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Implementation of the Common Core State Standards for MathematicsPowerPoint Presentation

Implementation of the Common Core State Standards for Mathematics

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### Implementation of the Common Core State Standards for Mathematics

### Overview of the Common Core State Standards for Mathematics

January 10, 2012

Triangle High Five Math Collaborative

- Chapel Hill-Carrboro
- Durham
- Johnston
- Orange
- Wake

History of Math Collaboration

- Began with Algebra Readiness Summit
- Formed PLC to discuss issues surrounding the Common Core

District Collaboration Goals

- Collaborate on the development of dissemination materials with the help of business partners
- Seek agreement on middle and high school course names, essential content, and pre-requisites
- Agree to phase in High School courses
- Seek agreement on Gifted course offerings and pathway adjustment due to the increased rigor of the CCSS
- Collaborate on the development of middle school compacted curriculum
- Seek agreement on pacing and unit content for courses
- Share resources and materials developed for teachers to implement the new standards

Shifts in the Learning & Teaching of Mathematics

- Focus
- Coherence
- Computational and Procedural Fluency
- Deep Conceptual Understanding
- Applications (Modeling)
- Balanced Emphasis

Adapted from: http://www.ode.state.or.us/ and

http://engageny.org/resource/common-core-shifts/

Standards for Mathematical Practice

- 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.

Describe the characteristics and habits of mind of a mathematically proficient student

Carry across all grade levels

Standards for Mathematical Content

- Organized into domains that progress over several grades
- K-8 standards presented by grade level
- High school standards presented by conceptual category:
- Number and Quantity
- Algebra
- Functions
- Modeling
- Geometry
- Statistics and Probability

- Each grade level or conceptual category has an introduction and overview

Design and Organization

- Standards define what students should understand and be able to do
- Clusters are groups of related standards
- Domainsare larger groups that progress across grades

Domain

Standard

Cluster

Where we are going . . .

Precalculus, Calculus, Advanced Statistics, Discrete Math, Advanced Quantitative Reasoning, etc.

1st three

years of

high school

mathematics

Why the name change?

- Name change heralds the shift in the philosophy, content, and instructional expectations for math students
- Numerous names across the state that do not communicate the content of the course clearly
- Helps parents understand, monitor, and advocate for the needs of their children
- Helps deal with issues of a mobile student population
- “PLUS” in the course title reflects the nomenclature used in the CCSS

Math I Collaboration

- Multi-district work day Dec. 9th
- Math I standards divided into 8 units
- Sequencing agreed upon
- Next work day Feb. 3rd
- Curriculum writers will collaborate across districts

Common Core Math I Units

- Unit 1: One-Variable Statistics
- Unit 2: One-Variable Equations & Inequalities
- Unit 3: Functions
- Unit 4: Linear Functions
- Unit 5: Exponential Functions
- Unit 6: Quadratic Functions
- Unit 7: Systems of Equations & Inequalities
- Unit 8: Two-Variable Statistics

Next Steps

- Determine which standards to place in Common Core Math II and Common Core Math III
- Determine which plus standards to place in CC Math II PLUS and CC Math III PLUS
- Develop resources to supplement Geometry and Algebra II so that students taking Algebra I in 8th grade are prepared to take the SBAC test when they are juniors

Questions?

Contact information:

Sonia Dupree

Senior Administrator for High School Math

Wake County Public School System

919.431.7472

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