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Common Core State Standards (CCSS) for IndianaPowerPoint Presentation

Common Core State Standards (CCSS) for Indiana

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Common Core State Standards (CCSS) for Indiana. Fewer Clearer Higher. Bob Trammel robertwtrammel@msn.com. Introductions and Welcome. A Few Things to Start With!. Cell Phones Off Please Be an Active Participant! This is your workshop not mine!

Common Core State Standards (CCSS) for Indiana

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Common Core State Standards (CCSS)for Indiana

- Fewer
- Clearer
- Higher

Bob Trammel

robertwtrammel@msn.com

- Cell Phones Off Please
- Be an Active Participant!
- This is your workshop not mine!
- Let’s start with a quick introduction and warm welcome.

- On the back of your agenda …………..
- Write 4 simple statements about yourself. Make 3 of them true and 1 of them false in random order.
- Don’t make the statements too complicated.
- Keep these hidden please.
- In a couple of minutes we will have some fun.

See if you can pick the false statement from the below list!

- I ride a Harley motorcycle for fun.
- I’m a graduate of Notre Dame.
- I played on my high school basketball team.
- I have taught elementary school.

- Learn all the information that I can about the Common Core State Standards. (CCSS)
- Learn about Standards for Mathematical Practice. (SMP)
- Learn about Standards for Mathematical Content. (SMC)
- Learn how to correctly implement SMP and SMC together for school year 2011-12.

Ind. Academic Standards(IAS) Grades 6, 7, 8, Alg I

Transition for 2011-12 Grades 6, 7, 8

Common Core State Standards Grades 6, 7, 8, Alg I

- NCLB has some holes in this federal legislation.
- Equity issue from state to state.
- Funding problems.
- Special needs students and ELL students.
- States were mandated to make substantial educational changes on their own.
- States can no longer set educational standards and expectations independently!
- We need to better-prepare our students for the future.

MEAP Grade 8 Math

2009

- 35 MC Items

Functional Independence Grade 8 Mathematics

Released Item Booklet.

What is the rule for the pattern below?

4, 8, 12, 16,_____

A add 2

B add 1

C add 4

Functional Independence Grade 8 Mathematics

Released Item Booklet.

Use the coins below to answer question 33.

How much money is shown?

A 27¢

B 37¢

C 47¢

- NGA (National Governors’ Association)
- CCSSO (Council of Chief State School Officers)

- PARCC
Partnership for Assessment of Readiness for College and Careers

- CTB Mc Graw-Hill Out
- 25 states involved in these assessments
- Move to better prepare our students for the future……..let be college ………let be work.

ACHIEVE

- Google …….PARCC
Working in pairs or solo!

Report findings in about 20 minutes!

- Math Works
- Common Concerns

School Year 2011-12

- Kindergarten will implement the CCSS first.
- All other grades will teach the IAS (Indiana Academic Standards) and sample a few CCSS at grade level.
- ISTEP+ Testing and ECA Testing will measure ONLY IAS spring 2012.

See Next Slide

Transitioning from the Indiana Academic Standards (IAS)

to the Common Core State Standards (CCSS):

Assessment Guidance

- Check List of Indicators for ISTEP+ for Spring 2012

- Expectations of CCSS for 2011-12 (see next slide)

Grade 6

The following content is essential for building the foundational skills required in the CCSS. Mastery of this content is critical to avoid gaps in student learning. In addition, a focus on the Mathematical Practicesis imperative to ensure student success.

1. Understand the concept of a unit rate a/b associated with a ratio a:b with b ≠ 0, and use rate language in the context of a ratio relationship. For example, “This recipe has a ratio of 3 cups of flour to 4 cups of sugar, so there is 3/4 cup of flour for each cup of sugar.” “We paid $75 for 15 hamburgers, which is a rate of $5 per hamburger.” (CCSS 6.RP.2) Note: this is an extension of IAS 6.2.6.

2. Solve unit rate problems including those involving unit pricing and constant speed. For example, if it took 7 hours to mow 4 lawns, then at that rate, how many lawns could be mowed in 35 hours? At what rate were lawns being mowed? (CCSS 6.RP.3b)

3. Solve problems involving finding the whole, given a part and the percent. (CCSS 6.RP.3c) Note: This extends IAS 6.2.8.

4. Use ratio reasoning to convert measurement units; manipulate and transform units appropriately when multiplying or dividing quantities. (CCSS 6.RP.3d)

Grade 7

The following content is essential for building the foundational skills required in the CCSS. Mastery

of this content is critical to avoid gaps in student learning. In addition, a focus on the Mathematical Practicesis imperative to ensure student success.

1. Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units. For example, if a person walks 1/2 mile in each 1/4 hour, compute the unit rate as the complex fraction 1/2/1/4 miles per hour, equivalently 2 miles per hour. (CCSS 7.RP.1)

2. Recognize and represent proportional relationships between quantities. (CCSS 7.RP.2)

Decide whether two quantities are in a proportional relationship, e.g., by testing for equivalent ratios in a table or graphing on a coordinate plane and observing whether the graph is a straight line through the origin. (CCSS 7.RP.2a)

Identify the constant of proportionality (unit rate) in tables, graphs, equations, diagrams, and verbal descriptions of proportional relationships. (CCSS 7.RP.2b)

Represent proportional relationships by equations. For example, if total cost t is proportional to the number n of items purchased at a constant price p, the relationship between the total cost and the number of items can be expressed as t = pn. (CCSS 7.RP.2c)

Explain what a point (x, y) on the graph of a proportional relationship means in terms of the situation, with special attention to the points (0, 0) and (1, r) where r is the unit rate. (CCSS 7.RP.2d)

Grade 8

The following content is essential for building the foundational skills required in the CCSS. Mastery of this content is critical to avoid gaps in student learning. In addition, a focus on the Mathematical Practicesis imperative to ensure student success.

1. Graph proportional relationships, interpreting the unit rate as the slope of the graph. Compare two different proportional relationships represented in different ways. For example, compare a distance-time graph to a distance-time equation to determine which of two moving objects has greater speed. (CCSS 8.EE.5) Note: This extends IAS 8.3.5, 8.3.6, 8.3.7.

2. Solve linear equations in one variable. (CCSS 8.EE.7)

Give examples of linear equations in one variable with one solution, infinitely many solutions, or no solutions. Show which of these possibilities is the case by successively transforming the given equation into simpler forms until an equivalent equation of the form x = a, a = a, or a = b results (where a and b are different numbers). (CCSS 8.EE.7a) Note: This extends IAS 8.3.1.

3. Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions). (CCSS 8.F.2) For example, given a linear function represented by a table of values and a linear function represented by an algebraic expression, determine which function has the greater rate of change. Note: This is an extension of IAS 8.3.8.

- Examine grade level CCSS expectations at grades 6-7-8 math.
- Are these CCSS new????
- When will you implement these CCSS?
- Algebra I teachers………are you left out?
- Report Out

15 minutes

School Year 2012-13

- Kindergarten will implement the CCSS for the second year and grade 1 for the first year.
- All other grades will teach the IAS (Indiana Academic Standards) and sample a few CCSS at grade level.
- ISTEP+ Testing and ECA Testing will measure IAS and PILOT specific CCSS items for Spring 2013. New transitions document from the IDOE.

- Kindergarten will implement the CCSS for the third year, grade 1 for the second year, and grade 2 for the first year.
- All other grades will teach the IAS (Indiana Academic Standards) and sample a few CCSS at grade level.
- ISTEP+ Testing and ECA Testing will measure IAS and PiLOT specific CCSS items spring 2014. New transitions documents form IDOE.

School Year 2014-15

- CCSS fully implemented at this time.
- New PARCC Assessments (Partnership for Assessment of Readiness for College and Careers) will be administered at grades 3-HS)
- These PARCC assessments will be done on computers.
- Probably three or four times during the year.
- New cut-scores from the input of 25 states.

- Questions……..I know you have lots of them!!

Break Time 10 Minutes

- First computers website:
www.corestandards.org

- Common Core State Standards
>> Mathematics

- Domain-Cluster-Standards
- Standards for Mathematical Practices (SMP)

doe.in.gov/commoncore

Check Out

Making the Transition to the Common Core State Standards

#6 Implementing the Standards for Mathematical Practice

Zach FoughtySecondary Mathematics Specialist zfoughty@doe.in.gov

Handout

INDIANA COMMON CORE STATE STANDARDS

GRADE 6 MATHEMATICS

INDIANA COMMON CORE STATE STANDARDS

GRADE 7 MATHEMATICS

INDIANA COMMON CORE STATE STANDARDS

GRADE 8 MATHEMATICS

INDIANA COMMON CORE STATE STANDARDS

ALGEBRA I

Grade 6

Grade 7

NS The Number System

EE Expressions and Equations

G Geometry

SP Stats and Probability

Grade 8

Algebra I

A Algebra

RP Ratios and Proportional Relationships

F FUNCTIONS

N Number & Quantity

NS The Number System

Domains

F Functions

EE Expressions and Equations

S Stats and Prob

G Geometry

Conceptual Categories

SP Stats and Probability

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.

www.corestandards.org

Page 6

1. Make sense of problems and persevere in solving them.

6. Attend to precision.

2. Reason abstractly and quantitatively.

3. Construct viable arguments and critique the reasoning of

others.

4. Model with mathematics.

5. Use appropriate tools strategically.

7. Look for and make use of structure.

8. Look for and express regularity in repeated reasoning.

G. 1

G. 2

G. 3

G. 4

- Each group is assigned specific CCSS by grade level. (6-7-8-Alg)
- For each mathematical practice assigned to your group, give an example to illustrate the practice. There should be 4 examples for each group….one for each grade level.
- Read the description of each practice first!!
- Chart examples on flip chart paper.
- We will debrief charts in 30 minutes.

Poster Talk

Browsing Common Core State Standards Stuff

- Get into Grade Level Groups
Go To

www.doe.in.gov/commoncore/

- Hit the Link for Inside Mathematics

- Algebra I teachers……… breakout group…Algebra I redefined!!

- How do SMP and SMC connect?
- How will the Common Core State Standards be assessed?
- How do I find appropriate resources?
- How will teaching change?
- How will learning change?
- Look at the Arizona Department of Education.