assessed? What do you believe items will look like?

Next Meeting: Monday, February 10th C.O. In-service 4pm-6:30pm We will investigate the way CPM teaches each of these standards.

Common Core Math and CPM