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Sandy Christie Mathematics Program Manager September 16, 2013 Fife Grades K-5. Putting the Common core State standards for mathematics into action. Where are we in our Experiences with CCSS-Mathematics?. Everyone stand up…..

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Putting the common core state standards for mathematics into action

Sandy Christie

Mathematics Program Manager

September 16, 2013

Fife Grades K-5

Putting the Common core State standards for mathematics into action


Where are we in our experiences with ccss mathematics
Where are we in our Experiences with CCSS-Mathematics?

Everyone stand up…..

….Sit down if you are relatively new to the CCSS- Mathematics journey

….Sit down if you‘ve spent some time learning about & may have tried out some CCSS-M

….Sit down if you’ve done some in-depth preparation and are well on your way implementing


What s the same what s different

CCSS – Mathematics

What’s the Same? What’s Different?



Standards for mathematical practices
Standards for Mathematical Practices

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.




The Common Core State Standards in mathematics began with progressions: narrative documents describing the progression of a topic across a number of grade levels, informed both by educational research and the structure of mathematics. These documents were then sliced into grade level standards K-8.


Standards by domain this one goes to 5 th grade
Standards by domain – this one goes to 5 with progressions: narrative documents describing the progression of a topic across a number of grade levels, informed both by educational research and the structure of mathematics. These documents were then sliced into grade level standards K-8.th grade –


The Progressions for the Common Core State Standards are updated versions of those early progressions drafts, revised and edited to correspond with the Standards by members of the original Progressions work team, together with other mathematicians and education researchers not involved in the initial writing. They note key connections among standards, point out cognitive difficulties and pedagogical solutions, and give more detail on particularly knotty areas of the mathematics.


Where to find ccss m standards by domain progressions
Where to find CCSS–M Standards by domain & Progressions? are updated versions of those early progressions drafts, revised and edited to correspond with the Standards by members of the original Progressions work team, together with other mathematicians and education researchers not involved in the initial writing. They note key connections among standards, point out cognitive difficulties and pedagogical solutions, and give more detail on particularly knotty areas of the mathematics.

http://commoncoretools.me/tools/

Progressions

Domains


What progressions are available
What progressions are available? are updated versions of those early progressions drafts, revised and edited to correspond with the Standards by members of the original Progressions work team, together with other mathematicians and education researchers not involved in the initial writing. They note key connections among standards, point out cognitive difficulties and pedagogical solutions, and give more detail on particularly knotty areas of the mathematics.

http://ime.math.arizona.edu/progressions/


Common core format language
Common Core Format/Language are updated versions of those early progressions drafts, revised and edited to correspond with the Standards by members of the original Progressions work team, together with other mathematicians and education researchers not involved in the initial writing. They note key connections among standards, point out cognitive difficulties and pedagogical solutions, and give more detail on particularly knotty areas of the mathematics.

K-8

Grade

Domain

Cluster

Standards

(There are no pre-K Common Core Standards)

High School

Conceptual Category

Domain

Cluster

Standards


Structure of the ccss
Structure of the CCSS are updated versions of those early progressions drafts, revised and edited to correspond with the Standards by members of the original Progressions work team, together with other mathematicians and education researchers not involved in the initial writing. They note key connections among standards, point out cognitive difficulties and pedagogical solutions, and give more detail on particularly knotty areas of the mathematics.

Cluster Heading


The three shifts in mathematics
The Three Shifts in Mathematics are updated versions of those early progressions drafts, revised and edited to correspond with the Standards by members of the original Progressions work team, together with other mathematicians and education researchers not involved in the initial writing. They note key connections among standards, point out cognitive difficulties and pedagogical solutions, and give more detail on particularly knotty areas of the mathematics.

Focus: Strongly where the standards focus

Coherence: Think across grades and link to major topics within grades

Rigor: Require conceptual understanding, fluency, and application


Focus on the major work of the grade
Focus are updated versions of those early progressions drafts, revised and edited to correspond with the Standards by members of the original Progressions work team, together with other mathematicians and education researchers not involved in the initial writing. They note key connections among standards, point out cognitive difficulties and pedagogical solutions, and give more detail on particularly knotty areas of the mathematics.on the Major Work of the Grade

Two levels of focus

  • What’s in/What’s out

  • The standards at each grade level are interconnected allowing for coherence and rigor


Ospi transition documents
OSPI Transition documents are updated versions of those early progressions drafts, revised and edited to correspond with the Standards by members of the original Progressions work team, together with other mathematicians and education researchers not involved in the initial writing. They note key connections among standards, point out cognitive difficulties and pedagogical solutions, and give more detail on particularly knotty areas of the mathematics.

http://www.k12.wa.us/CoreStandards/Mathematics/default.aspx


Last page s of ospi transition document
Last page(s) of OSPI Transition document are updated versions of those early progressions drafts, revised and edited to correspond with the Standards by members of the original Progressions work team, together with other mathematicians and education researchers not involved in the initial writing. They note key connections among standards, point out cognitive difficulties and pedagogical solutions, and give more detail on particularly knotty areas of the mathematics.


Focus on major work
Focus are updated versions of those early progressions drafts, revised and edited to correspond with the Standards by members of the original Progressions work team, together with other mathematicians and education researchers not involved in the initial writing. They note key connections among standards, point out cognitive difficulties and pedagogical solutions, and give more detail on particularly knotty areas of the mathematics. on Major Work

The materials should devote at least 65% and up to approximately 85% of the class time to the major work of the grade with Grades K–2 nearer the upper end of that range, i.e., 85%.

K-8 Publishers Criteria for CCSS-M

Focus is on clusters, not individual standards.


Content Emphasis by Cluster—Grade 3 are updated versions of those early progressions drafts, revised and edited to correspond with the Standards by members of the original Progressions work team, together with other mathematicians and education researchers not involved in the initial writing. They note key connections among standards, point out cognitive difficulties and pedagogical solutions, and give more detail on particularly knotty areas of the mathematics.


Ccss m required fluencies in k 6
CCSS-M Required Fluencies in K-6 are updated versions of those early progressions drafts, revised and edited to correspond with the Standards by members of the original Progressions work team, together with other mathematicians and education researchers not involved in the initial writing. They note key connections among standards, point out cognitive difficulties and pedagogical solutions, and give more detail on particularly knotty areas of the mathematics.


Algorithms in ccss m
Algorithms in CCSS-M are updated versions of those early progressions drafts, revised and edited to correspond with the Standards by members of the original Progressions work team, together with other mathematicians and education researchers not involved in the initial writing. They note key connections among standards, point out cognitive difficulties and pedagogical solutions, and give more detail on particularly knotty areas of the mathematics.


Coherence across and within grades
Coherence are updated versions of those early progressions drafts, revised and edited to correspond with the Standards by members of the original Progressions work team, together with other mathematicians and education researchers not involved in the initial writing. They note key connections among standards, point out cognitive difficulties and pedagogical solutions, and give more detail on particularly knotty areas of the mathematics.Across and Within Grades

It’s about math making sense.

The power and elegance of math comes out through carefully laid progressions and connections within grades.


Rigor illustrations of conceptual understanding fluency and application
Rigor: are updated versions of those early progressions drafts, revised and edited to correspond with the Standards by members of the original Progressions work team, together with other mathematicians and education researchers not involved in the initial writing. They note key connections among standards, point out cognitive difficulties and pedagogical solutions, and give more detail on particularly knotty areas of the mathematics.Illustrations of Conceptual Understanding, Fluency, and Application

Here rigor does not mean “difficult problems.”

It’s a balance of three fundamental components that result in deep mathematical understanding.

There must be variety in what students are asked to produce.


Turn and talk
Turn and Talk are updated versions of those early progressions drafts, revised and edited to correspond with the Standards by members of the original Progressions work team, together with other mathematicians and education researchers not involved in the initial writing. They note key connections among standards, point out cognitive difficulties and pedagogical solutions, and give more detail on particularly knotty areas of the mathematics.

In groups of 2-3:

From what we’ve looked at so far, what documents/resources would you like to spend more time with? Why?


Smarter balanced assessment system sbac

How is this different from our current assessments? are updated versions of those early progressions drafts, revised and edited to correspond with the Standards by members of the original Progressions work team, together with other mathematicians and education researchers not involved in the initial writing. They note key connections among standards, point out cognitive difficulties and pedagogical solutions, and give more detail on particularly knotty areas of the mathematics.

SMARTER Balanced Assessment System (SBAC)


A balanced assessment system
A are updated versions of those early progressions drafts, revised and edited to correspond with the Standards by members of the original Progressions work team, together with other mathematicians and education researchers not involved in the initial writing. They note key connections among standards, point out cognitive difficulties and pedagogical solutions, and give more detail on particularly knotty areas of the mathematics.Balanced Assessment System

English Language Arts/Literacy and Mathematics, Grades 3-8 and High School

School Year

Last 12 weeks of the year*

DIGITAL CLEARINGHOUSE of formative tools, processes and exemplars; released items and tasks; model curriculum units; educator training; professional development tools and resources; scorer training modules; and teacher collaboration tools.

Optional Interim

Assessment

Optional Interim

Assessment

  • PERFORMANCE TASKS

  • ELA/Literacy

  • Mathematics

  • COMPUTER ADAPTIVE TESTS

  • ELA/Literacy

  • Mathematics

Computer Adaptive

Assessment and

Performance Tasks

Computer Adaptive

Assessment and

Performance Tasks

Re-take option

Scope, sequence, number and timing of interim assessments locally determined

*Time windows may be adjusted based on results from the research agenda and final implementation decisions.


  • “Students are updated versions of those early progressions drafts, revised and edited to correspond with the Standards by members of the original Progressions work team, together with other mathematicians and education researchers not involved in the initial writing. They note key connections among standards, point out cognitive difficulties and pedagogical solutions, and give more detail on particularly knotty areas of the mathematics.can demonstrate progress toward college and career readiness in mathematics.”

SBAC Assessment Claims for Mathematics

  • “Students can demonstrate college and career readiness in mathematics.”

Overall Claim (Gr. 3-8)

  • “Students can explain and apply mathematical concepts and interpret and carry out mathematical procedures with precision and fluency.”

Overall Claim (High School)

  • “Students can solve a range of complex well-posed problems in pure and applied mathematics, making productive use of knowledge and problem solving strategies.”

Claim 1

Concepts and Procedures

  • “Students can clearly and precisely construct viable arguments to support their own reasoning and to critique the reasoning of others.”

Claim 2

Problem Solving

  • “Students can analyze complex, real-world scenarios and can construct and use mathematical models to interpret and solve problems.”

Claim 3

Communicating Reasoning

Claim 4

Modeling and Data Analysis


Claim 1 concepts and procedures
Claim 1 - Concepts and Procedures are updated versions of those early progressions drafts, revised and edited to correspond with the Standards by members of the original Progressions work team, together with other mathematicians and education researchers not involved in the initial writing. They note key connections among standards, point out cognitive difficulties and pedagogical solutions, and give more detail on particularly knotty areas of the mathematics.

Assessment Targets = Clusters

Students can explain and apply mathematical concepts and interpret and carry out mathematical procedures with precision and fluency.


Claim 2 problem solving
Claim 2 – Problem Solving are updated versions of those early progressions drafts, revised and edited to correspond with the Standards by members of the original Progressions work team, together with other mathematicians and education researchers not involved in the initial writing. They note key connections among standards, point out cognitive difficulties and pedagogical solutions, and give more detail on particularly knotty areas of the mathematics.

Claim 2: Students can solve a range of complex well-posed problems in pure and applied mathematics, making productive use of knowledge and problem solving strategies.

Claim 3 – Communicating Reasoning

Claim 4 – Modeling and Data Analysis

Claim 4: Students can analyze complex, real-world scenarios and can construct and use mathematical models to interpret and solve problems.

Claim 3: Students can clearly and precisely construct viable arguments to support their own reasoning and to critique the reasoning of others.


Sbac sample practice test items
SBAC – sample & practice test items are updated versions of those early progressions drafts, revised and edited to correspond with the Standards by members of the original Progressions work team, together with other mathematicians and education researchers not involved in the initial writing. They note key connections among standards, point out cognitive difficulties and pedagogical solutions, and give more detail on particularly knotty areas of the mathematics.

http://www.smarterbalanced.org

  • Reflections on problem:

    • How are these problems different/same from those in my instructional materials?

    • What knowledge does my student need to answer these type of questions?

    • What can I do so that student’s are prepared for and have the opportunity to experience these types of problems?


3.NF.A.3a are updated versions of those early progressions drafts, revised and edited to correspond with the Standards by members of the original Progressions work team, together with other mathematicians and education researchers not involved in the initial writing. They note key connections among standards, point out cognitive difficulties and pedagogical solutions, and give more detail on particularly knotty areas of the mathematics.Understand two fractions as equivalent (equal) if they are the same size, or the same point on a number line.


4 nf b 4c solve word problems involving multiplication of a fraction by a whole number
4 are updated versions of those early progressions drafts, revised and edited to correspond with the Standards by members of the original Progressions work team, together with other mathematicians and education researchers not involved in the initial writing. They note key connections among standards, point out cognitive difficulties and pedagogical solutions, and give more detail on particularly knotty areas of the mathematics..NF.B.4cSolve word problems involving multiplication of a fraction by a whole number


5.NF.C.7 are updated versions of those early progressions drafts, revised and edited to correspond with the Standards by members of the original Progressions work team, together with other mathematicians and education researchers not involved in the initial writing. They note key connections among standards, point out cognitive difficulties and pedagogical solutions, and give more detail on particularly knotty areas of the mathematics.Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions


Sbac sample practice test items1
SBAC – sample & practice test items are updated versions of those early progressions drafts, revised and edited to correspond with the Standards by members of the original Progressions work team, together with other mathematicians and education researchers not involved in the initial writing. They note key connections among standards, point out cognitive difficulties and pedagogical solutions, and give more detail on particularly knotty areas of the mathematics.

  • Reflections on problem:

    • How are these problems different/same from those in my instructional materials?

    • What knowledge does my student need to answer these type of questions?

    • What can I do so that student’s are prepared for and have the opportunity to experience these types of problems? http://www.smarterbalanced.org/


Where can i find more ccss m aligned items especially if i teach k 2
Where can I find more CCSS-M aligned items, especially if I teach K-2?

Illustrative Mathematics (website on handout)


Inside mathematics
Inside Mathematics teach K-2?


Final Reflection teach K-2?

Thank You and Have a Great Day

What supports do you need from your district to implement the CCSS-M?


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