Common Core What does it look like
in action?ESC South Instructional Support Meeting
Reggie Brookens, Secondary Mathematics Coordinator
August 19, 2013
CCSS Implementation2013-14
O Grades 2nd ,3rd ,7th ,8th and 10th O Deep understanding of the standards
for the grade levelO Understanding of the progression
through the gradesO Implementation of one math unitO Mathematical Practices 1,3, and 4O Grades 6th and 9th – one lesson per
unit
CCSS Mathematics Instruction
The CCSS expects a blend of student demonstrations of conceptual understanding with procedural fluency.
One should not exist without the other
Five CCSS paradigm shifts
1. Professional development as a PLC
The CCSS require a paradigm shift in the grain size of change beyond the single isolated teacher
Five CCSS paradigm shifts
2. Instruction
The CCSS require a paradigm shift to daily lesson design that accommodates a focus on the process of learning and developing deep student understanding of the standards.
Five CCSS paradigm shifts
3. Content
The CCSS require a paradigm shift to a “less (fewer standards) is more (deeper rigor with understanding)’’ at every grade level.
Number of Mathematics topics Intended
Grade 1 2 3 4 5 6 7 8 9
Japan 7 10 17 19 26 20 14 19 16
Germany 4 6 11 16 21 26 23 21 5
U.S. 12 17 21 25 27 32 32 33 27
California(Standards)
30 35 49 44 38 50 55 29 (Algebra)
22 (Geo)
U.S. Timms Study
CommonCore
23 27 33 34 34 29 24 28 31(Alg)
Five CCSS paradigm shifts4. AssessmentThe CCSS require a paradigm shift toward assessment as a multifaceted process of formative assessment development.
“How will you know if each student is learning?” becomes a significant question for you and your team.
Five CCSS paradigm shifts
5. InterventionThe CCSS require a paradigm shift toward a team and school response to intervention
How will your team respond and act on evidence (or lack of) of student learning?
Content StandardsO Read the Introduction for your
chosen level.O Highlight or underline important
ideasO Compare your highlights with your
partner
New and GoneO Create a chart which describes which
concepts are new at that level and what concepts are no longer at that level.
O “What should a student in Grade ___________ know and understand when they complete that level?”
Understanding Mathematics
O What does mathematical understanding look like?
“One hallmark of mathematical understanding is the ability to justify why a particular mathematical statement is true or where a mathematical rule comes from. Mathematical understanding and procedural skill are equally important and both are accessible using mathematical task of sufficient richness.”
Content standard OMath 7NS 1c
c. Understand subtraction of rational numbers as adding the additive inverse, p – q = p + (–q). Show that the distance between two rational numbers on the number line is the absolute value of their difference, and apply this principle in real-world contexts.
What does it look like?O VideoO How do manipulatives deepen
understanding of integer operations even for students who find the traditional algorithm easy?
O What Mathematical Practices were evident in the video?
O Is this an example of effective instruction? Why or why not?
Content standard OMath 8.EE. C. 7a
a. Give examples of linear equations in one variable with one solution, infinitely many solutions, or no solutions. Show which of these possibilities is the case by successively transforming the given equation into simpler forms, until an equivalent equation of the form x = a, a = a, or a = b results (where a and b are different numbers).
What does it look like?O VideoO What structures does Ms. Warburton
create to facilitate strong collaboration?
O How does Ms. Warburton encourage deep understanding through questioning, encouragement, and reflection?
O Is this an example of effective instruction? Why or why not?
Content StandardO Math G. 2
O Represent transformations in the plane using, e.g., transparencies and geometry software; describe transformations as functions that take points in the plane as inputs and give other points as outputs. Compare transformations that preserve distance and angle to those that do not (e.g., translation versus horizontal stretch)
What does it look like?O VideoO How does this lesson address auditory,
kinesthetic and visual learners? O What is Ms. Mojocoa looking for as she
walks around and monitors group work?O How does student discovery of angle
relationships aid retention more than being told the angle relationship?
O Is this an example of effective instruction? Why or why not?
During the 2013-14 school year, what is the paradigm shift your teams most need to focus on?1. The instruction?2. The content? 3. The assessment as a formative
process?4. Coherent and required intervention
procedures?
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