Integrating Common Core State Standards (CCSS) Mathematics and Science

North East Florida Educational Consortium Bradford, Columbia, Dixie, Flagler, FSDB, Gilchrist, Hamilton, Lafayette, Levy, Nassau, PK Yonge DRS, Putnam, Suwannee, Union NEFEC

Agenda Learning Goals for the Session I.Integration of CCSS into curriculum II.Vertical Integration III.Integration of Mathematics in Science IV.Integration into your school culture

Learning Goals Administrators and district personnel will know and understand the CCSS for Mathematics. Administrators and district personnel will be able to support the integration of CCSS in classroom instruction. Essential Question: How can we integrate the CCSS into our local school curriculum to support instructional practice and student learning?

Scale to Assess Progress on Learning Goals

How many examples of integration are found in the following picture?

I.Integrating into curriculum will not be BUSINESS AS USUAL

Major Changes K-5 : Numeration and operation is intensified and introduced earlier 6-8 : Ratio and Proportion, Statistics, Rational Numbers, and high school Algebra 9-12: Supports an integrated approach

So What Else Is New? Focus on College & Career Pathways Emphasis on Mathematical Modeling Standards of Mathematical Practice Multiple Formats for Testing

Common Core State Standards for Mathematics Two types of mathematics standards Standards for Content Standards for Practice

Math Lesson: Length Video

Shoulder Talk What is one example of a teacher question that leads to deeper student thinking?

Recapping….. More demanding standards New assessment measuring more complex reasoning Urgency to address performance gaps

Look Fors in the Classroom What students are doing, as well as teacher Content and tasks Teaching and learning—including formative assessment Learning environment

II.Vertical Integration

Conversions Consistent and Coherent Overall Structure K Distinguish: Length, Area, Volume Area and Perimeter Volume Area and Volume of geometric shapes and solids Grade  17 Length

Consistent and Coherent Overall Structure Length, Area, and Volume

Hexagon Map of Common Core K- 12 Math Standards Hexagon Map of Common Core K- 12 Math Standards Learning Trajectories Hexagon Map of the Common Core Mathematics Standards Descriptors and Bridging Standards © 2012 Jere Confrey, Ph.D. Hexagon Map © 2011 Wireless Generation

Teaching for Deep Understanding The student …The Teacher … Shows mastery of material at a deep level Articulates mathematical reasoning Demonstrates deep conceptual understanding of priority concepts Creates opportunities for students to understand the “answer” from a variety of access points Ensures that EVERY student GETS IT before moving on Gets smarter in concepts being taught

Shoulder Talk 1.Is there time for vertical planning at your school now? 2. If so, why is it important to continue? 3. If not, what steps will you take to make it happen?

Common Core State Standards for Mathematics Two types of Mathematics Standards: Standards for Content Standards for Practice

Mathematical Practice Standards 1.Make sense of problems and persevere in solving them Explain and make conjectures… 2.Reason abstractly and quantitatively Make sense of… 3.Construct viable arguments and critique the reasoning of others Understand and use… 4.Model with mathematics Apply and interpret…

Mathematical Practice Standards 5.Use appropriate tools strategically Consider and detect… 6.Attend to precision Communicate precisely to others… 7.Look for and make use of structure Discern and recognize… 8.Look for and express regularity in repeated reasoning Notice and pay attention to…

Looking for Practices Video

Shoulder Talk What support will teachers need to integrate the mathematical practice standards into daily work?

Look Fors in the Classroom Who is doing the mathematical thinking? What tasks are the students engaged in? What is the nature of the classroom discourse? –What question is the teacher asking? –What answers are students providing? –What questions are students asking? –Is there opportunity for student-to-student conversations? To what extent are all students engaged in the mathematics learning? - Briars April 2012

III.Integration Across Core Subjects

Mathematical Practices Across Disciplines Video

Shoulder Talk Discuss with a partner the different core subjects you observed in the video.

Conversions Content Supporting Content Length K Distinguish: Length, Area, Volume Area and Perimeter Volume Area and Volume of geometric shapes and solids Grade  Physical Properties Compare Measure Compare Contrast Volume Density Mass Observable Properties Size / Shape

Shoulder Talk What support will teachers need to integrate the CCSS across multiple content areas and the curriculum?

IV.Integration: Is it a part of our School Culture?

Integration on My Campus The Student…The Teacher… Applies math in other content areas and situations, as relevant Chooses the right math concept to solve a problem when not necessarily prompted to do so Applies math including areas where its not directly required (i.e. in science) Provides students with real world experiences and opportunities to apply what they have learned

The Iditarod and Math Video

Look Fors in the Classroom 1. Active engagement 2. Solving challenging problems 3. Connecting ideas, concepts, and skills 4. Communicating mathematically 5. Engaging students’ prior knowledge 6. Using ongoing, distributed practice with appropriate, timely feedback 7. Using appropriate tools strategically 8. Promoting students’ positive self-beliefs

Scale to Assess Progress on Learning Goals

How do I score myself on my learning for today? Submit response at Send to: Text Code # to respond 41

Administrator’s Role in Integration Know CCSS and what it looks like in classroom Develop sense of community Provide time for collaborative planning Create data analysis opportunity

Shoulder Talk What else can administrators and district personnel do to support integration of CCSS?

Wrap-Up Review Learning Scale Reflections in Journal Evaluation