Common Core State Standards: High School Math Overview

1. Heather Stajduhar Math Resource Specialist Shawnee Mission School District Common Core State Standards: High School Math Overview

2. Agenda Overview of Common Core Why are we adopting? Who�s adopting? Myths & Facts Standards for Mathematical Practice Activities BREAK! Standards for Mathematical Content Activity Next Steps/Transition Plan

3. Why do we need CCSS? Disparate standards across states Today�s jobs require different skills Global competition For many young people, a high school degree isn�t preparing them for college or a good job.

4. What do we know about CCSS? Developed by the Council of Chief State School Officers and the National Governor�s Association Aligned with college and work expectations Focused and coherent Include rigorous content and application of knowledge through high-order skills Build upon strengths and lessons of current state standards Allows for the widest possible range of students to participate fully

5. CCSS Map Adopted by 45 states (not AK, MN, NE, TX, VA)* Kansas adopted October 12, 2010 Missouri adopted June 15, 2010 MN adopted the standards for ELAMN adopted the standards for ELA

6. Myths v. Facts: Content Quality Myths Adopting common standards will bring states� standards down. The standards are not internationally benchmarked. The standards only include skills and do not address the importance of content knowledge. Facts The standards are built around the most advanced and current thinking about preparing students for college and careers. The standards include an appendix that references the international data used to help set the standards. Early grades will have a higher focus on procedural skills while middle and high school will embed procedures while focusing on the application of the concepts.

7. Myths v. Facts: Math Myths The standards do not require students to know Algebra in 8th grade. Key math topics are missing or appear in the wrong grade. Facts The standards are set so that Algebra is the core content in 8th grade by preparing K-7 students for Algebra concepts. Mathematical progressions are based on evidence and discussions between states about where key topics should be taught.

8. Myths v. Facts: Process Myths No teachers were involved in writing the standards. The standards are not evidence or research based. Facts Teachers and standards experts from all over the nation were included in the drafting process. Math standards were developed by using TIMSS data from high performing countries and attempted to remove the �mile wide and inch deep� mentality of many current state standards.

9. Myths v. Facts: Implementation Myths The standards tell teachers what to teach. The standards will be implemented through NCLB. The standards amount to a national curriculum for our schools. Facts The standards address what students will learn, but not how a teacher should teach. Teachers and schools will address how to best help students meet the standards. CCSS is a state led initiative separate from NCLB. Adoption is not mandatory. The standards are not a curriculum, but instead they are a clear set of shared goals and expectations. Local states will decide how the standards are met.

10. Design and Organization Standards for Mathematical Practice Carry across all grade levels Describe habits of mind of a mathematically expert student Helps to define how we teach Standards for Mathematical Content K-8 standards presented by grade level Organized into domains that progress over several grades Grade introductions give 2�4 focal points at each grade level High school standards presented by conceptual theme (Number & Quantity, Algebra, Functions, Modeling, Geometry, Statistics & Probability) Helps to define what we teach

11. 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.

12. Standards for Mathematical Practice - Activity Read through the standards in pairs (do odd/even sharing) What are the big ideas of each standard? + This is new information for me I already knew this ? I don�t understand I think this is important

13. Example Student Task � Algebra

14. Standards for Mathematical Practice - Activity Thinking about that problem, look at the cards that discuss aspects of this lesson. In your groups, place the cards next to the mathematical practice you think it most closely matches with. Standard 1 � Ask clarifying questions. Standard 2 � Ask questions that focus the student�s thinking. Standard 3 � Design tasks with that involve mathematical argumentation. Standard 4 � Show how to represent with symbols. Standard 5 � Section of tools. Standard 6 � Ask students to describe and compare and contrast. Standard 7 � Focus student thinking on the relationship between the solutions. Standard 8 � Explore and extend. Can you think of areas in your own lessons where you already incorporate these practices?

15. Standards for Mathematical Practice � What Do They Mean? Make sense of problems and persevere in solving them. Students can explain the meaning of a problem Students can hypothesize Students can check for reasonableness and ask �Does this makes sense?� Reason abstractly and quantitatively. Students can represent a situation symbolically Students can manipulate and investigate Students can contextualize Construct viable arguments and critique the reasoning of others. Students can analyze other hypotheses for a given problem Students can reason inductively Students can communicate, defend and respond with abstract or concrete arguments Model with mathematics. Students can relate mathematics to real life. For example, a student could apply proportions to plan events

16. Standards for Mathematical Practice � What Do They Mean? (cont) Use appropriate tools strategically. Students can choose appropriate technology or manipulatives given various situations. Students can identify external mathematical resources. Attend to precision. Students can communicate mathematic vocabulary effectively. Students can apply procedures and calculate correctly. Students can discuss calculations, procedures, and steps. Look for and make use of structure. Students can organize information. Students can classify problems and problem types. Look for and express regularity in repeated reasoning. Students can look for shortcuts. Students can check for patterns.

17. BREAK TIME!

18. Standards for Mathematical Content New Vocabulary

19. Grade Level Standards � High School Conceptual Categories Big ideas that should be the primary focus for the year. High School has Conceptual CategoriesHigh School has Conceptual Categories

20. Grade Level Standards � High School

21. Grade Level Standards � High School

22. Critical Areas/Conceptual Categories 7th Grade: Proportional relationships Operations with rational numbers and working with expressions and linear equations Solving problems with scale drawings, geometric constructions, two- and three-dimensional shapes (area, surface area, volume) Drawing inferences about populations based on sample data 8th Grade: Modeling and solving linear equations and systems of linear equations Using functions to describe quantitative relationships Use distance to analyze two- and three-dimensional space figures, angles, similarity, congruence Understanding and applying Pythagorean Theorem High School � All areas in a Conceptual Cluster are deemed critical

23. Content Standards Progression Activity Let�s look at Kindergarten. What domains seems to fit with counting and cardinality as we move up the grades? Highlight that progression. What goes with Number and Operations in Base Ten? What goes with Measurement and Data? What goes with Geometry? Are we missing any domains at any of the levels? What do you notice as the domains transition from elementary to high school? Next, highlight the verbs that move across the domains. What do you notice about the skill level as you transition from elementary to high school? What do we notice about the verbs moving from Kindergarten to High School?What do we notice about the verbs moving from Kindergarten to High School?

24. Domains Focus K-8 / HS Conceptual Categories This chart shows the domains for each K-8 grade level that build into the broader conceptual categories at the high school level. This chart shows the domains for each K-8 grade level that build into the broader conceptual categories at the high school level.

25. High School Standards Comparison Example

26. Major Changes We Have Noticed More Pre-Algebra in regular 6th grade classroom. Algebra 1 concepts are mastery for 8th grade. Algebra 2 concepts are mastery for high school. Focus on Application, Synthesis, and Evaluation levels of Bloom�s beginning in middle school. Instructional practices are more focused on allowing students to develop the problems and having them learn through application instead of understanding rules or procedures. High school standards with a + mean that honors level students should be able to perform those tasks. High school standards with a * mean the student should be able to model those tasks.

27. Assessment & AYP� What We Think We Know Assessment: Not just Kansas Test being developed by the SMARTER Balance Consortium New tests for 2014-15, maybe 2013-14 (waiver) No ?, everything is fair game Few multiple choice, some performance task & modeling problems Computer Adaptive to measure growth No KAMM-type; but allows for certain accommodations for students with special needs and for ELL students AYP: Accountability will be based on the SMARTER Balanced Assessment but legislation has not reauthorized so it is unknown what that system will look like.

28. What�s the Plan for Next Year? Next Year: Algebra 1A will change focus to fill gaps needed between 8th grade Common Core and Common Core Algebra 1, No Algebra 1B, Intermediate moves after Geometry and strengthened with Algebra 2 concepts. Algebra 1, Geometry, Geometry Honors, and Intermediate will have revised curriculum. Elementary School Plan: K-2 fully implement Common Core, 3-6 keep 1st-3rd quarters the same focusing on the math practices and implement Common Core Critical Areas in 4th Quarter. 6th grade Pre-Algebra revised to match Common Core Pre-Algebra Middle School Plan: Keep current course structure but change Math Plus 7 curriculum to align with Common Core 7, change Pre-Algebra to align with Common Core Pre-Algbera, change Pre-Algebra Plus 8 to align with Common Core 8, change Algebra 1 to align with Common Core Algebra 1, and change 1A to be a mix of 8th grade Common Core and Algebra 1 Common Core. Mention Northwest and Trailridge PlanMention Northwest and Trailridge Plan

29. What�s the C&I Plan for Next Year? C&I Plan: Staff Development around content changes K-12 Summer Academy May 30th, May 31st, June 1st August 10th Pre-Service District Level PLC work days � Trainer of Trainer Model Staff Development around Math Practices K-12 Revise Long Range Plans and test out options Discuss Tentative Layout for Summer Academy and August PreServiceDiscuss Tentative Layout for Summer Academy and August PreService

30. What�s the Plan for 2013-2014? 2013-2014 School Year: Full Implementation of Common Core K-12 � Eliminate Algebra 1A, create a Tier 3 Intervention hour to fill gaps at the middle school level, revamp Math Enhancement and its focus, transition Algebra 2 and Algebra 2 Honors. Begin focusing on Math Practices in Curriculum. Elementary School Plan: Fully implement Common Core K-6 Middle School Plan: 7th grade options � Common Core 7th, Pre-Algebra, Optional intervention hour by semester. 8th grade options � Common Core 8th, Algebra 1, Optional intervention hour by semester. Begin focusing on Math Practices in Curriculum. C&I Plan: Staff Development around content changes K-12 Staff Development around Math Practices K-12 Revise Basic Skills Tests, Long Range Plans, Distributive Reviews, and test out options for secondary

31. What Can I Do Now? Support the people in your building that are on the committees and that sign-up for the district level PLCs. Offer constructive feedback and suggestions. See how the math practices fit with what you currently do. Come to Summer Academy to learn more about the content changes in your specific course and create lesson plans and supplements!