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An Introduction to the Kansas Common Core Standards for Mathematics. KATM ANNUAL CONFERENCE October 3, 2011 Margie Hill - University of Kansas Sarah Meadows—Topeka, USD 501. BASIC INFORMATION ON THE COMMON CORE STANDARDS.

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an introduction to the kansas common core standards for mathematics

An Introduction to the Kansas Common Core Standards for Mathematics

KATM ANNUAL CONFERENCE

October 3, 2011

Margie Hill - University of Kansas

Sarah Meadows—Topeka, USD 501

basic information on the common core standards
BASIC INFORMATION ON THE COMMON CORE STANDARDS
  • A joint initiative of the Council of Chief State School Officers (CCSSO) and the National Governors Board
  • Intent is to create a more consistent and focused vision for mathematics teaching and learning across the country
  • 48 states and 6 territories have formally adopted the Common Core.
  • Kansas officially adopted these in Oct. 2010
slide3
CHARACTERISTICS
  • Fewer and more rigorous.
  • Aligned with college and career expectations
  • Internationally benchmarked
  • Rigorous content and application of higher-order skills.
  • Builds on strengths and lessons of current state standards.
  • Research based
intent of the common core
INTENT OF THE COMMON CORE
  • The same goals for all students
  • Coherence
  • Focus
  • Clarity and Specificity
coherence
COHERENCE
  • Articulated progressions of topics and performances that are developmental and connected to other progressions
  • Conceptual understanding and procedural skills stressed equally

NCTM states coherence also means that instruction, assessment, and curriculum are aligned

focus
FOCUS
  • Key ideas, understandings, and skills are identified
  • Deep learning of concepts is emphasized
    • That is, time is spent on a topic and on learning it well. This counters the “mile wide, inch deep” criticism leveled at most current U.S. standards.
clarity and specificity
CLARITY AND SPECIFICITY
  • Skills and concepts are clearly defined
  • Being able to apply concepts and skills to new situations is expected
benefits to adopting the common core standards
BENEFITS TO ADOPTING THE COMMON CORE STANDARDS
  • Allows collaborative professional development based on best practices
  • Allows development of common assessments and other tools
  • Enables comparison of policies and achievement across states and districts
  • Creates potential for collaborative groups to get more economical mileage for:
    • Curriculum development, assessment, and professional development
the standards for mathematics
THE STANDARDS FOR MATHEMATICS

3 Major Sections

The Practice Standards

The Content Standards for grades K-12

Appendix A

(a resource for high schools)

Source:

standards for mathematical practice
Standards for Mathematical Practice

pp.6-8

The Core of the Core Standards

Source:

what are practice standards
WHAT ARE PRACTICE STANDARDS?

The Common Core proposes a set of Mathematical Practices that all teachers should develop in their students. These practices are similar to NCTM’s Mathematical Processes from the Principles and Standards for School Mathematics.

the content standards
THE CONTENT STANDARDS

Some of the major changes for Kansas

A.) Format and terminology of the components

B.) Content coverage at earlier grade levels

C.) High School encompasses grades 9-12 versus 9-10 AND includes two levels--non-advanced (intended for ALL students) and advanced (higher level content especially important for all students pursuing STEM fields)

comparing components
COMPARING COMPONENTS

Structure of former

Ks. Standard Documents

STANDARD

BENCHMARK

INDICATOR

Structure of Ks. Core Document

DOMAIN

CLUSTER

STANDARD

slide15

Format of Mathematics Content Standards

  • Domains:overarching ideas and larger grouping of related standards
  • Clusters:illustrate progression of increasing complexity from grade to grade; related standards within a domain
  • Standards:define what students should know and be able to do at each grade level – part of a cluster
format of the common core
FORMAT OF THE COMMON CORE

K-8

Grade

Domain

Cluster

Standards

(There are no preK Common Core Standards)

High School

Conceptual Category

Domain

Cluster

Standards

comparing components17
COMPARING COMPONENTS

Structure of former

Ks. Standard Documents

4 STANDARDS—Number/Computation

Algebra

Geometry

Data

were consistent across all grade levels

Structure of Ks. Core Document

DOMAINS—

Number of and names of domains vary across the grade levels HOWEVER coherence still exists

grade level overview
Grade Level - Overview

Domains

Ratios and Proportional

Reasoning

The Number System

Expressions and Equations

Geometry

Statistics and Probability

Cluster Statements

format of k 8 standards

Page 42

Domain

Grade Level

Standard

Format of K-8 Standards

6.NS.1

Cluster

Cluster

Standard

Standard

Standard

high school format

HIGH SCHOOL FORMAT

No individual grade levels are used.

6 CONCEPTUAL CATEGORIES provide the main organizing structure

Number and Quantity

Algebra

Functions

Modeling

Geometry

Statistics and Probability

high school format23

Page 60

Conceptual Category Number & Quantity

Domain

Standard

Standard

High School Format

N-RN.1

Cluster

Cluster

Standard

high school pathways
HIGH SCHOOL PATHWAYS
  • The CCSSM Model Pathways are two models that organize the CCSSM into coherent, rigorous courses
  • The CCSSM Model Pathways are NOT required. The two sequences are examples, not mandates
high school pathways29
HIGH SCHOOL PATHWAYS
  • Four years of mathematics:
    • One course in each of the first two years
    • Followed by two options for year three and a variety of relevant courses for year four
  • Course descriptions
    • Define what is covered in a course
    • Are not prescriptions for the curriculum or pedagogy
high school pathways30
HIGH SCHOOL PATHWAYS
  • Pathway A: Consists of two algebra courses and a geometry course, with some data, probability and statistics infused throughout each (traditional)
  • Pathway B: Typically seen internationally that consists of a sequence of 3 courses each of which treats aspects of algebra, geometry and data, probability, and statistics.
new state assessments
NEW STATE ASSESSMENTS

Created and used by a 32 state consortium

Will measure student progress based on the Core Curriculum Standards

Most likely to arrive in spring 2015

Still in the planning stages but a few details on how things look for now—

  • Given during the last 12 weeks of the school year at grades 3rd through 8th and at 11th grade
  • Computer Adaptive
  • Varied item formats—NOT JUST MULTIPLE CHOICE

Selected response, short constructed response, extended

constructed response, technology enhanced, and performance

tasks

additional information
ADDITIONAL INFORMATION
  • For grades preK-8, a model of implementation can be found in NCTM’s

CURRICULUM FOCAL POINTSPoints

  • For the secondary level, please see NCTM’s FOCUS IN HIGH SCHOOL MATHEMATICS: REASONING AND SENSE MAKINGin Hi
  • gh School Mathematics: Reasoning and Sense MakingFocus in High School Mathematics: Reasoning and Sense Making

www.nctm.org/cfp

www.nctm.org/FHSM

additional information34
ADDITIONAL INFORMATION

For a variety of support and informational items relating to Kansas Common Core Standards for Mathematics go to the Kansas Association of Teachers of Mathematics website (www.katm.org)