3rd Grade Mathematics Common Core Standards

1. Preparing Students for College and Career Readiness 2013 3rd Grade MathematicsCommon Core Standards Presented by: Steve Kolb, K-12 Instructional Coach Curriculum/Professional Learning Pat Gibson, Teacher Leader Foulks Ranch Elementary Karen Torres, Teacher Leader Prairie Elementary

2. Welcome and Introductions Introduce yourself to the group. Please tell us: • Your name • Your school site • The number of years you have been teaching

3. How many years? How many years of collective teaching experience are in the room right now? Turn to the person next to you and explain how you made sense of the problem and how you solved it. Compare your strategy to that of your partner.

4. Norms Be invested. Collaborate with colleagues. Avoid sidebar conversations. Turn your cell phone to silent. Please step outside if you have an emergency and need to text.

5. Overview Day 1: Teachers will gain an understanding of the relationships between CCSS math rationale, content standards, and Standards for Mathematical Practice.

6. Overview Day 2: Teachers will become familiar with the components of “Go Math,” be able to use the program as a tool to teach CCSS, and understand how to design a CCSS math lesson. Day 3: Teachers will take a look at assessment options, parents and CCSS-M, and continue with lesson design.

7. Today’s Outcomes Build an understanding of: • Background and rationale of the CCSS • Content standards • Standards for Mathematical Practice • Smarter Balanced assessments • Instructional shifts

8. Do You Have Additional Questions?

9. Engagement Strategy: Appointment Clock     Please make appointments for 12:00, 3:00, 6:00 and 9:00 910

10. Getting to Know the CCSS Mathematics Standards “These standards are not intended to be new names for old ways of doing business. They are a case to take the next step. It is time for states to work together to build on lessons learned from two decades of standards based reforms. It is time to recognize that these standards are not just promises to our children, but promises we intend to keep.” NGA & CCSSO, 2010, pg. 5 National Governors Association Council of Chief State School Officers

11. Rationale for the Common Core

12. Meet with your 3:00 appointment to discuss your reactions to the video and the quote. One aspect of the video that resonated with me is _______. I am wondering about _____.

13. Try to do these problems mentally.What mathematics do students need to know to understand what they are doing? 97 + 3 + 35 10 9

14. 45 States Have Adopted the CCSS-M CA Adopts August 2, 2010

15. Background and Rationale of the Common Core State Standards Were developed by states as a collaborative initiative Are informed by other top performing countries, so that all students are prepared to succeed in our global economy and society

16. Background and Rationale of the Common Core State Standards Are aligned with college and career expectations Are clear, understandable and consistent Include rigorous application of knowledge through high-order skills

17. A Topical Comparison: Focus A+ Countries United States Focus on learning a few topics in depth Many topics per grade, revisited year after year Mastery Learning Spirals

18. A Topical Comparison: Coherence A+ CountriesUnited States Common Fractions taught in 3rd – 6th grades Common Fractions taught in 1st – forever! Mastery Learning Spirals

19. CCSS MathematicsK – 8 Domain Progressions Grade 3 C 5Domains 11 Clusters 935

20. Two Types of Standards • Content Standards • Vary at each grade level • Bolded, underlined standards specific to California • Standards for Mathematical Practice (SMP) • Consistent K-8

21. Content Standards Structure K - 8 Notation Standard (CA Addition) Domain Standards define what students should understand and be able to do. Clusters summarize groups of related standards. Note that standards from different clusters may be closely related, because mathematics is a connected subject. Domains are larger groups of related standards. Standards from different domains may sometimes be closely related. Cluster of Standards Standard

22. Examining Content Standards You will need your GradeLevel Content Standards. • With your partner, examine the domains • emphasized at your grade level. • Determine which clusters are • included in each domain at your grade level. Read the standards that make up each cluster. What are the big differences at your grade level from our old standards to CCSS-M?

23. Focus and Coherence Bill McCallum, One of three main authors of Mathematics CCSS

24. Focus • Spending more time on fewer-- essential --concepts • Negating the issue of “a mile wide and an inch deep” • Requiring a philosophical shift from content coverage to content competency

25. 4.NBT.5: Multiply a whole number up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or models. Area ModelPartial ProductDistributive Property 500 200 15 15 500 + 200 + 15 200 715 715 500 715 Focus

26. Coherence • A systematic and logical progression of mathematical elements • A K-12 following of skill and concept development • A staircase to college and career readiness, building on the best of previous state standards and evidence from international comparisons and domestic reports and recommendations

27. Coherence: the curriculum has logical progressions from less sophisticated topics into more sophisticated ones. Coherence refers to how the standards are organized across grade levels. “Vertical Alignment” 34 2nd Grade: Subtraction is the “difference” between 2 numbers on the number line 38 72 “Benchmark numbers” are essential in developing number sense (develop the conceptual understanding for rounding numbers) This is called an “open number line” because it is not drawn to scale and all numbers are not identified along the number line.

28. 3rd Grade 4th Grade 2 1 1 0 0 0 5th Grade6thGrade 3 0 2 1 How many sixths are there in two-thirds?

29. Tracing Coherence Meet with your 6:00 appointment. Look at the standardoverviewsfor your grade and the grade directly before and after you. Trace the coherence for each domain. Discuss the progression of skills across the three grade levels.

30. Tracing Coherence: Discussion Points • Of all of these changes, the one(s) I find most exciting/positive is/are _____. • The change(s) I am most concerned about is/are _____. My experience has taught me …

31. Break

32. The Connection: Content to Mathematical Practice The core is the Content Standards which we have examined. The core is wrapped with the Eight Standards for Mathematical Practice. Content Practice

33. Standards for Mathematical Practice • Make sense of problems and persevere in solving them. • Reason abstractly and quantitatively. • Construct viable arguments and critiques the reasoning of others. • Model with mathematics • Use appropriate tools strategically. • Attend to precision • Look for and make sense of structure • Look for and express regularity in repeated reasoning.

34. Stay and Stray with the Eight Standards for Mathematical Practice • Number off 1-8 • Group one will investigate Practice 1, Group 2-Practice 2… • Each group member should be prepared to explain the Practice Standard. • Create a poster to represent your Practice Standard. • Include 3-5 bullet points of detail • Create an illustration and provide an example

35. What is 2.4? • Write a few math problems/tasks that result in an answer of 2.4. • Is 2.4 the same as 2 remainder 4? Why or why not?

36. 8 Standards of Mathematical Practice—What do they look like? Domain: Numbers and Operations: Fractions Content Standard: Grade 4 NF 6 Use decimal notation for fractions with denominators 10 or 100… Content Standard: Grade 5 NF 3 Interpret a fraction as division of the numerator by the denominator…form of fractions, mixed numbers, or decimal fractions…

37. Standards for Mathematical Practice Debrief Meet with your 9:00appointment to discuss the 8 Standards for Mathematical Practice I saw evidence of SMP ____ in the classroom video when _______. One thing I might have tried in the lesson was ______ to address SMP _______.

38. Classroom Implications of the 8 Standards for Mathematical Practice • Conceptual and procedural approaches to classroom instruction • Student centered classrooms • Multiple and varied opportunities for students to grapple with, discuss, explain, verify, collaborate, and think to develop understanding of mathematical concepts. • Mistakes are valued as learning opportunities.

39. Classroom Implications of the 8 Standards for Mathematical Practice My experience has taught me …

40. Lunch

41. Welcome Back! And now for dessert ….

42. A Move To Authentic Assessments

43. CCSS Transition Timeline: 2014-15 • Testing is slated to begin in 2014-15 • Smarter Balanced Assessment Consortium • Testing for grades 3-8, and 11 • Includes summative and optional interim assessments

44. Sample Assessment Questions from Smarter Balanced http://www.smarterbalanced.org/practice-test/

45. Appointment Meet with your 12:00appointment to discuss the Smarter Balanced Assessments. One Ah-Ha I have regarding the new assessments is _________. One question I have regarding the new assessment is ______. One implication for my teaching is ___. 115

46. Major Shifts Standards for Mathematical Practice Content standards Instruction Assessment

47. SHIFTS in Instruction… Ergo…

48. The Classroom Connection • Provide multiple representations • Review deliberately • Value and celebrate alternative responses • Focus on number sense and estimation • Encourage a language rich classroom • Embed math in contexts • Use formative assessments • Plan deliberately and with detail

49. Looks Like/Sounds LikeGraffiti Wall

50. Implications for Instruction Given that our math instruction will look and sound different, what are implications for our instruction? My experience has taught me … 200