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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…..
Mathematics Program Manager
September 16, 2013
Fife Grades K-5Putting the Common core State standards for mathematics into action
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
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.
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.
(There are no pre-K Common Core Standards)
Focus: Strongly where the standards focus
Coherence: Think across grades and link to major topics within grades
Rigor: Require conceptual understanding, fluency, and application
Two levels of focus
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.
It’s about math making sense.
The power and elegance of math comes out through carefully laid progressions and connections within grades.
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.
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?
English Language Arts/Literacy and Mathematics, Grades 3-8 and High School
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.
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 can demonstrate progress toward college and career readiness in mathematics.”
SBAC Assessment Claims for Mathematics
Overall Claim (Gr. 3-8)
Overall Claim (High School)
Concepts and Procedures
Modeling and Data Analysis
Assessment Targets = Clusters
Students can explain and apply mathematical concepts and interpret and carry out mathematical procedures with precision and fluency.
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.
Illustrative Mathematics (website on handout)
Thank You and Have a Great Day
What supports do you need from your district to implement the CCSS-M?