CCSS Math Implementation

May, 2012

Common Core State Standards in MATHEMATICS

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CCSS-Mathematics: What do we already know?

K W L

What do I alreadyKNOW?

What do I WANT TO KNOW/learn?

What did I learn/new questions?

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Major Shifts within Mathematics CCSS1. Focus: Focus strongly where the

standards focus.

2. Coherence: Think across grades, and link to major topics

3. Rigor: In major topics, pursue conceptual understanding, procedural skill and fluency, and application

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K 12

Number and Operations

Measurement and Geometry

Algebra and Functions

Statistics and Probability

Traditional U.S. Approach

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Focusing attention within Number and Operations

Operations and Algebraic Thinking

Expressions and Equations

Algebra

Number and Operations—Base Ten

The Number System

Number and Operations—Fractions

K 1 2 3 4 5 6 7 8 High School

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GradePriorities in Support of Rich Instruction and Expectations of Fluency and Conceptual Understanding

K–2Addition and subtraction, measurement using whole number quantities

3–5Multiplication and division of whole numbers and fractions

6Ratios and proportional reasoning; early expressions and equations

7Ratios and proportional reasoning; arithmetic of rational numbers

8 Linear algebra

Priorities in Mathematics

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Required Fluencies in K-6

Grade Standard Required FluencyK K.OA.5 Add/subtract within 51 1.OA.6 Add/subtract within 10

22.OA.2

2.NBT.5

Add/subtract within 20 (know single-digit sums from memory)

Add/subtract within 100

33.OA.7

3.NBT.2

Multiply/divide within 100 (know single-digit products from memory)

Add/subtract within 10004 4.NBT.4 Add/subtract within 1,000,0005 5.NBT.5 Multi-digit multiplication

6 6.NS.2,3Multi-digit division

Multi-digit decimal operations

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CCSS Design and Organization

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8 CCSSM Mathematical Practices

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

Standards for Mathematical Practice

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Standards for Mathematical Practices

Graphic

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Critical Areas of Focus

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Grade Level Organization

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Design and Organization

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High School Pathways The CCSSM Model Pathways

Two models that organize the CCSSM into coherent, rigorous courses

NOT required. The two sequences are examples, not mandates

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.

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Michigan State Study - Teachers Thoughts about CCSSM

90% have heard of the CCSSM

70% have read them

More than 90% like the idea of Common Standards

Bill Schmidt - Michigan State UniversityCenter for the Study of Curriculum

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Michigan State Study - Teachers Thoughts about CCSSM

After reading sample CCSSM topics for their grade, ~80% say CCSSM is “pretty much the same” as their former standards

If CCSSM places a topic they currently teach in a different grade only about ¼ would drop it

Bill Schmidt - Michigan State UniversityCenter for the Study of Curriculum

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Michigan State Study - Teachers Sense of Preparedness to Teach CCSSM Topics

Grades 1-5: About ½ feel well prepared to teach their topics

Grades 6-8: Around 60% feel well prepared to teach their topics

High School: Around 70% feel well prepared to teach their topics

Bill Schmidt - Michigan State UniversityCenter for the Study of Curriculum

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Reading: The Structure is the Standards

Individually: Read the article & highlight passages that are interesting or important to you

Share around your table: 1 passage per person “This passage was interesting/important to me

because…..”

After all have shared, open up the discussion to ask each other questions, provide information, etc.

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How do the shifts in the CCSS-M impact the math classroom?

Phil Daro - Against "Answer-Getting"

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Standards for Mathematical Practice• Describes “habits of mind” that mathematics

students at all levels should develop

• Describes varieties of expertise that mathematics educators at all levels should seek to develop in their students.

• Rest on important processes and proficiencies with longstanding importance in mathematics.

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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.23 5/29/12

Standards for Mathematical Practice

Graphic

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Assign & UnpackPairs/Trios at each table select different SMP groupings to focus on (see last slide)•10 min Read, highlight & discuss with your partner to clarify language of the 2 Mathematical Practices in your group

•10 min Share & get input from others at your table. Record critical features on template

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What does this look like in the classroom???

Observe: Number Talks video

Record:•Evidence of students engaging in mathematical practices•Teacher strategies that support thisShare:•Discuss & record observations at tables•Select one you would share with whole group

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• Do task….individual think time then small group• How many different ways can you approach this problem?

• Which SMP could be in play for students? Record on template

Do the Math: Buttons Task

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• Small Groups:

• Review the samples of student work from 5th grade Buttons task

• What different methods did students use?

• Can you add to your list of student evidence for the Mathematical Practices your table is exploring?

Digging Deeper…..student work

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• Observe: • Re-engagement Lesson

Record:• Evidence of students engaging in mathematical practices

• Teacher strategies that support this

Share:• Discuss & record observations at tables• Select one you would share with whole group

Re-engagement LessonDigging Deeper…..classroom video

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• For classroom practice?• For teacher professional learning?

• For district mathematics leaders?

What are the implications…..for Common Core implementation?

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• OSPI/ESD partnership for Professional Development

• Three year transition plan for Washington State http://www.k12.wa.us/CoreStandards/pubdocs/Three-

YearDomainImplementation.pdf

• Illustrative Mathematics Project http://illustrativemathematics.org/

• Inside Mathematics http://insidemathematics.org/index.php

• Smarter Balanced Assessment consortium http://Smarterbalanced.org

• Other states, common vision, common message, common work

Resources to support implementation of the CCSS-M

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• During the two sessions of the upcoming performance task, you will be predicting the total

costs for tuition and school-related fees, as a combined cost for a college of your

choice. Your assignment will include the following:

• Choose a college or university that you will use to predict the future cost of tuition. This

can either be a local 2-year or 4-year institution or one that you would like to attend in the

future.

• Find out what the current year’s tuition, including school-related fees, are for the school

you chose. This information can often be found by calling the school’s admissions office,

obtaining a current school catalog, or doing an Internet search. Be sure to get the cost for in-

state students if the school is located in this state. Get the cost for out-of-state students if the

school is not located in our state.

• Read the news articles “Tuition and fees rise more than 8% at U.S. public colleges,” “Tuition

Hikes of the Downturn,” and “The State of the Union on college costs.”

• Use the information you obtained about the current year’s tuition at the school you chose and

the information you read in the “Tuition and fees rise more than 8% at U.S. public colleges” news

article to predict the cost of college tuition at your choice of schools the year you are

first eligible to attend college. You should also predict the total tuition amount for the entire

college education.

Smarter Balanced HS Sample Performance Task

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A Grecian urnYou have just purchased an expensive Grecian urn and asked the dealer to ship it to your house. He picks up a hammer, shatters it into pieces, and explains that he will send one piece a day in an envelope for the next year. You object; he says “don’t worry, I’ll make sure that you get every single piece, and the markings are clear, so you’ll be able to glue them all back together. I’ve got it covered

The Structure is the Standards

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Where is your Math work now? What opportunities to build on strong

foundations do you see?

What stands out as “different?”

What district initiatives/activities are impacted by the content and vision of the CCSS-M?

What questions do you have?

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CCSS-Mathematics: What did we learn?

K W L

What do I alreadyKNOW?

What do I WANT TO KNOW/learn?

What did I learn/new questions?

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