introduction to the math shifts of the common core state standards
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Introduction to the Math Shifts of the Common Core State Standards. The CCSS Requires Three Shifts in Mathematics. Focus: Focus strongly where the standards focus. Coherence : Think across grades and link to major topics.

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slide3

The CCSS Requires Three Shifts in Mathematics

Focus: Focus strongly where the standards focus.

Coherence: Think across grades and linkto major topics.

Rigor: In major topics, pursue conceptual understanding, procedural skill and fluency,andapplication.

shift 1 focus strongly where the standards focus
Shift #1: Focus Strongly Where the Standards Focus

Significantly narrow the scope of content and deepen how time and energy is spent in the math classroom.

Focus deeply on what is emphasized in the standards, so that students gain strong foundations.

focus
Focus

Move away from "mile wide, inch deep" curricula identified in TIMSS.

Learn from international comparisons.

Teach less, learn more.

“Less topic coverage can be associated withhigher scores on those topics covered because students have more time to master thecontent that is taught.”

– Ginsburg et al., 2005

slide6

The shape of math in A+ countries

Mathematics topics intended at each grade by at least two-thirds of A+ countries

Mathematics topics intended at each grade by at least two-thirds of 21 U.S. states

1 Schmidt, Houang, & Cogan, “A Coherent Curriculum: The Case of Mathematics.” (2002).

group discussion
Group Discussion

Shift #1: Focus strongly where the Standards focus.

In your groups, discuss ways to respond to the following question, “Why focus? There’s so much math that students could be learning, why limit them to just a few things?”

slide13

Shift #2: Coherence: Think Across Grades, and Link to Major Topics Within Grades

Carefully connect the learning within and across grades so that students can build new understanding on foundations built in previous years.

Begin to count on solid conceptual understanding of core content and build on it. Each standard is not a new event, but an extension of previous learning.

coherence think across grades
Coherence: Think Across Grades

Example: Fractions

“The coherence and sequential nature of mathematics dictate the foundational skills that are necessary for the learning of algebra. The most important foundational skill not presently developed appears to be proficiency with fractions (including decimals, percents, and negative fractions). The teaching of fractions must be acknowledged as critically important and improved before an increase in student achievement in algebra can be expected.”

Final Report of the National Mathematics Advisory Panel (2008, p. 18)

slide16

CCSS

4.NF.4. Apply and extend previous understandings of multiplication to multiply a fraction by a whole number.

Grade 4

5.NF.4. Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction.

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

Grade 5

6.NS. Apply and extend previous understandings of multiplication and division to divide fractions by fractions.6.NS.1. Interpret and compute quotients of fractions, and solve word problems involving division of fractions by fractions, e.g., by using visual fraction models and equations to represent the problem.

Grade 6

Informing Grades 1-6 Mathematics Standards Development: What Can Be Learned from High-Performing Hong Kong, Singapore, and Korea? American Institutes for Research (2009, p. 13)

slide17

Alignment in Context: Neighboring Grades and Progressions

One of several staircases to algebra designed in the OA domain.

17

slide18

Coherence: Link to Major Topics Within Grades

Example: Data Representation

Standard 3.MD.3

slide19

Coherence: Link to Major Topics Within Grades

Example: Geometric Measurement

3.MD, third cluster

group discussion1
Group Discussion

Shift #2: Coherence: Think across grades, link to major topics within grades

In your groups, discuss what coherence in the math curriculum means to you. Be sure to address both elements—coherence within the grade and coherence across grades. Cite specific examples.

engaging with the shift investigate coherence in the standards with respect to fractions
Engaging with the Shift: Investigate Coherence in the Standards with Respect to Fractions

In the space below, copy all of the standards related to multiplication and division of fractions and note how coherence is evident in these standards. Note also standards that are outside of the Number and Operations—Fractions domain but are related to, or in support of, fractions.

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Shift #3: Rigor: In Major Topics, Pursue Conceptual Understanding, Procedural Skill and Fluency, and Application

  • Understanding
  • Fluency
  • Application
rigor
Rigor

The CCSSM require a balance of:

  • Solid conceptual understanding
  • Procedural skill and fluency
  • Application of skills in problem solving situations

Pursuit of all three requires equal intensity in time, activities, and resources.

solid conceptual understanding
Solid Conceptual Understanding

Teach more than “how to get the answer” and instead support students’ ability to access concepts from a number of perspectives

Students are able to see math as more than a set of mnemonics or discrete procedures

Conceptual understanding supports the other aspects of rigor (fluency and application)

fluency
Fluency

The standards require speed and accuracy in calculation.

Teachers structure class time and/or homework time for students to practice core functions such as single-digit multiplication so that they are more able to understand and manipulate more complex concepts

application
Application

Students can use appropriate concepts and procedures for application even when not prompted to do so.

Teachers provide opportunities at all grade levels for students to apply math concepts in “real world” situations, recognizing this means different things in K-5, 6-8, and HS.

Teachers in content areas outside of math, particularly science, ensure that students are using grade-level-appropriate math to make meaning of and access science content.

group discussion2
Group Discussion

Shift #3: Rigor: Expect fluency, deep understanding, and application

In your groups, discuss ways to respond to one of the following comments: “These standards expect that we just teach rote memorization. Seems like a step backwards to me.” Or “I’m not going to spend time on fluency—it should just be a natural outcome of conceptual understanding.”

engaging with the shift making a true statement
Engaging with the Shift: Making a True Statement

This shift requires a balance of three discrete components in math instruction. This is not a pedagogical option, but is required by the Standards. Using grade __ as a sample, find and copy the standards which specifically set expectations for each component.

Rigor = ______ + ________ + _______

assessment
ASSESSMENT

What are the three mathematical shifts?

resources
Resources

www.achievethecore.org

www.illustrativemathematics.org

http://pta.org/parents/content.cfm?ItemNumber=2583&RDtoken=51120&userID

commoncoretools.me

www.corestandards.org

http://parcconline.org/parcc-content-frameworks

http://www.smarterbalanced.org/k-12-education/common-core-state-standards-tools-resources/

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