Begin with the End in Mind: Common Core State Standards For Mathematics

What will our Students need to: Know Know Do Do

Of Walmart’s 6,000 suppliers, 5,000 are in China Source: National Academy of Science

IBM’s PC business is now owned by a Chinese company Source: National Academy of Science

U.S. Economy There were 32 unemployed individuals competing for each opening in the Construction Industry 7 competing for each Manufacturing Job June 2010: Source: National Academy of Science

U.S. Economy 4,755,000 private sector jobs eliminated 676,000 government jobs added In Past 5 Years: Source: National Academy of Science

U.S. Economy Over half of U.S. workforce Work hours reduced Took pay cut Forced to take unpaid leave Work part time June 2010: Source: National Academy of Science

Economic Growth Innovation Entrepreneurship Source: National Academy of Science

The great majority of newly created jobs are the indirect or direct result of advancements in science and technology Source: National Academy of Science

China graduates more English- speaking engineers than the U.S. Source: National Academy of Science

Schools are Improving School Improvement

Schools are Improving School Improvement Changing World

Why – WHAT - How

Common Core Standards Criteria Set the stage for US education not just beyond next year, but for the next decade, Ensure all American students are prepared for the global economic workplace. Raise the bar for all students All students are prepared for all entry-level, credit- bearing, academic college courses in English, mathematics, the sciences, the social sciences, and the humanities. All students enter these classes ready for success (defined for these purposes as a C or better).

Common Core Standards Criteria Rigorous Clear and specific Teachable and learnable Measurable Coherent Grade by grade standards Internationally benchmarked

Standards Development Process College and career readiness standards developed in summer 2009 Based on the college and career readiness standards, K-12 learning progressions developed Multiple rounds of feedback from states, teachers, researchers, higher education, and the general public (9,600 comments) Validation Committee Final Common Core State Standards released on June 2, 2010

Common Core Standard/Vision Establishes a vision of what it means to be a literate person in the twenty-first century. Students who readily undertake the close, attentive reading that is the heart of understanding and enjoying complex works of literature. They habitually perform the critical reading necessary to pick carefully through the staggering amount of information

Common Core Standard/Vision They actively seek wide, deep and thoughtful engagement with high-quality literary and informational text that builds knowledge, enlarges experiences and broadens worldviews. They demonstrate cogent reasoning and use evidence that is essential for deliberations and responsible citizenship

STANDARDS FOR MATHEMATICS JUNE 2010

Characteristics Fewer and more rigorous. Aligned with college and career expectations – prepare all students for success upon graduating from high school. Internationally benchmarked, so that all students are prepared for succeeding in our global economy and society. Includes rigorous content and application of higher- order skills. Builds upon strengths and lessons of current state standards. Research based

Coherence Articulated progressions of topics and performances that are developmental and connected to other progressions Conceptual understanding and procedural skills emphasized equally NCTM states coherence also means that instruction, assessment, and curriculum are aligned

Focus Key ideas, understandings, and skills are identified Deep learning of concepts is stressed –That is, time is spent on a topic and on learning it well. This counters the “mile wide, inch deep” criticism leveled at most current U.S. standards.

Clarity and Specificity Skills and concepts are clearly defined Being able to apply concepts and skills to new situations is expected

Mathematical Practices The Common Core proposes a set of Mathematical Practices that all teachers should develop in their students. These practices are similar to NCTM’s Mathematical Processes from the Principles and Standards for School Mathematics.

Intent of Common Core The same goals for all students Coherence Focus Clarity and Specificity

Grade-Level Standards  K-8 grade-by-grade standards organized by domain  9-12 high school standards organized by conceptual categories

The K-5 standards: whole numbers addition subtraction multiplication division fractions and decimals

6-8 standards: geometry algebra probability and statistics

High school standards: Number & Quantity Algebra Functions Modeling Geometry Statistics & Probability

Standards for Mathematical Practice/Proficiency  Describe mathematical “habits of mind”  Standards for mathematical proficiency: reasoning, problem solving, modeling, decision making, and engagement  Connect with content standards in each grade

Mathematical Practices The Common Core proposes a set of Mathematical Practices that all teachers should develop in their students. These practices are similar to NCTM’s Mathematical Processes from the Principles and Standards for School Mathematics.

Mathematics/Standards for Mathematical Practice 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

Mathematical Practices 1. Make sense of problems and persevere in solving them: –Use concrete objects or pictures to help solve problems –Proficient students can explain the meaning of the problem –Identify how to enter the problem –Make a plan on how to solve the problem –Monitor progress

Mathematical Practices 2. Reason abstractly and quantitatively: –Make sense of quantities and their relationship in problems –Use concrete manipulatives to demonstrate an understanding of the problem Units involved Understanding the meaning of quantities Knowing and using different properties of operations

Mathematical Practices 3. Construct viable arguments and critique the reasoning of others: –Can construct solutions using concrete objects such as drawings, diagrams and actions –Students develop strategies to solve problems, question them to understand their thinking and understanding

Mathematical Practices 4. Model with mathematics: –Apply the math they know to solving problems –Being able to write equations to describe a situation

Mathematical Practices 5. Use appropriate tools strategically –Students use a variety of methods and tools to compute, including objects, mental computation, estimation, paper and pencil, and calculators.

Mathematical Practices 6. Attend to Precision –Communicate clearly how they solved the problem –Know the symbol –Check answers –Ask lots of question to understand how students are tackling the problem

Mathematical Practices 7. Look for and make use of structure –Recognize patterns or structure (3+7 is the same as 7+3)

Mathematical Practices 8. Look for and express regularity in repeated reasoning: –Watch for repeated patterns, numbers –Able to identify shortcuts

Universal Design for Learning UDL is a blueprint for: – creating instructional goals, –methods, –materials, and –Assessments –flexible approaches that can be customized and adjusted for individual needs.

What will our Students need to Know and Do: Learning with THE END (in mind)