BUILDING LEARNING PROGRESSIONS WITH THE COMMON CORE By Marcia Torgrude

OUR GOALS  Make use of the Common Core Math Standards, the SD Math Blueprints and Checklist, and the SD Disaggregated standards to build the Douglas Mathematics Learning Progressions  Develop Learning Progressions that articulate the essential core concepts and processes of mathematics – the Big Ideas of Math  Articulate movement toward increased understanding (meaning deeper, broader, and more sophisticated understanding)

OVERVIEW OF PROGRESSION

4 GUIDING PRINCIPLES OF LEARNING PROGRESSIONS  Developed and refined using available research and evidence  Have clear binding threads that articulate the essential core concepts and processes  Articulate movement toward increased understanding (meaning deeper, broader, more sophisticated understanding)  Go hand-in-hand with well-designed and aligned assessments

ANOTHER LOOK AT PROGRESSIONS North Carolina State University TurnOnCCMath.com

PIECES TO HELP BUILD THE LEARNING PROGRESSIONS Learning Progressions CCSS Math SD Math Checklist SD Disaggregated Standards SD Blueprints

LEARNING PROGRESSIONS FRAMEWORK The statements of enduring understanding across all grades – state WHY the learning is important – start with domains to develop this Learning Targets that show a progression from one grade span to the next grade span – Pull from the clusters Identify specific indicators and standards per grade level to meet the learning targets

DETERMINE THE BIG IDEA  Number and Operations  Counting and Cardinality  Base Ten  Fractions  The Number System  Apply and extend previous learnings  Rational and Irrational  Ratio and Proportion  Number and Quantity  Extend properties of exponents to rational exponents  Classify numbers as rational or irrational  Complex Numbers

LEARNING PROGRESSIONS FRAMEWORK Our Big Idea for Number and Operations and Number Systems: Understandings of number – “how many” or “how much” – and number types extend applications of arithmetic properties, operations, and number systems and guide the use of computational strategies and algorithms. Douglas – Using number systems from whole to complex to solve problems.

DEVELOP LEARNING TARGETS FOR GRADE SPANS For Number and Operations and the Number System:  K-5 Learning Targets ( SD Blueprints and Disaggregated Standards)  Build flexibility using whole numbers, fractions, and decimals to understand the nature of number and number systems:  Count, model, and estimate quantities;  Compare, represent, and order numbers:  Apply place value concepts and expanded notation to compose and decompose whole numbers;  Estimate, compare, and represent numbers (fractions, decimal, and percents).  Use and apply multiplication and division with whole numbers, fractions, and decimals  6-8 Learning Targets  9-12 Learning Targets

LEARNING PROGRESSIONS FRAMEWORK Build flexibility using whole numbers, fractions, and decimals to understand the nature of number and number systems: Count, model, and estimate quantities; Compare, represent, and order numbers: Apply place value concepts and expanded notation to compose and decompose whole numbers; Estimate, compare, and represent numbers (fractions, decimal, and percent). Use and apply multiplication and division with whole numbers, fractions, and decimals

DOUGLAS WORK

STANDARDS THAT WILL REACH THE LEARNING TARGETS This is a per grade level task. Each grade level has specific standards that need to be taught in order to reach learning targets within their grade span. Refer to the Blueprint or the Common Core Standards for guidance on the specific standards per grade level.

LEARNING PROGRESSIONS FRAMEWORK Demonstrate an understanding of number and numbers systems… K.CC- 1- Count to 100; 4 – Understand relationship between numbers and quantities; 5 – count to answer – “How many” questions K.OA – 1, 2, 3, 4, 5 – Compose and decompose numbers to add and subtract using modeling 1.NBT – 1, 2,3….. 1.OA – 1, 2, 3, 4, 5, 6, 7, 8 …… 2. NBT 2.OA

BLUEPRINT INSTRUCTIONAL FOCUSES  What instructional focuses connect to the learning targets and Big Idea for Number and Operations and the Number System?  Confirm learning targets apply to number and operations and the number system.  Do we have all learning targets?  Do we have too much?  Do some learning targets focus more on algebra or measurement than on the number system?

BLUEPRINT INSTRUCTIONAL FOCUSES

 Using the Blueprint to guide your instruction  Which Instruction focuses are connected to the Number System?  Connect the standards to your curriculum materials  When does the blueprint suggest the learning should take place?  When does the content appear in your curriculum materials?  Decision Time – follow the blueprint or follow the curriculum materials  Do the curriculum materials provide enough content for deep understanding? If not, what supplements are needed for which standards?

LEARNING PROGRESSIONS Learning Progression are not designed to replace the CCSS. Instead, it should serve as a companion document to be used by curriculum leaders and teachers to better understand the CCSS and to analyze where their curriculum fits within the progression of learning for their students.  Do not simply ‘rearrange’ the Common Core standards; but attempt to show how standards can be “unpacked”/connected/ built upon during instruction

ALGEBRA AND FUNCTIONS  Big Idea K-12  Learning targets per grade spans  Instructional focuses and standards per grade  Connecting to content – (complete throughout the year)

GEOMETRY  Big Idea K-12  Learning targets per grade spans  Instructional focuses and standards per grade  Connecting to content – (complete throughout the year)

MEASUREMENT, DATA, STATISTICS, AND PROBABILITY  Big Idea K-12  Learning targets per grade spans  Instructional focuses and standards per grade  Connecting to content – (complete throughout the year)

ADDITIONAL RESOURCES  Learning Progressions Frameworks (LPFs) for Mathematics. Hess, K.(Ed.),  “Expanded” LPF for Mathematics by grade span specifically identifies parts of CSSM standards related to each LPF Progress Indicator  Learning Progressions Frameworks (LPFs) for ELA. Hess, K. (Ed.),  Hawaii LP video (under ‘products’)  Learning progressions in K-8 classrooms: How progress maps can influence classroom practice and perceptions and help teachers make more informed instructional decisions in support of struggling learners. Hess, K. (2012) – also includes citations in this PowerPoint