Interpreting CaCCSS

Desired Outcomes In this activity, participants will:  Identify examples of increased clarity and specificity in the new standards at your grade level  Describe similarities and differences of the old and the new standards by using the crosswalk documents  Discuss implications for teaching and learning  Identify areas where you would like support in implementation

Crosswalk Activity – Individual Work  Highlight standards or parts of standards that you currently teach and are comfortable with.  Box anything new.  Circle any terms or phrases that are unfamiliar or unclear to you, or anything you wish to explore further.

Structure of the Standards Comparison Table How to read this crosswalk Column 1: Mathematics Standards for 2011 Column 2: Related standards from 1997 California Math Standards (may be direct or partial relationship; more than one standard may match) Column 3: Appropriate comments Unmatched standards – those no longer taught at the specific grade level ○ 2011 standards that match at a different grade level ○ 1997 standards that are not included in the 2011

Example of a Standard in the Crosswalk 2011 CaCCSS1997 Ca StandardComment 3.NF6 Compare and order fractional quantities with equal numerators or equal denominators, using the fractions themselves, tape diagrams, number line representations, and area models. Use > and < symbols to record the results of comparisons. 3 rd -NS3.1 Compare fractions represented by drawings or concrete materials to show equivalency and to add and subtract simple fractions in context (e.g., 1/2 of a pizza is the same amount as 2/4 of another pizza that is the same size; show that 3/8 is larger than 1/4).

Main Activity Overview  We will examine the new standards through: Individual work time to mark up our Standards (20 minutes) Complete the comments on the comparison document (10 minutes) Complete Summary Sheet (10 minutes)

Crosswalk Summary Sheet  In general, describe how the new standards are clearer and more precise than the former standards.  How will the topics at your grade level change?  How do you envision these new standards changing the teaching and learning (i.e., instruction) in your school/classroom?  What specific areas from your grade level would you like to further explore? In a small group, discuss the following summary questions.

Grade Shifts: Examples Developed by SCFIRD Concept1997 StandardsCCCS Compose simple shapes to form larger shapes (e.g., 2 triangles to form a rectangle) Grade 2 K Introduction to Probability Grade 3 Grade 7 Introduction of fractions as numbers Grade 2 Grade 3 Add and subtract simple fractions Grade 3 Grade 4 Introduction of integersGrade 4 Grade 6 8 © 2011 California County Superintendents Educational Services Association Mathematics General Overview