Common Core State Standards - MATH Transitioning from awareness to implementation

1. Common Core State Standards - MATHTransitioning from awareness to implementation LECC/LES January 2012

2. What is Common Core? • Aligned with college and work expectations • Focused and coherent • Include rigorous content and application of knowledge through high-order skills • Build upon strengths and lessons of current state standards • Internationally benchmarked so that all students are prepared to succeed in our global economy and society • Based on evidence and research • State led

3. Timeline • Transition Years • 2011-2012 - PASS • 2012-2013 - PASS • Bridge Year • 2013-2014 – Common Test • Full Implementation • 2014-2015 – New Test

4. Phases • Phase 1 – Awareness Stage • Phase 2 – Exploration • Phase 3 – Infusion & Integration • Phase 4 – Progress Monitoring & Evaluation

5. Where are we? … Awareness Stage • Starting conversation about CCSS • Available resources (CCSS video series) available on Streamline • District Implementation Team will plan goals on implementing CCSS • Moving into Phase 2 – Exploration • Unwrapping the CCSS • Transition Planning

6. District CCSS Resource Page • District homepage > Staff > Common Core Resource Page • You will find everything WE HAVE FOUND HERE! • Info on Streamline videos, Math and ELA.

7. Streamline Video Series • Use the video series as a resource based on district needs • Math • Transitioning from Math 2007 Standards to where you need to be • ELA • Looks at area of focus that have shifted, including 21st century learning, writing, etc. • District will give needed feedback or suggestions to SCDOE as needed

8. Key Points In Mathematics (K-5) • The K-5 standards provide students with a solid foundation in whole numbers, addition, subtraction, multiplication, division, fractions and decimals—which help young students build the foundation to successfully apply more demanding math concepts and procedures, and move into applications. • The K-5 standards build on the best state standards to provide detailed guidance to teachers on how to navigate their way through knotty topics such as fractions, negative numbers, and geometry, and do so by maintaining a continuous progression from grade to grade.

9. Reading the CCSSM • Content standards define what students should understand and be able to do • Clusters are groups of related standards • Domains are larger groups that progress across grades

10. Domains K-2 K-2 State Standards K-2 CCSS • Mathematical Processes • Numbers and Operations • Algebra • Geometry • Data Analysis & Probability • Counting and Cardinality (K only) • Operations and Algebraic Thinking • Number and Operations in Base Ten • Measurement and Data • Geometry

11. Domains 3-5 3-5 State Standards 3-5 CCSS • Mathematical Processes • Number & Operations • Algebra • Geometry • Measurement • Data Analysis & Probability • Operations and Algebraic Thinking • Number and Operations in Base Ten • Number and Operations – Fractions • Measurement and Data (measurement ends in 5th) • Geometry

12. State-wide vs. LES – Percent Not Met Measurement – problem area across all grades (3-8) statewide! No Measurement domain after 5th grade for CCSS

13. Standards for Mathematical Practice • Content Standards are the WHAT • Mathematical Practices are the HOW • 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 expressregularity in repeated reasoning

14. 1. Make sense of problems and persevere in solving them • Look for entry points to a problem’s solution • Change course if necessary • Rely on concrete objects to conceptualize a problem • Check answers using alternate methods • Ask, “Does this make sense?” • *Have students talk about the process of problem solving*

15. 2. Reason abstractly and quantitatively • Make sense of quantities and their relationships • Decontextualize and contextualize • Decontextualize—to summarize a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents (what the symbol refers to). • Contextualize – to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Teachers start with real-life contexts and weave these contexts into every stage of the teaching and learning process. • Create a logical representation of the problem • Attend to the meaning of quantities • Use different properties, operations, and objects

16. Decontextualizing Example • In decontextualizing a problem that asks how many buses are needed for 99 children if each bus seats 44, a child might write 99÷44. • But after calculating 2r11 or 2¼ or 2.25, the student must recontextualize: the context requires a whole number answer, and not, in this case, just the nearest whole number. Successful recontextualization also means that the student knows that the answer is 3 buses, not 3 children or just 3.

17. 3. Construct viable arguments and critique the reasoning of others • Understand and use assumptions and definitions in constructing arguments • Make conjectures (guess) • Justify conclusions and explain to others • Decide whether arguments make sense • Ask questions to clarify arguments • *Let students ask why • *Give students adequate wait time to respond

18. 4. Model with mathematics • Apply mathematics to solve problems in everyday life • Make assumptions and approximations to simplify a complicated situation • Identify quantities • Analyze relationships • Interpret mathematical results • *Students should be able to represent mathematical ideas and make real-world connections

19. 5. Use appropriate tools strategically • Consider available tools • Pencil and paper • Concrete models • Ruler and protractor • Calculator • Software • Identify relevant external mathematical resources • *Students need to know WHEN to use appropriate tools – including the MIND!*

20. 6. Attend to precision • Communicate precisely to others • Use the equal sign consistently and appropriately • Specify units of measure • Label accurately • Calculate accurately and efficiently • Give carefully formulated explanations • Examine claims and make use of definitions • *Help students realize the answer is correct and precise*

21. 7. Look for and make use of structure. • Look for patterns or structure • Shift perspective • See complicated things as composition of simple objects • *Teachers should model finding patterns in problems

22. 8. Look for and express regularity in repeated reasoning. • Notice if calculations are repeated • Look for general methods and shortcuts • Maintain oversight of the process • Attend to details • Evaluate the reasonableness of results

23. Differentiated Instruction (Handout) • Flexible Grouping • Instructional Strategies and Learning Experiences • Learner-Centered Classrooms • **MAP DesCartes will be aligned to CCSS** • **Don’t forget to use the MAP DesCartes to assist with differentiation**

24. GAPS • If CCSS is not introduced gradually into curriculum before the bridge year, students will miss certain skills due to gaps in the standards. • If the assessment drives the instruction – students will miss content. Teachers must go beyond the assessment during the next few years. • Long before CCSS impacts assessments, it must start to impact teaching.

25. Example State Standards CCSS • 3-5.6 Tell time to the minute. • 4-5.6 Elapsed time (12 hr.) • 5-5.6 Elapsed time (24 hr.) • 3MD1 Tell time to the minute; time intervals and word problems • 4MD2 Any operation to find time, any unit • Grade 3 in 2012-13 Tell time to minute • Grade 4 in 2013-14 Elapsed time 12 hour (Overlap year) • Grade 5 in 2014-15 This kid never gets elapsed time 24 hour because that is scheduled for Grade 3 in CCSS

26. LECC students/PASS testing • * Grades that will take PASS or new assessment • 2011-2012 • 5K teachers must find GAPS between state standards and CCSS during the second semester and PRESENT these to their students • 1st grade teachers will continue teaching state standards • 2012-2013 • 5K and 1st grade teachers will teach ONLY CCSS.

27. LES students/PASS testing • * Not tested • 2011-2012 • ALL teachers must begin to find GAPS between state standards and CCSS during the second semester to prepare for next year • 2012-2013 • ALL teachers must teach both CCSS and state standards to cover the GAPS • 2013-2014 • Only CCSS will be taught – so ALL GAPS should have been addressed!!

28. 5K Transition Document (Math) • This can be found on the district’s CCSS resource page • This document gives you “what content is NEW to Kindergarten”

29. 5th Grade Transition Document (Math) • This can be found on the district’s CCSS resource page • This document gives you “what content is NEW to 5th grade”

30. 5th Grade Transition Document (Math) • You also get “what content will NO LONGER be included in the 5th grade”

31. Glossary (pgs. 85-90 in CCSSM) • VOCABULARY and tables for addition/subtraction/multiplication/division/properties of operations.

32. SMART Exchange • SMART Exchange gives you the ability to search for lessons linked to the CCSSs. • http://exchange.smarttech.com/curriculum/curriculum.html • Choose Common Core for the Standards, your grade level and either ELA/MATH.

33. Questions?