CCSS and Implication for Instruction October 11 HS
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Transcript of CCSS and Implication for Instruction October 11 HS
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Common Core State StandardsImplication for Mathematics Instruction
Dale W. Vigil, Ed.D.Local District 4 Superintendent
October 12, 2011
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Why Common Core StateStandards?
o Internationally Competitiveo Continuity Across Stateso
New Emphasis on Math Reasoning
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Table Conversation
o What do you know about the CommonCore State Standards for Mathematics?
o What math instructional practices at yourschool would you like to see continued,refined, or eliminated?
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Objectives
o Gain a deeper knowledge of thestructure and content of the CommonCore State Standards for Mathematics
o Connect CCSS to our LD4 Goals
o Reflect on the implication ofinstructional practice
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Click to edit Master subtitle style
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MathCommon
CoreState
Standards
Standards forMathematical
Practice
Mathematical
Content
Standards
+ =
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Organization Overview
The CCSS for Mathematics are comprised of twocorresponding and connected sets of standards:
Standards for Mathematical Practiceq A set of 8 standards that describe the ways in
which the mathematics content standardsshould be approached
q Recurring through the grades
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Organization Overview
The CCSS for Mathematics are comprised of twocorresponding and connected sets of standards:
Standards for Mathematical Contentq These standards define what students should
understand and be able to do in their study ofmathematics
q Different at each grade level
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Tab the following:
o LAUSD introduction I-VI (LAUSD Website)o Introduction P.2o
Standards for math Practice P.5
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Tab the following:
Levels:8th Grade/Alg. I:P.40 Geometry: P. 73
8th Grade:P.49 Stat/Prob.: P. 77
*HS Overview: P.54 Adv. Placement: P.83
HS Math Practice: P.55 Note on Courses: P.86
Number & Quantities: P.57 Glossary: P.87
Algebra: P.61Functions: P. 66
Modeling: 71
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Organization Overview
Page 55
Standards for Mathematical Practice
Kindergarten through High School
______Standard title
[ ]Narrative description1010
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Organization Overview
Standards for Mathematical Content
Kindergarten through High School
HS Number and Quantity Example:o Introduction P.57-58
o Domain P.59
o Clusters/cluster heading P.59
o
Standards P.59 1111
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Format of K-12 Standards P.63
1212
Seeing Structure in Expressions A-SSE
Interpret the structure of expressions1. Interpret expressions that represent a quantity in terms of its context.
a. Interpret parts of an expression, such as terms, factors, and coefficients.
b. Interpret complicated expressions by viewing one or more of their parts as a single entity. For
example,
2. Use the structure of an expression to identify ways to rewrite it. For examplea. Use the distributive property to express a sum of terms with a common factor as a
multiple of asum of terms with no common factor. For example, express xy2 + x2y
as xy (y + x). (CommonCore Standard A-SSE-2a)b. Use the properties of operations to express a product of a sum of terms as a sum of
products. For example
2.1 Apply basic factoring techniques to second- and simple third-degree polynomials.
Thesetechniques include finding a common factor for all terms in a polynomial,recognizing the differenceof two squares, and recognizing perfect squares of binomials.
(CA Standard Algebra I - 11.0)
Domain
ClusterStandards
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Organization Overview
Standards for Mathematical ContentKindergarten through High School
o
Introduction (P.57-58; HS Sample)Provides important contextual information and callsout and describes critical areas of focus.
Note: Math Practice Standards are also onintroduction page for each grade level/conceptual
catagories
o DomainLarge groups of related standards; connects topics
and content between and among grade levels.1313
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Organization Overview
Standards for Mathematical ContentKindergarten through High School
o Clusters/cluster headingSmaller set of related standards within the domain;
identifies the primary idea.
o Standards
Describes what students should know and be ableto do for that cluster heading, domain, and gradelevel.
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CCSS Domain Progression
K 1 2 3 4 5 6 7 8 HS
Counting &Cardinality
Number and Operations in Base TenRatios and Proportional
Relationships Number &QuantityNumber and Operations
FractionsThe Number System
Operations and Algebraic Thinking
Expressions and Equations Algebra
Functions Functions
Geometry Geometry
Measurement and Data Statistics and ProbabilityStatistics &Probability
CA
Algebra
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Common Core State Standards:Components
Standards for Mathematical Practice P. 55
o Similar to Reasoning Standards
o Front of document and beginning of each topic
o Describe habits of mind of a mathematically expert studentacross all grade levels
o Fosters 21st century skills
o Consistent with Local District 4 goals with an emphasis inreasoning and students voice
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Why are 21st Century Skills andHabits of Mind Important?
o Work in pairs
o One person be the expert in 21st Century Skills
o The other be the expert in Habits of Mind
o After reading, share your insights and thendiscuss similarity to Local District 4 goals
o Share out
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Diving Deeper into 8 Standards forMath Practices
o Divide into 2 groups at your table
o
Each group becomes expert at one ofthese two Standards for Math Practice(Standard 1 or Standard 3)
o Discuss and clarify the meaning of thestandards
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Implication for Practice -
Making Conjectures1. What does this look like? 2. What does this sound like?
3. What will EL and SEL students
need in order to do this?
4. What will teachers need in order
to do this?
5. Implications for assessments? 6. Implications for grading?
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Contextualizing the Eight Math
Practice Standards-
o Analyze Possible Assessment Task
o How are Math Practice Standardsapparent in the Task & Questions fromLesson Plan?
o Revisit your conjecture poster. Anyrevision or additions?
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Reflection
o What insight did you gain about theMath CCSS?
o
What is the implication for mathinstructional practice?o Reflect on your opening conversation
during the Table Talk. Any revision for
math practice youd want to seecontinued, refined or eliminated atyour school?
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Our two cents - Implication for
practice
o Working and solving challenging non-routineproblems;
o Explaining methods and justifying conclusions;o Predicting and conjecturing about:
n Unknown numbersn Measurementsn Quantitative relationsn Behavior of functionsn How well a model fits reality
o Looking for patterns and structure in places likediagrams, equations, number systems, proofs,problems, tables, graphs, and real-world objects.
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