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COMMON CORE

COMMON CORE. MATH OVERVIEW. CCSS-M for Mathematical Practice (The How To). 1. Make sense of problems and persevere in solving them 2. Reason abstractly and quantitatively 3. Construct viable arguments and critique the reasoning of others 4. Model with Mathematics

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COMMON CORE

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  1. COMMON CORE MATH OVERVIEW

  2. CCSS-M for Mathematical Practice (The How To) • 1. Make sense of problems and persevere in solving them • 2. Reason abstractly and quantitatively • 3. Construct viable arguments and critique the reasoning of others • 4. Model with Mathematics • 5. Use appropriate tools strategically • 6. Attend to precision • 7. Look for and make use of structure • 8. Look for and express regularity in repeated reasoning All CPS schools will implement the mathematical practices in 2012-2013.

  3. Instructional Shifts in Mathematics • FOCUS on critical areas to develop deep conceptual understanding and procedural fluency • INTEGRATE the mathematical practice standards throughout instruction • MAINTAIN COHERENCE and continuity to link learning within and across grades

  4. Math Focus • Focus on key topics at each grade level. • Coherent progressions across grade levels. • Balance of concepts and skills • Foster reasoning and sense-making in mathematics. • College and career readiness

  5. Partnership for Assessment of Readiness for College and Careers (PARCC) • Spearheads change to the Common CORE PARCC Goals • Create high quality assessments • Build a pathway to college and career readiness for all students • Develop 21st century, technology-based assessments • Advance accountability at all levels

  6. New Assessment Design • No ISAT or PSAE after 2013-2014. • May be pilot items in ISAT in 2012-2014. • NCLB has not been reauthorized nor made any adjustments for the Common CORE Standards. Many states are refusing to continue with NCLB. • A waiver is available to states who meet the criteria to be released. Some states have opted out.

  7. Graphic Depiction of the AssessmentSystem The PARCC assessment system will: • Better reflect the sophisticatedknowledge and skills found in the English and math Common Core State Standards • Include a mix of item types (e.g., short answer, richer multiple choice, longer open response, performance-based) • Make significant use of technology • Include testing at key points throughout the year to give teachers, parents and students better information about whether students are on track or need additional support in particular areas

  8. How does this affect teaching and learning?

  9. Standards • Beginning with 2012-13 all lesson planning will focus on the CCSS for math • Explicitly teach 8 mathematical practices • Unit plans will be designed for quarters 2,3 & 4.

  10. Unit Planning • Standards • Identify what students need to know and do • Performance Task assessment and scoring tool • Unit activities • Resources

  11. Design and Organization Content standards define what students should understand and be able to do Clusters are groups of related standards Domainsare larger groups that progress across grades

  12. Assessments • Use all classroom assessments just as you have used in the past • MARS – Mathematics Assessment Resource Service (unit assessment used in the classroom) • NWEA – Northwest Evaluation Association (District-wide assessment) replaces Scantron testing • PARCC – The Partnership for the Assessment of Readiness for College and Careers replaces ISAT

  13. Mathematical Content Quizzes – tests – homework – class participation – and whatever else you used to use…….. You still use. However MARS, NWEA, and PARCC are now the new norm to include in your bag of goodies

  14. Common Core • Content Standards • Major Ideas • Target • Differences at each grade level

  15. Content Standards

  16. Major Ideas of the Common Core for Math • Fewer, higher, and more focused • Benchmarked internationally • Both content and skills are equally important • Much more specific than the old Illinois standards • Emphasis on numbers, early on, learning trajectories developed through the grades • Highly visual and connected with multiple representations of functions: graphs/verbal/symbolic/numeric

  17. Target of the Math standards is college and career readiness for all students • Focus in early grades on number and numeration and the relationship to operations to build a solid foundation in math • Develop geometric concepts • Mathematical practices across learning K-12

  18. Target of the Math standards is college and career readiness for all students • Establish key concepts leading to basic algebraic readiness by eighth grade • High school math focus on using math and solving messy problems, similar to what students would see in the real world • Problem-solving and communication emphasized

  19. What is different K-2? • Calendar • Patterns • Capacity • Mass/Weight • Temperature • Symmetry • Perimeter • Probability • Less focus on fractions (only with shapes)

  20. What is different for grades 3-5? • Probability • Transformations • 3rd grade does not deal with symmetry, temperature, volume, or x with 2-digit numbers. • 4th grade does not deal with decimal operations or formal algebraic equations/expressions, temperature, time, congruence, similarity, or solid geometric figures. • 5th grade does not deal with ÷ of mixed numbers, angle measurement, congruence, similarity, or surface area.

  21. Fractions, Grades3–6 • Grade 3: Develop an understanding of fractions as numbers. • Grade 4: Extend understanding of fraction equivalence and ordering. • Grade 4: Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers. • Grade 4: Understand decimal notation for fractions, and compare decimal fractions.

  22. Fractions, Grades3–6 • Grade 5: Use equivalent fractions as a strategy to add and subtract fractions. • Grade 5: Apply and extend previous understandings of multiplication and division to multiply and divide fractions. • Grade 6: Apply and extend previous understandings of multiplication and division to divide fractions by fractions.

  23. What is different in 6-8? • Less focus on operations with whole numbers and decimals and more focus on problem solving and reasoning • Application of fraction understanding to solve problems. • Functions, expressions, graphing, ALGEBRA Ready by 8th grade • Statistics and probability

  24. Statistics and Probability, Grade 6 • Develop understanding of statistical variability • Recognize a statistical question as one that anticipates variability in the data related to the question and accounts for it in the answers. • Understand that a set of data collected to answer a statistical question has a distribution which can be described by its center, spread, and overall shape. • Recognize that a measure of center for a numerical data set summarizes all of its values with a single number, while a measure of variation describes how its values vary with a single number.

  25. Algebra, Grade 8 • Graded ramp up to Algebra in Grade 8 • Properties of operations, similarity, ratio and proportional relationships, rational number system. • Focus on linear equations and functions in Grade 8 • Expressions and Equations • Work with radicals and integer exponents. • Understand the connections between proportional relationships, lines, and linear equations. • Analyze and solve linear equations and pairs of simultaneous linear equations. • Functions • Define, evaluate, and compare functions. • Use functions to model relationships between quantities.

  26. Where do we go from here? • Each grade level reviewing the current Common Core Standards • Form a Committee to develop a plan of attack • Follow District and Network guidelines • Questions

  27. Resources • http://comcoreresource.wikispaces.com/Math+Resources • Links to CPS, CCSS, PARCC materials and more

  28. Topics to Google • Mars tasks • Noyce Foundation • Description of Mars Tasks • K-5 Math Teaching resources • Illustrative Mathematics • Rogie in the land of Polygons • Cast.org

  29. Special Thanks • Midway Network ILS Antoinette Mayo • Lee Elementary Teacher Carl Stalla • Midway Teachers who participated in the summer institute

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