MathematicsCommon Core Standards

OverviewHalifax County Schools Friday, August 10, 2012

Connections to North Carolina Teaching Standards

STANDARD III: Teachers know the content they teach.

• Teachers align their instruction with the North Carolina Standard Course of Study.

• Teachers know the content appropriate to their teaching specialty.

• Teachers recognize the interconnectedness of content areas/disciplines.

• Teachers make instruction relevant to students.

STANDARD V: Teachers reflect on their practice.

• Teachers link professional growth to their professional goals.

Today’s Objectives

•Review the Common Core Math•Discuss Academic Vocabulary•Use Marzano’s Strategies to integrate academic vocabulary in the content areas

3

Focus of the Common Core State Standards

• The focus of the Common Core State Standards is to guarantee that all students are college and career ready as they exit from high school.

4

Overarching Goals for K-12 CCSOverarching Goals for K-12 CCS

Ensure that our students are:• Meeting college and work

expectations• Prepared to succeed in our

global economy and society, and

• Provided with rigorous content and applications of higher knowledge through higher order thinking skills.

5

Standards for Mathematical Practice

Make sense of problems and persevere in solving them

11

Reason abstractly and quantitatively

22 Construct viable arguments and critique the reasoning of others

33

Model with mathematics

44

Use appropriate tools strategically.

55

Look for and make use of structure

66

Attend to precision

77Look forand expressregularity in repeated reasoning

88

CCSS Domains K-5Domain K 1 2 3 4 5

Counting and Cardinality (CC)

Operations and Algebraic Thinking (OA)

Number and Operations in Base Ten (NBT)

Measurement and Data (MD)

Geometry (G) Number and Operations – Fractions (NF)

In grades K-5, students develop a solid foundation in whole numbers, addition, subtraction, multiplication, division, fractions, and decimals.

Grade Level Overviews

Format of K-8 Standards Grade Grade LevelLevel

DomainDomain

ClusterCluster

StandardStandard

ClusterCluster

StandardStandard

StandardStandard

StandardStandard

Page

42

6.NS.1

Strands of Mathematics Standards

Grades K-5 Numbers and

Operations Operations and

Algebraic Thinking

Measurement and Data

Geometry

10

COMPARING COMPONENTSStructure of formerNorth Carolina Standard Course of Study Documents

STANDARD

BENCHMARK

INDICATOR

Structure of North Carolina Common Core Document

DOMAIN

CLUSTER

STANDARD

Sample Critical Areas

• In Grade 2, instructional time should focus on four critical areas:

(1) extending understanding of base ten notation

(2) building fluency with addition and subtraction

(3) using standard units of measure(4) describing and analyzing shapes.

ELA Connection to Content Areas•Today we will focus

on integrating math and ELA.

•These strategies can also be used with Social Studies and Science.

13

Tennessee Academic Vocabulary Project

•http://www.tn.gov/education/ci/doc/VOCABULARY.pdf

•An initiative from the Department of Education in Tennessee to raise student achievement by providing direct instruction in academic vocabulary.

14

Research• Graves, Brunetti, and Slater (1982) examined 1st through

3rd graders’ knowledge of the 5,044 most frequent words, focusing on the children’s economic status.

• Children from disadvantaged backgrounds knew 1,800 of the 5,044 most frequent words, while children from middle-class backgrounds

knew 2,700 words from the list.• This lack of academic vocabulary translates into lower

academic achievement that leaves those students constantly struggling to

• keep up, much less to excel.

15

What Does that Mean for Us?• While many schools teach

vocabulary through rote memorization of words and definitions, that method has proven the least effective instructional method, resulting in little long-term effect

(Kaméenui, Dixon, & Carnine, 1987).

16

What Can We Do?• The gap can be addressed

through instruction and experience, but students with poor vocabularies—including those from diversecultures and economic levels and those with learning disabilities—need strong and systematic educational support to become successful, independent word learners.

17

What Can We Do? • Teaching specific terms in

a specific way, however, is probably the strongest action a teacher can take to ensure that students have the academic background knowledge they need to understand the content they will encounter in school (Marzano & Pickering, 2005).

18

Academic Vocabulary

19

•Based on Marzano’s Six Step program for teaching academic vocabulary teachers SHOULD…

Six Steps to Effective Vocabulary Instructionadapted from Building Background Knowledge for Academic achievementBy Robert J. Marzano

•Step 1: The Teacher Provides a Description, Explanation, or Example of the New Term

•During the first step, the teacher explains the target word. Definitions do not appear to be useful instructional tools, particularly in the initial stages of learning a word. However, conversational descriptions, explanations, and examples are very useful to students when first learning a term.

Step 2: Students Restate the Explanation of the New Term in Their OwnWords

• It is important that students not simply copy the teacher’s explanation of a term.

• Rather, students should construct their own explanations based on what the teacher has presented.

Step 3: Students Create a Nonlinguistic Representation of the Term

•For vocabulary development, this step is best done immediately after students have generated their own linguistic description of the term. These representations can be in the form of graphic organizers, pictures, or pictographs.

Step 4: Students Periodically Do Activities That Help Them Add to Their Knowledge of Vocabulary Terms

•To ensure multiple exposures to terms, students should take part in activities that allow them to interact with vocabulary terms in a variety of ways.

Step 5: Periodically Students Are Asked to Discuss the Terms with OneAnother.

• ...student interaction plays a key role . . . in the development of academic vocabulary. Consequently, teachers should periodically organize students into groups and ask them to discuss the terms in the vocabulary sections of their notebooks. To stimulate discussion, the teacher might pose questions each group

will address.

Step 6: Periodically Students Are Involved in Games That Allow Them to Playwith the Terms

•Teachers can use games as sponge activities to stimulate interest and enthusiasm about vocabulary as well as provide multiple exposures to terms.

How Teachers Adapt the 6 Steps in Elementary School

•On the first day of school all math words should be placed on a Math Word Wall.

•On the first day, provide a brief description of each term and its associated math concepts. Tell the students they will be working with these words you will be learning throughout the year.

Throughout the Year

•As you get to a new concept in the math book, add the vocabulary words that are in that unit to their Math Journal.

•Explain the word giving them an example, explaining by using pictures, diagrams, and other aids.

•Brainstorm and discuss until the students can formulate their own definitions.

Throughout the Year (cont.)

•Write the students definitions on the board.

•Students write the word, underline it, and pick the definition that they understand and write it in their Math Journal.

•Continue to brainstorm ways to illustrate the word. Have students draw examples on the board and then everyone choose the one they want to draw in their journals.

Throughout the year (cont.)

•Students complete periodic vocabulary tasks throughout the year such as talking to their group or partners about a word and read their math journal to their partner during read to someone time.

• Students engage in games with the words.

Marzano Resources

Time to Apply Your Learning!

Model Lesson

•At this time, we will have a model lesson using Everyday Math presented by some of our very own Halifax County teachers!!!!!!!!!!!

Organizing Curriculum as Units of Instruction

Step 1: Start with the Essential Standards. (Identify the state standards for the grade level or course for which you will develop curriculum)

Step 2: Create an outline of units you may teach for the entire year. (3 to 4 units for grades K-3; 4 to 6 units for grades 4-5)

Step 3: Deconstruct the Essential Standards and the Clarifying Objectives. (Pinpoint the types of knowledge students are expected to learn – topics, concepts, and skills – as well as the intended cognitive process.

Step 4: Create a Concept/Content web.

Step 5: Write understandings/generalizations. (Exs: Economics & Financial Literacy: People need to make good economic decisions in order to meet their basic needs and fulfill their wants. Civics and Government: Leadership helps shape the economy of a place.)

Unit Planning Template

Unit Planning Template cont.

•Stay the Course!

More similarities than differences in the standards

Implement a truly balanced instructional program as this will support the transition

Continue to use quality assessments to inform and drive effective instruction

Provide opportunities for teachers to collaborate and plan

36

© 2011 California County Superintendents Educational Services Association

REMEMBER…..

DEEP DOWN INSIDE, WE ALL LOVE MATH

Thanks for Your Participation!

Reflection•Three points I want to remember

•What squares with my thinking?

•Something that is still circling