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STARTER. How familiar are you with the Common Core Standards for Mathematical Practice? Think-Pair-Share 1) Think for one minute 2) Share with your shoulder partner 3) Share with your group. Public Schools of Robeson County Common Core State Standards 6 – 12 Mathematics SESSION 1.

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  1. STARTER • How familiar are you with the Common Core Standards for Mathematical Practice? • Think-Pair-Share • 1) Think for one minute • 2) Share with your shoulder partner • 3) Share with your group

  2. Public Schools of Robeson CountyCommon Core State Standards6 – 12 MathematicsSESSION 1 September 30, 2011 Aaron Locklear, Curriculum Specialist LSHS Annette Kenworthy, PSHS Mathematics Catrina Bailey, Curriculum Specialist SRHS

  3. Introductions

  4. Sequence of Session • Starter • Session Logistics • Power Point Presentation • ACTIVITY “Getting at the Core” • Turn-and-Talk • Closure

  5. “Train the Trainer” Model Session Materials Parking Lot Technology

  6. Norms - Be Yourself- Value Differences- Maintain Professionalism- Participate Actively - Enjoy Yourself

  7. Learning Objectives • To be able to explain the Common Core State Standards (CCSS) timeline. • To understand the rationale for why North Carolina chose to adopt more rigorous state standards. • To distinguish between the new 2009 CCSS and the 2003 NCSCOS. • To access curriculum resources and websites which prepare educators how to teach the CCSS.

  8. CCSS Initiative • State-led effort coordinated by the National Governors Association Center for Best Practices (NGA Center) and the Council of Chief State School Officers (CCSSO) • North Carolina is one of 48 states, two territories and the District of Columbia to adopt the CCSS in K-12 English Language Arts and Mathematics • DPI Summer Institute trainings

  9. What does this mean for teaching and learning?

  10. North Carolina Standard Course of Study

  11. Why adopt CCSS? Write-Pair-Share • 1) Share with your shoulder partner • 2) Share with your group • 3) Each group chooses one reason to write on white-board

  12. Time for Change • If we keep doing the same thing we have always done, we will keep getting the same results! • If we just swap out one standard in a document and replace it with a new one, nothing will change. • How we teach mathematics must change

  13. 2003 Standard Course of Study 2.03 Apply properties, definitions, and theorems of two-dimensional figures to solve problems and write proofs. 2.04 Develop and apply properties of solids to solve problems. Common Core State Standards for Mathematics G.GMD.1 Give an informal argument for the formulas for the circumference of a circle, area of a circle, volume of a cylinder, pyramid, and cone. www.corestandards.org

  14. Goals for New Standards • Fewer, clearer, higher • Content-centered application of knowledge • Use of higher order thinking skills • Alignment with college and career expectations

  15. Standards Domain Grade Level Cluster Standards

  16. CCSS Terminology Activity Directions: Match the provided terms under either “new” or “old” and then determine its description. “ Getting at the CORE ”

  17. “ Getting at the CORE ”

  18. Crosswalk http://www.ncpublicschools.org/acre/standards/support-tools/

  19. Turn and TalkWhat is the difference between the CCSS and the alignedStandards in the 2003 SCOS?--‐How are they clearer?--‐How are they higher?--‐How will these changes affectinstruction?

  20. CAUTION!! CONTENT APPEARING TO BE THE SAME MAY ACTUALLY BE DIFFERENT!! The CCSS Requires CLOSE Reading!!!

  21. Unpacking Documents http://www.ncpublicschools.org/acre/standards/support-tools/

  22. Reason abstractly and quantitatively. cc: onlinemathtutor.org

  23. Resources What instructional materials does our LEA have to support the implementation of the CCSS?

  24. Resources Books: A Collection of Math Lessons, Marilyn Burns and Cathy Humphreys. Problem-Based Learning in K-8 Classrooms, Ann Lambros. Sensible Mathematics, Steve Leinwand. Math Matters, Suzanne H. Chapin and Art Johnson. Teaching Student – Centered Mathematics: Grades 5 – 8, John Van de Walle and LouAnn H. Lovin.

  25. Resources Focus in High School Mathematics: Reasoning and Sense Making, NCTM. Navigations Series, NCTM. About Teaching Mathematics: A K – 8 Resource, Marilyn Burns. Making It Happen Implementing the CCSS from NCTM Creative Active Thinkers, Daniels and Udall Uncovering Student Thinking Rose and Arline

  26. corestandards.orgncpublicschools.org/acre/Khanacademy.orgMap.mathshell.org/Illustrativemathematics.orgInsidemathematics.orgmentoringminds.comstenhouse.comarsnc.org/arms/StaffResourcescorestandards.orgncpublicschools.org/acre/Khanacademy.orgMap.mathshell.org/Illustrativemathematics.orgInsidemathematics.orgmentoringminds.comstenhouse.comarsnc.org/arms/StaffResources Websites: (refer to separate sheet for detailed information on each site)

  27. Websites: illuminations.nctm.orgnctm.orgncctm.orgnlvm.usu.edu/en/nav/vlibrary.htmldpi.state.nc.us/acre/standards/support-toolsmasteryconnect.comgetthemath.org

  28. Questions and Comments Locklearaa.psrc@robeson.k12.nc.us Aaron Locklear Kenworthya.swett@robeson.k12.nc.us Annette Kenworthy Baileyc.psrc@robeson.k12.nc.us Catrina Bailey 9/23/2014 • page 29

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