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##### Common Core State Standards for K-5 Mathematics

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**Common Core State Standards for K-5 Mathematics**Wake County Public Schools Elementary Mathematics Department Spring 2012 K-5 Standards for Mathematical Content**Project AIM: All Included in Mathematics**A partnership between NCSU, Horizon Research, and WCPSS**WHAT IS PROJECT AIM?**• A project to promote mathematics discourse in elementary-school classrooms as a viable approach to support all students in learning meaningful mathematics content. • Five year research and development grant funded by the National Science Foundation.**We are glad to report that…**• Nov. 2010: 33 coaches attended informational meetings • Spring 2011: 28 coaches attended project meetings • School Year 11-12: • 8 coaches were selected to continue to work with AIM • 26 second grade teachers in teams from 7 schools are participating**We are glad to report that…**Our evaluator reported from one principal: • When I talked with one of the principals, she reported that she has seen changes in the teachers’ practice since they have been attending Project AIM. She particularly noted that she has observed more wait time and teachers’ asking students for more than one strategy. She added that their team has gotten closer, and although they were overwhelmed at first, they have gotten a great deal out of the professional development.**We are glad to report that…**Teachers told our evaluator: • Math was just standing in front of room and giving direct instruction. [Now I am] giving children ownership, showing what they know. • Math talk does make them more thoughtful about their answers. They listen and think about their partner’s answer. Before some might shy away if they got a wrong answer, but now we talk about it. … It’s part of the process. • In the past I would say if you see these words you add; if you see these you subtract. The other day one of my weakest said, “You can either add or subtract”.They’re starting to see problems in different ways. • In the beginning, I was frustrated at having to explain my thinking. I am a visual learner. Now I am more comfortable in explaining. It helps me understand math more.**Of course, there are challenges:**• I’m trying to teach them how to listen to each other, not to tattle on each other or say that is wrong. Most of them need marriage counseling to learn how to listen and communicate. • I don’t know if we could do it every day... It takes a long time. We want to hear everyone’s voice. Every day we’re not going to have that elaborate a math lesson. • I understand the different kind of discourse but can’t pick it out yet in my kids. I am a long ways from that.**What is next?**12-13 School Year: • Current coaches will work in pairs and become project facilitators • Recruit and select 80 second grade teachers (20 by coach team). This is where we need your help!**What is next?**12-13 School Year: • Selection criteria: • Teachers who come in teams from the same school (at least two, but preference to highest percentage of the team) • Teachers who work in schools with high ELL • Selection Process: • Teachers complete and submit application form by April 30th(form will be posted on Wikki). • Teachers are notified of acceptance by May 31st.**What is next?**12-13 School Year: • Program Requirements • Participate in Summer Institute Aug. 13-15 at the Friday Institute, NC State • Attend seven meetings from 4:30-7:45 during the school year (location TBD) • Incentives • 4 CEUs for participation • $800 for completion of data collection**What is next?**RESEARCH COMPONENT • Data to be collected from participating teachers: • observations of professional development sessions, • videotapes of professional development activities, • written work in professional development tasks, • questionnaire, • content knowledge assessment, • interview, • classroom practice data (observations, teaching video, and artifacts packages).**Just like last year…**What Do We Need From Principals? Support! • We need you to work with us, encouraging teams of 2nd grade teachers to participate! • We need you to support the work of teachers as they strengthen Math Discourse in your schools!**Questions?**Contact us: Paola Sztajn: Paola_Sztajn@ncsu.edu**You have been provided more time to focus on the Common Core**Standards for Mathematical Content today. You have been rearranged into groups of 5 or 6 to give you more room. Free videos can be found at www.insidemathematics.org**“Today’s Meet”**http://www.todaysmeet.com/PrincipalsFeb23 • Back channel discussion throughout today’s meeting. • Items to Consider: • Must enter your name • Get your questions answered immediately • Anyone with this URL can see the question & response • Archived for one year • Stay focused & professional**Desired Outcomes:**By the end of the day, participants will have: • an understanding of the components of the Common Core State Standards for Mathematics. • an understanding of the critical areas within the CCSS for K-5 Mathematics. • an opportunity to view and discuss grade-specific activities from the critical areas. • an understanding of the curriculum work taking place to support the transition to the CCSS. • access to grade level videos to use when working with teachers on the content standards. • an understanding of the six shifts evident within the CCSS for Mathematics.**Today’s Training:**Overview of the CCSS-M Critical Areas Curriculum Development Miscellaneous Math Topics Grade Level Videos Shifts in Mathematics**Practice vs. Content Standards**Content Standards: • WHAT the students are learning Practice Standards: • HOW the students are learning January February**Nomenclature**4.G.1 1.NBT.2a**Grade Level**4.G.1 1.NBT.2a**Domain**4.G.1 1.NBT.2a**Standard**4.G.1 1.NBT.2a**Grade Level**Overviews Domain Mathematical Practices**Today’s Training:**Overview of the CCSS-M Critical Areas Curriculum Development Miscellaneous Math Topics Grade Level Videos Shifts in Mathematics**Critical Areas Sort**As a group, decide at which grade level each math concept would be taught.**Revisit the Critical Areas Sort**• Let’s review the answers. • What adjustments need to be made?**Critical Areas Sort**• Take a moment to reflect on this activity. • What challenges did you face? • What are some notable changes you see? • How would this activity benefit teachers?**Critical Area Video**Complete the handout as you are viewing the video.**Critical Area Video**• Identify the Standards for Mathematical Practice that correlate to this video/activity. • Identify the critical area that aligns with this video/activity. • Which instructional practices or strategies are evident? • What is consistent from previous years? • What changes do you notice? • What challenges will teachers face?**Critical Areas Activities**• Use the back of the handout. • Each table will be responsible for one grade level. • Use the cards in the center of the table. • Focus on the analysis of the activity, not the answer to the problems!**Critical Areas Activities**• Table Analysis • Read through the activity. • Analyze using the guiding questions on the handout. • You will have 5 minutes to complete.**Critical Areas Activities**• Whole Group Discussion • Choose a designated speaker for your table. • Each grade level will share an overview of the activity AND big ideas from the table discussions.**Today’s Training:**Overview of the CCSS-M Critical Areas Curriculum Development Miscellaneous Math Topics Grade Level Videos Shifts in Mathematics**Focus Groups**Daily L&T Guides Writers MathX Time on Pacing Guides AL Mar Apr May Jun 1st Qtr. 2nd Qtr. 3rd Qtr. 4th Qtr.**Resources Available Now**Grade Level Overviews**Resources Available Now**Sample Scope & Sequence**Resources Available Now**What’s changed? Changes … At a Glance How can we eliminate the gaps?**Today’s Training:**Overview of the CCSS-M Critical Areas Curriculum Development Miscellaneous Math Topics Grade Level Videos Shifts in Mathematics