Harnett County Schools Spring, 2011.  We will examine the Common Core State Standards for Mathematics and discuss implications for all grade levels;

Slides:



Advertisements
Similar presentations
California Common Core Standards for Mathematics
Advertisements

Implementing the CCSS 8:30-8:40 Introductions & quick background
Go Math!/Common Core State Standards for Mathematics K-5 Leadership Training.
LOOKING AHEAD TO THE NEW CURRICULUM MATH COMMON CORE STATE STANDARDS AND CREC.
Empowering Learners through the Common Core State Standards
2008 May 31Standards PD: Day 1 afternoon: slide 1 Goal for the Afternoon Identify content specific to each grade band and each grade level.
Professional Development on the Instructional Shift of Focus Lets Focus on Focus.
Common Core State Standards
MARCH 2012 Common Core State Standards for Mathematics: Implications for Grades K-12.
Common Core State Standards What’s It All About? Karen Kennedy, Ed.D. Mathematics Consultant.
Common Core State Standards K-5 Mathematics Kitty Rutherford and Amy Scrinzi.
The Common Core State Standards for Mathematics. Common Core Development Initially 48 states and three territories signed on As of November 29, 2010,
Common Core State Standards—Mathematics Introduction/Overview 1 Cathy Carroll
Common Core State Standards in Mathematics: ECE-5
History & Vision.  The new standards are rigorous, research- based, and designed to prepare every student for success in college and the workforce. 
Number Talks Math Institute Summer Activating Strategy Discussion: Which common errors would you expect to see? =
Number and Operations Standard Instructional programs from prekindergarten through grade 12 should enable all students to— Understand numbers Understand.
Overview 1 © 2011 California County Superintendents Educational Services Association Mathematics General Overview.
ACOS 2010 Standards of Mathematical Practice
Grade 4 – Module 5 Module Focus Session
Wheeler Lower School Mathematics Program Grades 4-5 Goals: 1.For all students to become mathematically proficient 2.To prepare students for success in.
1 North Dakota Common Core State Standards (CCSS) Grades K-12 Adopted June 2011 Effective July 1, 2013 “After July 1, 2013, all public school districts.
COMMON CORE MATHEMATICS FULTON COUNTY SCHOOLS. Essential Questions  What is my child learning in math?  How different are the new Common Core Standards.
The Common Core State Standards for Mathematics Transitioning to the Common Core.
Philomath School District Board of Directors Work Session May 10, 2012.
K-12 Mathematics Common Core State Standards. Take 5 minutes to read the Introduction. Popcorn out one thing that is confirmed for you.
Standards for Mathematics Standards for Mathematical Practice Apply across all grade levels Describe habits of mind of a mathematically proficient student.
The Importance of Coherent Lessons in Elementary Mathematics Linda Schoenbrodt, MSDE, Elementary Programs Specialist October, 2014.
The Common Core State Standards emphasize coherence at each grade level – making connections across content and between content and mathematical practices.
Common Core State Standards THE MATHEMATICS STANDARDS.
The Common Core State Standards August Common Core Development Initially 48 states and three territories signed on Final Standards released June.
Melinda Oyler Technology Coordinator England School District.
TIPM3 Second and Third Grade Geometry November 3, 2010.
Are We Ready to Implement the Common Core Standards in Mathematics ? Katy White based on a presentation by DR. WESLEY BIRD
+ Sunnyside District Day One Math Training Focus 2; Training for Teachers by Math Leaders; Fall 2014.
A CLOSER LOOK AT THE CCSS FOR MATHEMATICS COMMON CORE STATE STANDARDS PRESENTED BY: BEATRIZ ALDAY.
K-1 TIPM3 Dr. Monica Hartman Cathy Melody and Gwen Mitchell November 2, 2011.
COMMON CORE MATH OVERVIEW. CCSS-M for Mathematical Practice (The How To) 1. Make sense of problems and persevere in solving them 2. Reason abstractly.
+ Sunnyside District Day One Math Training Focus 1 & 2; Mathematical Shifts & Practices; June 2014.
Sunnyside School District
T1PM3 4 th and 5 th grade Math Institute Focus on Geometry, Measurement and Data & The Eight Mathematical Practice September 27, 2011.
Standards Development Process College and career readiness standards developed in summer 2009 Based on the college and career readiness standards, K-12.
Common Core Standards Madison City Schools Math Leadership Team.
Understanding the Common Core State Standards March 2012 These slides were taken from: and I have deleted.
January 8,  Common Core State Standards  Fully implemented by 2013/2014  New state assessment  This year’s First Graders 
Improving Student Learning by Transforming Teacher Practice K-12 Mathematics Section NC Department of Public Instruction.
Sunnyside School District Math Training Module 6 Conceptual Lessons.
Elementary Math: Grade 5 Professional Development Fall 2011.
West Virginia’s Adoption of the Common Core State Standards for High School Mathematics Lou Maynus, NBCT Mathematics Coordinator Office of Instruction,
Overview of CCSS Statistics and Probability Math Alliance September 2011.
Common Core State Standards for Mathematics. 1.How many vertices are on a cube? 2.Subtract ½ from half a baker’s dozen. 3.How many prime numbers are between.
Grade 3 Instructional Focus Four critical areas: Developing understanding of: multiplication & division and strategies of multiplication & division within.
2010 Arizona Mathematics Standards (Common Core).
C ALL FOR C HANGE K-5 Math Presenter: JoAnn Coleman.
Overview Dr Kwaku Adu-Gyamfi Stefanie Smith. 2  Work with your group  Who did you work with?  What did you learn about them?  Their knowledge of.
Day 2 Summer 2011 Algebraic Reasoning Institute 1.
Common Core State Standards Regional Institutes Presented by K-12 Mathematics Section NC Department of Public Instruction.
Thornton Elementary Third Quarter Data rd Grade ELA Which standard did the students perform the best on in reading? Which standard did students.
© 2013 UNIVERSITY OF PITTSBURGH Supporting Rigorous Mathematics Teaching and Learning Shaping Talk in the Classroom: Academically Productive Talk Features.
TIPM3 March 2, 2011 Kindergarten and First Grade.
Did You Know? ??????????????????. Mathematics Educators to the Career and College Ready Conference A Quick Look at Critical Topics in Mathematics Reform.
First Grade Math – Session 2 Geometry Mrs. Alter PARENT UNIVERSITY.
COMMON CORE STANDARDS C OLLEGE - AND C AREER - READINESS S TANDARDS North East Florida Educational ConsortiumFall 2011 F LORIDA ’ S P LAN FOR I MPLEMENTATION.
COMMON CORE STANDARDS C OLLEGE - AND C AREER - READINESS S TANDARDS North East Florida Educational ConsortiumFall 2011 F LORIDA ’ S P LAN FOR I MPLEMENTATION.
Mathematics Common Core Standards and Depth of Knowledge Presented February 8, 2012.
Operations and Algebraic Thinking Represent and Solve problems using multiplication and division 3.OA.1 Interpret products of whole numbers, e.g., interpret.
Jeanette Grisham March 28, 2012
What to Look for Mathematics Grade 5
Cumberland County Schools Mathematics Common Core
Common Core Vs Kansas Standards
Presentation transcript:

Harnett County Schools Spring, 2011

 We will examine the Common Core State Standards for Mathematics and discuss implications for all grade levels; and prepare for teacher training on the new standards. 2

 We will analyze the CCSS for Mathematics through: ◦ completion of a jigsaw activity. ◦ examination of the Mathematical Practices. ◦ evaluation of the grade level changes in grades K-5. ◦ evaluation of traditional mathematics problems. 3

When you think about using mathematics, what comes to mind? 4

 On a note card, write a preconception about mathematics.  Write one explanation of how the preconception impacts instruction. 5

 “Mathematics is about learning to compute” (Donovan& Bransford, 2005, p. 220).  “Mathematics is about following rules to guarantee correct answers” (Donovan & Bransford, p. 220).  “Some people have the ability to do math and some don’t” (Donovan & Bransford, p. 221). 6

Percent Responding with these Answers Grades and 17 1 st & 2 nd 5%58%13%8% 3 rd & 4 th 9%49%25%10% 5 th & 6 th 2%76%21%2% 7

8

9

The emphasis on skill acquisition is evident in the steps most common in U.S. classrooms. The emphasis on understanding is evident in the steps of a typical Japanese lesson. Teacher instructs students in a concept or skills. Teacher solves example problems with the class. Students practice on their own while the teacher assists individual students. Teacher poses a thought provoking problem. Students and teachers explore the problem. Various students present ideas or solutions to the class. Teacher summarizes the class solutions. Students solve similar problems. 10

 Hong Kong had the highest scores in the most recent TIMMS.  Hong Kong students were taught 45% of objectives tested.  Hong Kong students outperformed US students on US content that they were not taught.  US students ranked near the bottom.  US students ‘covered’ 80% of TIMMS content.  US students were outperformed by students not taught the same objectives. 11

12

1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the reasoning of others. 4. Model with mathematics. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning. 13

 Review the assigned Standards for Mathematical Practice.  Share with your table what your practice was about.  Discuss the following question: What does this look like in ____ grade? 14

 What rectangles can be made with a perimeter of 30 units? Which rectangle gives you the greatest area? How do you know?  What do you notice about the relationship between area and perimeter? 15

 Discuss the following at your table: ◦ What thinking and learning occurred as you completed the task? ◦ What mathematical practices were used? ◦ What are the instructional implications? 16

1. What is the area of this rectangle? 2. What is the perimeter of this rectangle?

 The value of the common core is only as good as the implementation of the mathematical practices.  What if we didn’t have a requirement for math – how would we lure students in? ~ Jere Confrey 18

 Mile wide and inch deep does not work.  The task ahead is not so much about how many specific topics are taught; rather, it is more about ways of thinking.  To change students’ ways of thinking, we must change how we teach. 19

Format and Structure of the Common Core State Standards 20

Mathematical Practices 21

DomainDomain Grade Level 22

DomainDomain Conceptual Categories StandardsStandards ClusterCluster 23

Glossary and Tables 24

25

26

What’s New, Better, and Different? 27

 Focus and coherence ◦ Focus on key topics at each grade level ◦ Coherent progression across grade level  Balance of concepts and skills ◦ Content standards require both conceptual understanding and procedural fluency  Mathematical practices ◦ Fosters reasoning and sense-making in mathematics  College and career readiness ◦ Level is ambitious but achievable 28

 Grade or course introductions give 2- 4 focal points  K-8 presented by grade level  Organized into domains that progress over several grades  High school standards presented by conceptual theme (Number & Quantity, Algebra, Functions, Modeling, Geometry, Statistics & Probability) 29

 Teachers are the next step  If teachers just swap out the old standards and put the new CCSS in the old boxes: ◦ old systems and procedures ◦ the old relationships ◦ old instructional materials formats ◦ old assessment tools 30

31

New to Kindergarten: Fluently add and subtract within 5 (K.CC.5) Compose and decompose numbers from 11 to 19 into tens and ones (K.NBT.1) Non-specification of shapes (K.G) Identify shapes as two- dimensional or three- dimensional (K.G.3) Compose simple shapes to form larger shapes (K.G.6) Moved from Kindergarten: Equal Shares (1.02) Calendar & Time (2.02) Data Collection (4.01, 4.02) Repeating Patterns (5.02) 32

New to 1st Grade: Properties of Operations -Commutative and Associative (1.0A.3) Counting sequence to 120 (1.NBT.1) Comparison Symbols ( ) (1.NBT.3) Defining and non- defining attributes of shapes (1.G.1) Half-circles, quarter- circles, cubes (1.G.2) Relationships among halves, fourths and quarters (1.G.3) Moved from 1st Grade: Estimation (1.01f) Groupings of 2’s, 5’s and 10’s to count collections (1.02) Fair Shares (1.04) Specified types of data displays (4.01) Certain, impossible, more likely or less likely to occur (4.02) Sort by two attributes (5.01) Venn Diagrams (5.02) Extending patterns (5.03) 33

New to 2nd Grade: Addition with rectangular array (2.OA.4) Count within 1,000 by 5s, 10s, 100s (2.NBT.2) Mentally add and subtract by 10 & 100 (2.NBT.8) Measurement concepts (2.MD.2, 2.MD.4, 2.MD.5, 2.MD.6,) Money (2.MD.8) Line Plots, Picture graphs, bar graphs (2.MD.9, 2.MD.10) Moved from 2nd Grade: Estimation (1.01e, 1.04b) Temperature (2.01b) Cut and rearrange 2-D and 3-D figures (3.02) Symmetric and congruent figures (3.03a, 3.03b) Venn diagrams and pictographs (4.01) Probability (4.02) Repeating and growing patterns (5.01) 34

 New to 3rd Grade: ◦ Area and perimeter (3.MD.5, 3.MD.6, 3.MD.7, 3.MD.8)  Moved from 3 rd Grade: ◦ Permutations and combinations (4.02, 4.03) ◦ Rectangular coordinate system (3.02) ◦ Circle graphs (4.01) 35

 New to 4 th Grade: ◦ Factors and multiples (4.OA.4) ◦ Multiply a fraction by a whole number (4.NF.4) ◦ Conversions of measurements within the same number system (4.MD.5, 4.MD.6, 4.MD.7) ◦ Lines of symmetry (4.G.3)  Moved from 4 th Grade: ◦ Coordinate system (3.01) ◦ Transformations (3.03) ◦ Line graphs and bar graphs (4.01) ◦ Data-median, range, mode, comparing data sets (4.03) ◦ Probability (4.04) ◦ Number relationships (5.02, 5.03) 36

 New to 5 th grade: ◦ Patterns in zero when multiplying (5.NBT.2) ◦ Extend understanding of multiplication and division of fractions (5.NF.3, 5.NF.4, 5.NF.5, 5.NF.7) ◦ Conversions of measurements within the same system (5.MD.1) ◦ Volume (5.MD.4, 5.MD.5 ◦ Coordinate System (5.G.1, 5.G.2) ◦ Two-dimensional figures-hierarchy (5.G.3, 5.G.4) ◦ Line plot to display measurements (5.MD.2) ))  Moved from 5 th grade: ◦ Estimate measure of objects from one system to another system (2.01) ◦ Measure of angles (2.01) ◦ Describe triangles and quadrilaterals (3.01) ◦ Angles, diagonals, parallelism and perpendicularity (3.02, 3.04) ◦ Symmetry-line and rotational (3.03) ◦ Data-stem-and-leaf plots, different representations, median, range, and mode (4.01, 4.02, 4.03) ◦ Constant and varying rates of change (5.03) 37

Traditional Question: If you have 6 pieces of candy and your brother gives you 2 more, how many pieces of candy do you have now? More open-ended: You have 6 pieces of candy, your brother gives you 2 pieces today and 2 pieces tomorrow. Draw a picture to show how many pieces you will have in all. Can you share the pieces equally between yourself and 3 friends? Why or why not? 38

Traditional Question: If you earned $380 for 2 weeks of work, how much will you earn in 15 weeks? Kate earns $380 every two weeks. She thinks she will earn enough in 15 weeks to pay for a used car that costs $3000. Write an explanation to convince Kate that this is or is not true. More Open-ended: Kate earns $380 for 2 weeks of work, how much will she earn in 15 weeks? Explain how you arrived at your answer. 39

 Write up a traditional math problem that you would find at your grade level.  Revise the question so it is more open- ended and rigorous. 40

As Cathy Seeley said:  In your math class, who is doing the talking? Who is doing the math? 41

QUESTIONS 42

43