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Implementation of the Common Core State Standards for Mathematics

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## Implementation of the Common Core State Standards for Mathematics

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**Central Carolina RESA Meeting**January 10, 2012 Implementation of the Common Core State Standards for Mathematics**Triangle High Five Math Collaborative**• Chapel Hill-Carrboro • Durham • Johnston • Orange • Wake**History of Math Collaboration**• Began with Algebra Readiness Summit • Formed PLC to discuss issues surrounding the Common Core**District Collaboration Goals**• Collaborate on the development of dissemination materials with the help of business partners • Seek agreement on middle and high school course names, essential content, and pre-requisites • Agree to phase in High School courses • Seek agreement on Gifted course offerings and pathway adjustment due to the increased rigor of the CCSS • Collaborate on the development of middle school compacted curriculum • Seek agreement on pacing and unit content for courses • Share resources and materials developed for teachers to implement the new standards**Shifts in the Learning & Teaching of Mathematics**• Focus • Coherence • Computational and Procedural Fluency • Deep Conceptual Understanding • Applications (Modeling) • Balanced Emphasis Adapted from: http://www.ode.state.or.us/ and http://engageny.org/resource/common-core-shifts/**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. Describe the characteristics and habits of mind of a mathematically proficient student Carry across all grade levels**Standards for Mathematical Content**• Organized into domains that progress over several grades • K-8 standards presented by grade level • High school standards presented by conceptual category: • Number and Quantity • Algebra • Functions • Modeling • Geometry • Statistics and Probability • Each grade level or conceptual category has an introduction and overview**Design and Organization**• Standards define what students should understand and be able to do • Clusters are groups of related standards • Domainsare larger groups that progress across grades Domain Standard Cluster**Where we are going . . .**Precalculus, Calculus, Advanced Statistics, Discrete Math, Advanced Quantitative Reasoning, etc. 1st three years of high school mathematics**Why the name change?**• Name change heralds the shift in the philosophy, content, and instructional expectations for math students • Numerous names across the state that do not communicate the content of the course clearly • Helps parents understand, monitor, and advocate for the needs of their children • Helps deal with issues of a mobile student population • “PLUS” in the course title reflects the nomenclature used in the CCSS**Math I Collaboration**• Multi-district work day Dec. 9th • Math I standards divided into 8 units • Sequencing agreed upon • Next work day Feb. 3rd • Curriculum writers will collaborate across districts**Common Core Math I Units**• Unit 1: One-Variable Statistics • Unit 2: One-Variable Equations & Inequalities • Unit 3: Functions • Unit 4: Linear Functions • Unit 5: Exponential Functions • Unit 6: Quadratic Functions • Unit 7: Systems of Equations & Inequalities • Unit 8: Two-Variable Statistics**Next Steps**• Determine which standards to place in Common Core Math II and Common Core Math III • Determine which plus standards to place in CC Math II PLUS and CC Math III PLUS • Develop resources to supplement Geometry and Algebra II so that students taking Algebra I in 8th grade are prepared to take the SBAC test when they are juniors**Questions?**Contact information: Sonia Dupree Senior Administrator for High School Math Wake County Public School System 919.431.7472 sdupree@wcpss.net