Putting the Common core State standards for mathematics into action

1. Sandy Christie Mathematics Program Manager September 16, 2013 Fife Grades K-5 Putting the Common core State standards for mathematics into action

2. Where are we in our Experiences with CCSS-Mathematics? Everyone stand up….. ….Sit down if you are relatively new to the CCSS- Mathematics journey ….Sit down if you‘ve spent some time learning about & may have tried out some CCSS-M ….Sit down if you’ve done some in-depth preparation and are well on your way implementing

3. CCSS – Mathematics What’s the Same? What’s Different?

4. Same Different

5. Standards for Mathematical Practices Make sense of problems and persevere in solving them. Reason abstractly and quantitatively. Construct viable arguments and critique the reasoning of others. Model with mathematics Use appropriate tools strategically. Attend to precision. Look for and make use of structure. Look for and express regularity in repeated reasoning.

7. Same Different

8. Modeling embedded

9. The Common Core State Standards in mathematics began with progressions: narrative documents describing the progression of a topic across a number of grade levels, informed both by educational research and the structure of mathematics. These documents were then sliced into grade level standards K-8.

10. Standards by domain – this one goes to 5th grade –

12. The Progressions for the Common Core State Standards are updated versions of those early progressions drafts, revised and edited to correspond with the Standards by members of the original Progressions work team, together with other mathematicians and education researchers not involved in the initial writing. They note key connections among standards, point out cognitive difficulties and pedagogical solutions, and give more detail on particularly knotty areas of the mathematics.

13. Where to find CCSS–M Standards by domain & Progressions? http://commoncoretools.me/tools/ Progressions Domains

14. What progressions are available? http://ime.math.arizona.edu/progressions/

15. Common Core Format/Language K-8 Grade Domain Cluster Standards (There are no pre-K Common Core Standards) High School Conceptual Category Domain Cluster Standards

16. Structure of the CCSS Cluster Heading

17. The Three Shifts in Mathematics Focus: Strongly where the standards focus Coherence: Think across grades and link to major topics within grades Rigor: Require conceptual understanding, fluency, and application

18. Focuson the Major Work of the Grade Two levels of focus • What’s in/What’s out • The standards at each grade level are interconnected allowing for coherence and rigor

19. OSPI Transition documents http://www.k12.wa.us/CoreStandards/Mathematics/default.aspx

20. Last page(s) of OSPI Transition document

21. Focus on Major Work The materials should devote at least 65% and up to approximately 85% of the class time to the major work of the grade with Grades K–2 nearer the upper end of that range, i.e., 85%. K-8 Publishers Criteria for CCSS-M Focus is on clusters, not individual standards.

22. Content Emphasis by Cluster—Grade 3

23. CCSS-M Required Fluencies in K-6

24. Algorithms in CCSS-M

25. CoherenceAcross and Within Grades It’s about math making sense. The power and elegance of math comes out through carefully laid progressions and connections within grades.

26. Rigor: Illustrations of Conceptual Understanding, Fluency, and Application Here rigor does not mean “difficult problems.” It’s a balance of three fundamental components that result in deep mathematical understanding. There must be variety in what students are asked to produce.

27. Turn and Talk In groups of 2-3: From what we’ve looked at so far, what documents/resources would you like to spend more time with? Why?

28. How is this different from our current assessments? SMARTER Balanced Assessment System (SBAC)

29. ABalanced Assessment System English Language Arts/Literacy and Mathematics, Grades 3-8 and High School School Year Last 12 weeks of the year* DIGITAL CLEARINGHOUSE of formative tools, processes and exemplars; released items and tasks; model curriculum units; educator training; professional development tools and resources; scorer training modules; and teacher collaboration tools. Optional Interim Assessment Optional Interim Assessment • PERFORMANCE TASKS • ELA/Literacy • Mathematics • COMPUTER ADAPTIVE TESTS • ELA/Literacy • Mathematics Computer Adaptive Assessment and Performance Tasks Computer Adaptive Assessment and Performance Tasks Re-take option Scope, sequence, number and timing of interim assessments locally determined *Time windows may be adjusted based on results from the research agenda and final implementation decisions.

30. “Students can demonstrate progress toward college and career readiness in mathematics.” SBAC Assessment Claims for Mathematics • “Students can demonstrate college and career readiness in mathematics.” Overall Claim (Gr. 3-8) • “Students can explain and apply mathematical concepts and interpret and carry out mathematical procedures with precision and fluency.” Overall Claim (High School) • “Students can solve a range of complex well-posed problems in pure and applied mathematics, making productive use of knowledge and problem solving strategies.” Claim 1 Concepts and Procedures • “Students can clearly and precisely construct viable arguments to support their own reasoning and to critique the reasoning of others.” Claim 2 Problem Solving • “Students can analyze complex, real-world scenarios and can construct and use mathematical models to interpret and solve problems.” Claim 3 Communicating Reasoning Claim 4 Modeling and Data Analysis

31. Claim 1 - Concepts and Procedures Assessment Targets = Clusters Students can explain and apply mathematical concepts and interpret and carry out mathematical procedures with precision and fluency.

32. Claim 2 – Problem Solving Claim 2: Students can solve a range of complex well-posed problems in pure and applied mathematics, making productive use of knowledge and problem solving strategies. Claim 3 – Communicating Reasoning Claim 4 – Modeling and Data Analysis Claim 4: Students can analyze complex, real-world scenarios and can construct and use mathematical models to interpret and solve problems. Claim 3: Students can clearly and precisely construct viable arguments to support their own reasoning and to critique the reasoning of others.

33. SBAC – sample & practice test items http://www.smarterbalanced.org • Reflections on problem: • How are these problems different/same from those in my instructional materials? • What knowledge does my student need to answer these type of questions? • What can I do so that student’s are prepared for and have the opportunity to experience these types of problems?

34. 3.NF.A.3aUnderstand two fractions as equivalent (equal) if they are the same size, or the same point on a number line.

36. 4.NF.B.4cSolve word problems involving multiplication of a fraction by a whole number

38. 5.NF.C.7Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions

45. SBAC – sample & practice test items • Reflections on problem: • How are these problems different/same from those in my instructional materials? • What knowledge does my student need to answer these type of questions? • What can I do so that student’s are prepared for and have the opportunity to experience these types of problems? http://www.smarterbalanced.org/

46. Where can I find more CCSS-M aligned items, especially if I teach K-2? Illustrative Mathematics (website on handout)

47. Inside Mathematics

48. Final Reflection Thank You and Have a Great Day What supports do you need from your district to implement the CCSS-M?