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Common Core State Standards for Mathematics Webinar Series – Part two . Office of Superintendent of Public Instruction Randy I. Dorn , State Superintendent. Welcome! Agenda for today’s webinar…. V ision for the state and highlights from previous webinar S tatewide efforts to build capacity

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common core state standards for mathematics webinar series part two

Common Core State Standards for Mathematics Webinar Series – Part two

Office of Superintendent of Public Instruction

Randy I. Dorn, State Superintendent

welcome agenda for today s webinar
Welcome!Agenda for today’s webinar…
  • Vision for the state and highlights from previous webinar
  • Statewide efforts to build capacity
  • Classroom transition supports that will be available
  • Smarter Balanced Assessment Consortium
  • New resources that are now available

CCSS Webinar Series Part 2: Mathematics

but first about you
But First…About You
  • We’d like to know a little about who is out there.
  • Time for a poll.

CSS Webinar Series Part 2: Mathematics

washington s vision for education
Washington’s Vision for Education

Every Washington public school student will graduate from high school globally competitive for work and postsecondary education and prepared for life in the 21stcentury.

Class of 2011: Bridgeport High School

implementing the common core state standards in washington state
Implementing the Common Core State Standards in Washington State

Our Vision: Every student will have access to the CCSS standards through high quality instruction aligned with the standards every day; and that all teachers are prepared and receive the support they need to implement the standards in their classrooms every day.

Our Purpose: To develop a statewide system with aligned resources that supports all school districts in their preparation of educators and students to implement the CCSS.

Our Core Values: This vision can only occur through core values of clarity, consistency, collaboration, coordination, and commitment from classrooms, schools, and communities to the state level.

CCSS Webinar Series Part 2: Mathematics

a review of progressions shifts design and focus

Common Core State Standards for Mathematics

A Review of Progressions, Shifts, Design, and Focus

CCSS Webinar Series Part 2: Mathematics

content progressions and major shifts
Content Progressions and Major Shifts

CCSS Webinar Series Part 2: Mathematics

ccss design and organization
CCSS Design and Organization

CCSS Webinar Series Part 2: Mathematics

slide10

Critical Areas of Focus

CCSS Webinar Series Part 2: Mathematics

next steps in building statewide capacity

Common Core State Standards for Mathematics

Next Steps in Building Statewide Capacity

CCSS Webinar Series Part 2: Mathematics

focusing on the foundation washington s implementation timeline activities
Focusing on the Foundation…Washington’s Implementation Timeline & Activities

CCSS Webinar Series Part 2: Mathematics

implementation partnerships

Washington

Implementation Partnerships

PLUS…

Large School Districts

Higher Education

Statewide Education and Content Associations

CCSS Webinar Series Part 2: Mathematics

continue building statewide awareness
Continue Building Statewide Awareness
  • CCSS Webinar Series
  • Web resources
  • CCSS Symposia for School District Teams
  • CCSS Overview Presentations and Support

(OSPI and ESD partners)

CCSS Webinar Series Part 2: Mathematics

begin building statewide capacity
Begin Building Statewide Capacity
  • CCSS Overview and Content-Specific Learning Opportunities
      • Opportunities in each ESD region for professional learning focused on Math and ELA CCSS – consistent content, no charge to attend.
      • Time: Spring and summer 2012

CSS Webinar Series Part 2: Mathematics

establish statewide ccss specialist cadres of educators
Establish Statewide CCSS“Specialist Cadres” of Educators
  • Commit to building district capacity at the system and content-level through regional training opportunities
    • 3-5 school district teams per ESD region selected to serve as “lighthouse” districts in their region for system-level implementation efforts
    • Funds provided to attend spring and summer 2012 CCSS professional development
    • Applications in February 2012 through iGrants

CSS Webinar Series Part 2: Mathematics

classroom transition supports

Common Core State Standards for Mathematics

Classroom Transition Supports

CCSS Webinar Series Part 2: Mathematics

standards for mathematical practice
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

CSS Webinar Series Part 2: Mathematics

standards for mathematical practices
Standards for Mathematical Practices

Graphic

CSS Webinar Series Part 2: Mathematics

exploring these standards
Exploring These Standards

Read the first mathematical practice.

Listthe words that illustrate the student actions for this practice

.

CSS Webinar Series Part 2: Mathematics

1 make sense of problems and persevere in solving them
1. Make sense of problems and persevere in solving them.
  • Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, “Does this make sense?” They can understand the approaches of others to solving complex problems and identify correspondences between different approaches.

CSS Webinar Series Part 2: Mathematics

1 make sense of problems and persevere in solving them1
1. Make sense of problems and persevere in solving them.
  • Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, “Does this make sense?” They can understand the approaches of others to solving complex problems and identify correspondences between different approaches.

CSS Webinar Series Part 2: Mathematics

observations
Observations

What do you notice?

What will students be doing differently?

What will teachers be doing differently?

Discuss with your group.

CSS Webinar Series Part 2: Mathematics

three year transition plan for common core state standards for mathematics by grade level
Three-Year Transition Plan for Common Core State Standards for Mathematics by Grade Level

CSS Webinar Series Part 2: Mathematics

professional development plan ccss m
Professional Development Plan CCSS-M
  • Three-year transition plan focuses on one or two domain areas for each year.
  • Domain of focus for year one aligns to the current testing of the MSP.
  • Each year additional domains will be added, but the process can be repeated each year of the transition.

CSS Webinar Series Part 2: Mathematics

professional development p lan ccss m
Professional Development Plan CCSS-M

Step 0:

Introduction and Overview of the Common Core State Standards for Mathematics (CCSS-M) - (approx. 1-2 hours)

CSS Webinar Series Part 2: Mathematics

professional development p lan ccss m1
Professional Development Plan CCSS-M

Step One:

Decoding the Language of the Common Core State Standards for Mathematics (CCSS-M) – (approx. 3 hours)

During this training, educators will dig into the language of the standards and examine the student expectations within the content standards.

CSS Webinar Series Part 2: Mathematics

what does this mean
What does this mean?

The 2008 standards asks students to:

  • 3.3.A Represent fractions that have denominators of 2, 3, 4, 6, and 8 as parts of a whole, parts of a set, and points on the number line.

CSS Webinar Series Part 2: Mathematics

slide29

In the Common Core State Standards students will need to:

3.NF Develop understanding of fractions as numbers.

  • 2. Understand a fraction as a number on the number line; represent fractions on a number line diagram.
      • A. Represent a fraction 1/b on a number line diagram by defining the interval from 0 to 1 as the whole and partitioning it into b equal parts. Recognize that each part has size 1/b and that the endpoint of the part based at 0 locates the number 1/b on the number line.
      • B. Represents a fraction a/b on a number line diagram by marking off a lengths 1/b from 0. Recognize that the resulting interval has size a/b and that its endpoint locates the number a/b on the number line.

CSS Webinar Series Part 2: Mathematics

professional development plan ccss m1
Professional Development Plan CCSS-M

Step Two:

Deepening Your Understanding of the Mathematics in the Common Core State Standards (CCSS–M) - (approx. 4 hours)

Educators will further unpack the standards by looking at examples and connecting content standards to the Standards of Mathematical Practices.

CSS Webinar Series Part 2: Mathematics

your turn
Your Turn
  • Draw a point on the number line to show where 2/3 belongs. Be as exact as possible.

0 1/4

Work the problem alone.

Discuss how you solved this with an elbow partner.

CSS Webinar Series Part 2: Mathematics

professional development plan ccss m2
Professional Development Plan CCSS-M

Step Three:

Connecting the Common Core State Standards for Mathematics (CCSS-M) to Instructional Materials – (approx. 1.5 hours)

Educators will have an opportunity to link the Common Core State Standards for Mathematics to instructional materials and other resources. Teachers will examine the cognitive complexity of tasks within their materials and consider the amount of scaffolding that is appropriate.

CSS Webinar Series Part 2: Mathematics

instructional material examples
Instructional Material Examples
  • Tell what point each fraction represents.

1. 1/3

A B C

0/3 1/3 2/3

2. 2/5

A B C D

0/5 1/5 2/5 3/5

instructional material examples1
Instructional Material Examples
  • Draw and label a number line showing four fractions.
  • Explain how you would determine where a fraction is on a number line.
  • Name point A on the number line.

A

0

1

updates from the smarter balanced assessment consortium

Common Core State Standards for Mathematics

Updates from the SMARTER Balanced Assessment Consortium

CCSS Webinar Series Part 2: Mathematics

new assessments what we know so far
New Assessments:

What We Know So Far

a balanced assessment system
A Balanced Assessment System

Summative assessments

Benchmarked to college and career readiness

Two Performance Assessments per Content Area

Computer Adaptive Comprehensive Assessments

Information and tools to improve teaching and learning

Released Items/ Tasks

Computer Adaptive

Assessment PD

Performance Tasks

Assessment Exemplars

Interim assessments Flexible, open, used for actionable feedback

Teacher resources for

formative assessment practices

to improve instruction

CSS Webinar Series Part 2: Mathematics

resources

Common Core State Standards for Mathematics

Resources

CCSS Webinar Series Part 2: Mathematics

current resources for teachers
Current Resources for Teachers

Washington State created documents

http://www.k12.wa.us/Corestandards/default.aspx

  • Three-year transition plan
  • Transition documents
    • T&L monthly “newsflashes” and list-servehttp://k12.wa.us/CoreStandards/default.aspx
  • State Documents
    • Arizona – examples and explanations, Mathematics Practices by grade level
    • Ohio – model lessons

CSS Webinar Series Part 2: Mathematics

current resources for teachers1
Current Resources for Teachers
  • The Illustrative Mathematics Project
  • Progressions for the Common Core State Standards in Mathematics – support for formative assessment
  • Inside Mathematics
  • NCTM Mathematical Practices

CSS Webinar Series Part 2: Mathematics

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Thank you.

  • Common Core Questions:
    • Email: corestandards@k12.wa.usOR
    • Greta Bornemann, OSPI CCSS Project Lead, E-mail: Greta.Bornemann@k12.wa.us

CCSS Webinar Series Part 2: Systems Update