September, 2010

Network for New Science/Math Teachers September 24, 2010 Meeting 1, Year 2 Lexington, KY University of Kentucky Partnership Institute for Math & Science Education Reform Kentucky Department of Education

September, 2010 x –y = z Equation Game x + y = z xy = z 2x + y = z 2x - 2y = z

September,

September, 2010 National Math Standards from NCTM These documents began our conversations about expectations, and are important broad standards for us to consider.

September, 2010 Our recent Kentucky state standards … As a result of KERA, broad goals and academic expectations…. The content teachers are required to teach in KY…. The content students are assessed on in KY…. (subset of the Program of Studies)

September, launched by Council of Chief State School Officers (CCSSO) and the National Governors Association Center for Best Practices (NGA Center).

September, 2010 The standards:  Are aligned with college and workforce expectations;  Are clear, understandable and consistent;  Include rigorous content and application of knowledge through high-order skills;  Build upon strengths and lessons of current state standards;  Are informed by standards in other top performing countries, and  Are evidence-based.

September, 2010  solid foundation in whole numbers, addition, subtraction, multiplication, division, fractions and decimals  In Kindergarten-successful international recommendations about numbers corresponding to quantities,  build on best state standards to navigate through fractions, negative numbers, and geometry, maintain a continuous progression from grade to grade

September, 2010  not only procedural skill but also conceptual understanding, absorbing the critical information they need to succeed at higher levels  students who have mastered the content and skills through the 7th grade will be well- prepared for algebra in grade 8  robust and provide a coherent and rich preparation for high school mathematics

September, 2010  practice applying mathematical ways of thinking to real world issues and challenges; prepare students to think and reason mathematically  rigorous definition of college and career readiness, students develop depth of understanding and ability to apply mathematics  emphasize mathematical modeling throughout math content domains

September, 2010 The standards for mathematical Practice are important “processes and proficiencies” and describe varieties of expertise that mathematics educators at all levels should seek to develop in their students. See page 6. They are based on ideas important to mathematics education from – the NCTM process standards of:  problem solving,  reasoning and proof,  communication,  representation, and  connections. the strands of mathematical proficiency specified in the National Research Council’s report Adding It Up:  adaptive reasoning,  strategic competence,  conceptual understanding, (comprehension of mathematical concepts, operations and relations),  procedural fluency, and (skill in carrying out procedures flexibly, accurately, efficiently and appropriately),  productive disposition. (habitual inclination to see mathematics as sensible, useful, and worthwhile, coupled with a belief in diligence and one’s own efficacy).

September, 2010 #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. Posted on the overview page for every grade level!

September, 2010 Pg 5

September, 2010 Domains Clusters Standards Not on overview page Pg 13 Pg 14

September, 2010 Domain Cluster Standards Pg 48

September, 2010 Think – Pair -Share What differences do you immediately notice between the Kentucky Core Academic Standards and our KY Core Content for Assessment and Program of Studies?

September, 2010 Domain – gray shading Domain Cluster Standards Not on overview page Standards for Mathematical Content – High School (conceptual categories not grade) HS Overview - Conceptual Categories Pg 63 Pg 64

September, 2010 Actually a standard for mathematical practice, modeling should have special emphasis in the high school Items beyond the Common Core Standards (+) p.57