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CSU STEM Conference March 14, 2014 Ivan Cheng CSU Northridge

CSU STEM Conference March 14, 2014 Ivan Cheng CSU Northridge. Common Core State Standards: Overview of CCSS Mathematics. Overview of the Standards. Overview of the Standards. Standards for college and career readiness Focus and coherence Focus on key topics at each grade level

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CSU STEM Conference March 14, 2014 Ivan Cheng CSU Northridge

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  1. CSU STEM Conference March 14, 2014 Ivan Cheng CSU Northridge Common Core State Standards: Overview of CCSS Mathematics

  2. Overview of the Standards

  3. Overview of the Standards • Standards for college and career readiness • Focus and coherence • Focus on key topics at each grade level • Coherent progressions across grade levels • Balance of concepts and skills • Conceptual understanding • Procedural fluency • Mathematical practices • Fosters reasoning and sense-making in mathematics • Describe habits of mind of a mathematically expert student

  4. Standards for Mathematical Practice • Habits of mind a mathematically expert student • 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 • Carry across all grade levels

  5. Standards for Mathematical Content • K-8 standards presented by grade level • Organized into domains that progress over several grades • 2-4 focal points at each grade level • HS standards presented by conceptual theme • Number and quantity • Algebra • Functions • Modeling • Geometry • Statistics and probability

  6. Standards for Mathematical Content • Similar names but different content • “These standards are not intended to be new names for old ways of doing business.” (CCSS, 2010, p. 5)

  7. Smarter Balanced Assessments

  8. Smarter Balanced Blueprints • “Claims”integrate content and practices • Assessment “Targets” • Depth of Knowledge (“DOK”)

  9. Smarter Balanced Blueprints • “Claims”address content and practices • Students can explain and apply mathematical concepts and carry out mathematical procedures with precision and fluency. • Students can solve a range of complex well-posed problems in pure and applied mathematics, making productive use of knowledge and problem solving strategies. • Students can clearly and precisely construct viable arguments to support their own reasoning and critique the reasoning of others. • Students can analyze complex, real-world scenarios and can construct and use mathematical models to interpret and solve problems. • Assessment “Targets” • Depth of Knowledge (“DOK”)

  10. Smarter Balanced Blueprints • “Claims”address content and practices • Students can explain and apply mathematical concepts and carry out mathematical procedures with precision and fluency. • Students can solve a range of complex well-posed problems in pure and applied mathematics, making productive use of knowledge and problem solving strategies. • Students can clearly and precisely construct viable arguments to support their own reasoning and critique the reasoning of others. • Students can analyze complex, real-world scenarios and can construct and use mathematical models to interpret and solve problems. • Assessment “Targets” specify what will be tested • Depth of Knowledge (“DOK”)

  11. Smarter Balanced Blueprints • “Claims”address content and practices • Students can explain and apply mathematical concepts and carry out mathematical procedures with precision and fluency. • Students can solve a range of complex well-posed problems in pure and applied mathematics, making productive use of knowledge and problem solving strategies. • Students can clearly and precisely construct viable arguments to support their own reasoning and critique the reasoning of others. • Students can analyze complex, real-world scenarios and can construct and use mathematical models to interpret and solve problems. • Assessment “Targets” specify what will be tested • Depth of Knowledge (“DOK”) refer to complexity of item types

  12. Depth of Knowledge (DOK) • Cognitive rigor for each type of thinking • Remember (Level 1 only) • Understand (Levels 1 – 4) • Apply (Levels 1 – 4) • Analyze (Levels 1 – 4) • Evaluate (Levels 3 – 4) • Create (Levels 1 – 4) • Examine the levels for “Analyze”

  13. Depth of Knowledge (DOK) • Webb’s Depth of Knowledge levels • Recalling and recognizing • Using procedures • Explaining and concluding • Making connections, extending and justifying • What is the DOK for current CSTs?

  14. Depth of Knowledge (DOK) Yuan & Le (2012); Herman & Lin (2013), from Linda Darling-Hammond Assembly Testimony, 3/6/13

  15. Types of Assessment Items • Selected Response (SR) • Constructed Response (CR) • Extended Response (ER) (math only) • Technology Enhanced (TE) • Performance Task (PT)

  16. Sample Selected Response Item From Smarter Balanced Assessments, MAT.07.SR.1.000EE.C.162

  17. Sample Constructed Response Item From Smarter Balanced Assessments, MAT.07.CR.1.000EE.C.296

  18. Sample Extended Response Item From Smarter Balanced Assessments, MAT.08.ER.3.000EE.D.137

  19. Sample Technology Enhanced Item From Smarter Balanced Assessments, MAT.06.TE.1.000EE.F.170

  20. Sample Performance Task

  21. Sample Performance Task

  22. Sample Performance Task

  23. Sample Performance Task From Smarter Balanced Assessments, MAT.06.PT.4.REMOD.4

  24. Thank You Ivan Cheng CSU Northridge Common Core State Standards: Overview of CCSS Mathematics

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