1 / 41

Common Core Mathematics

Common Core Mathematics. Prepared for 21st Century Instructional Leadership June 17, 2013. Mission Statement.

wendi
Download Presentation

Common Core Mathematics

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Common Core Mathematics Prepared for21st Century Instructional Leadership June 17, 2013

  2. Mission Statement East Central University's mission is to foster a learning environment in which students, faculty, staff and community interact to educate students for life in a rapidly changing and culturally diverse society. Within its service area, East Central University provides leadership for economic development and cultural enhancement.

  3. Administrator AND Curriculum Leader The same only different

  4. Don’t forget: You can copy-paste this slide into other presentations, and move or resize the poll.

  5. E M P O W E R I N G E N G A G I N G

  6. E M P O W E R I N G E N G A G I N G

  7. E M P O W E R I N G E N G A G I N G

  8. http://www.ok.gov/sde/sites/ok.gov.sde/files/OC3%20Math%20Standards%20Overview.pdfhttp://www.ok.gov/sde/sites/ok.gov.sde/files/OC3%20Math%20Standards%20Overview.pdf

  9. Common Core State Standards: Mathematics Shifts • Focus strongly where the Standards focus • Coherence think across grades, and link to major topics within grades • Rigor in major topics pursue: • Conceptual understanding • Procedural skill and fluency • Application with equal intensity http://www.achievethecore.org/files/6213/6880/2802/2-pager_update_05.16.13.pdf

  10. E M P O W E R I N G E N G A G I N G

  11. Articulating Curriculum Focus, Coherence, Rigor

  12. The role of leadership • Get every mathematics teacher teaching the intended curriculum every day (coherence/curriculum alignment) • Break the dominant technique • Lecture • Demonstration • Independent Practice • Emphasize focus

  13. Think • How do you engage teachers about mathematics curriculum? • How do you address all personalities? • How do you address the spectrum of mathematics proficiency and/or fluency proficiency?

  14. E M P O W E R I N G E N G A G I N G

  15. Implementing Curriculum A volume problem from textbook to Common Core application.

  16. Math Problem Find the volume

  17. Real World Application Calculate the amount of water needed to fill the fountain.

  18. Problem Based Calculate the amount of water needed to fill the pool and prepare a budget for the necessary upkeep (chemicals, cleaning, etc.).

  19. Common Core The administration will host a forum to consider the continued maintenance of the fountain or recommendations for replacing the fountain. Plan a proposal and presentation to either support or replace the fountain. Include budget, aesthetic and social considerations.

  20. Exemplary Lessons Mathematical Practice http://insidemathematics.org/index.php/exemplary-lessons-integrating-practice-standards CCSS Prototypes http://www.ccsstoolbox.com/parcc/PARCCPrototype_main.html

  21. The role of leadership Ensure curriculum implementation through • Student/Parent communication • Visibility of learning objectives • Review of curriculum documents • Classroom visits and observations WILLING ABLE

  22. Think • Why does this category (implementing) fall under engagement instead of empowerment? • How do you address all personalities? • How do you address the spectrum of mathematics proficiency and/or fluency proficiency? • How do you get them to open the door?

  23. E M P O W E R I N G E N G A G I N G

  24. Incorporating Effective Strategies Student collaboration, strategies for all students, alignment

  25. Sample Lessons • http://www.ccsstoolbox.com/parcc/PARCCPrototype_main.html • http://www.parcconline.org/samples/item-task-prototypes

  26. Teaching Channel • https://www.teachingchannel.org/videos/class-warm-up-routine?fd=1 • https://www.teachingchannel.org/videos/carousel-activity-math-lesson?fd=1 • https://www.teachingchannel.org/videos/real-world-geometry-lesson?fd=1 • https://www.teachingchannel.org/videos/surface-area-lesson

  27. Handy PARCCing

  28. Overview of Mathematics Task Types PARCC mathematics assessments will include three types of tasks. For more information see PARCC Item Development ITN Appendix D.

  29. Grade 7 Illustrative Sample Item

  30. Aligns to the Standards and Reflects Good Practice Grade 7 Sample Illustrative Item: Speed Task Type I: Tasks assessing concepts, skills and procedures Alignment: Most Relevant Content Standard(s) • 7.RP.2b. Identify the constant of proportionality (unit rate) in tables, graphs, equations, diagrams, and verbal descriptions of proportional relationships.  • In addition, see 7.RP.2d: Explain what a point (x,y) on the graph of a proportional relationship means in terms of the situation, with special attention to the points (0, 0) and (1, r) where r is the unit rate. (The “explain” portion is not required in the task, but the task involves some of the concepts detailed here.) Alignment: Most Relevant Mathematical Practice(s) • MP.2 enters (Reason abstractly and quantitatively), as students must relate the graphs and tables to each other via the unit rate and then to the context at hand.

  31. Aligns to the Standards and Reflects Good Practice Grade 7 Sample Illustrative Item Key Features and Assessment Advances • The PARCC assessment will seek to preserve the focus of the Standards by thoroughly exploring the major work of the grade. • In this case, a multi-point problem is devoted to a single standard about proportional relationships, which are a major focus in grades 6 and 7. • Unlike traditional multiple choice, it is difficult to guess the correct answer or use a choice elimination strategy. • Variants of the task could probe understanding of unit rates and representations of proportional relationships by showing different scales on the two graphs, and/or by presenting the data in tables C and D with the ordered pairs not equally spaced in time.

  32. High School Illustrative Sample Item Seeing Structure in a Quadratic Equation

  33. Aligns to the Standards and Reflects Good Practice High School Sample Illustrative Item: Seeing Structure in a Quadratic Equation Task Type I: Tasks assessing concepts, skills and procedures Alignment: Most Relevant Content Standard(s) • A-REI.4. Solve quadratic equations in one variable. • Use the method of completing the square to transform any quadratic equation in x into an equation of the form (x – p)2 = q that has the same solutions. Derive the quadratic formula from this form. • Solve quadratic equations by inspection (e.g., for x2 = 49), taking square roots, completing the square, the quadratic formula, and factoring, as appropriate to the initial form of the equation. Recognize when the quadratic formula gives complex solutions and write them as abi for real numbers a and b. Alignment: Most Relevant Mathematical Practice(s) • Students taking a brute-force approach to this task will need considerable symbolic fluency to obtain the solutions. In this sense, the task rewards looking for and making use of structure (MP.7).

  34. Aligns to the Standards and Reflects Good Practice High School Illustrative Item Key Features and Assessment Advances The given equation is quadratic equation with two solutions. The task does not clue the student that the equation is quadratic or that it has two solutions; students must recognize the nature of the equation from its structure. Notice that the terms 6x – 4 and 3x – 2 differ only by an overall factor of two. So the given equation has the structure where Q is 3x – 2. The equation Q2 - 2Q is easily solved by factoring as Q(Q-2) = 0, hence Q = 0 or Q = 2. Remembering that Q is 3x – 2, we have . These two equations yield the solutions and .  Unlike traditional multiple-choice tests, the technology in this task prevents guessing and working backwards. The format somewhat resembles the Japanese University Entrance Examinations format (see innovations in ITN Appendix F). A further enhancement is that the item format does not immediately indicate the number of solutions.

  35. http://www.achievethecore.org/files/3013/6863/6129/CCSS_Evidence_Guide_Over_the_Year_Math_K-8_v051313.pdfhttp://www.achievethecore.org/files/3013/6863/6129/CCSS_Evidence_Guide_Over_the_Year_Math_K-8_v051313.pdf

  36. E M P O W E R I N G E N G A G I N G

  37. References • One-Page Overview of OC3-M http://www.ok.gov/sde/sites/ok.gov.sde/files/OC3%20Math%20Standards%20Overview.pdf • The Common Core Shifts At a Glance http://www.achievethecore.org/files/6213/6880/2802/2-pager_update_05.16.13.pdf • Publisher’s Criteria for the CCSS in Mathematics http://www.achievethecore.org/files/6913/6545/6063/Math_Publishers_Criteria_K-8_Spring_2013_FINAL.pdf • Elementary Math Specialist & Teacher Leader Project https://sites.google.com/site/emstlonline/ • Inside Mathematics http://insidemathematics.org/index.php/exemplary-lessons-integrating-practice-standards

More Related