STARTER 2/22/2016 page 1 How familiar are you with the Common Core Standards for Mathematical Practice? Think-Pair-Share  1) Think for one minute  2) Share with your shoulder partner  3) Share with your group

Public Schools of Robeson County Common Core State Standards 6 – 12 Mathematics SESSION 1 September 30, 2011 Aaron Locklear, Curriculum Specialist LSHS Annette Kenworthy, PSHS Mathematics Catrina Bailey, Curriculum Specialist SRHS

Introductions 2/22/2016 page 3

Sequence of Session  Starter  Session Logistics  Power Point Presentation  ACTIVITY “Getting at the Core”  Turn-and-Talk  Closure 2/22/2016 page 4

Parking Lot Technology Session Materials 2/22/2016 page 5 “Train the Trainer” Model

- Be Yourself - Value Differences - Maintain Professionalism - Participate Actively - Enjoy Yourself Norms

Learning Objectives 1.To be able to explain the Common Core State Standards (CCSS) timeline. 2.To understand the rationale for why North Carolina chose to adopt more rigorous state standards. 3.To distinguish between the new 2009 CCSS and the 2003 NCSCOS. 4. To access curriculum resources and websites which prepare educators how to teach the CCSS. 2/22/2016 page 7

CCSS Initiative State-led effort coordinated by the National Governors Association Center for Best Practices (NGA Center) and the Council of Chief State School Officers (CCSSO) North Carolina is one of 48 states, two territories and the District of Columbia to adopt the CCSS in K-12 English Language Arts and Mathematics DPI Summer Institute trainings 2/22/2016 page 8

What does this mean for teaching and learning? June 2010NC adopted standards Current NCSCOS New NCSCOS: Common Core State Standards & North Carolina Essential Standards 2/22/2016 page 9

2/22/2016 page 10 Common Core State Standards English Language Arts Mathematics North Carolina Essential Standards Arts Education Career and Technical Education English Language Development Healthful Living Information and Technology Science Social Studies World Languages North Carolina Standard Course of Study

Why adopt CCSS? Write-Pair-Share  1) Share with your shoulder partner  2) Share with your group  3) Each group chooses one reason to write on white-board 2/22/2016 page 11

2/22/2016 page 12

Time for Change If we keep doing the same thing we have always done, we will keep getting the same results! If we just swap out one standard in a document and replace it with a new one, nothing will change. How we teach mathematics must change

2003 Standard Course of Study 2/22/2016 page Apply properties, definitions, and theorems of two-dimensional figures to solve problems and write proofs Develop and apply properties of solids to solve problems. Common Core State Standards for Mathematics G.GMD.1 Give an informal argument for the formulas for the circumference of a circle, area of a circle, volume of a cylinder, pyramid, and cone.

Goals for New Standards Fewer, clearer, higher Content-centered application of knowledge Use of higher order thinking skills Alignment with college and career expectations 2/22/2016 page 15

Grade Level DomainDomain Standards StandardsStandards ClusterCluster

CCSS Terminology Activity Directions: Match the provided terms under either “new” or “old” and then determine its description. “ Getting at the CORE ”

OLDNEWDESCRIPTION of NEW NCSCOSCCSS GRADE SPECIFIC STANDARDS WHICH STRESS CONCEPTUAL UNDERSTANDING OF KEY IDEAS GROUPS OF OBJECTIVES CLUSTERS GROUPS OF RELATED STANDARDS STRANDSDOMAINS LARGER GROUPS THAT PROGRESS ACROSS GRADES OBJECTIVESSTANDARDS DEFINE WHAT STUDENTS SHOULD UNDERSTAND AND BE ABLE TO DO “ Getting at the CORE ”

Crosswalk 2/22/2016 page 19

Turn and Talk Turn and Talk What is the difference between the CCSS and the aligned Standards in the 2003 SCOS? -- ‐ How are they clearer? -- ‐ How are they higher? -- ‐ How will these changes affect instruction? 2/22/2016 page 20

CAUTION!! 2/22/2016 page 21 CONTENT APPEARING TO BE THE SAME MAY ACTUALLY BE DIFFERENT!! The CCSS Requires CLOSE Reading!!!

Unpacking Documents 2/22/2016 page 22

2/22/2016 page 23 Reason abstractly and quantitatively. cc: onlinemathtutor.org

Resources 2/22/2016 page 24 What instructional materials does our LEA have to support the implementation of the CCSS?

Resources 2/22/2016 page 25 Books: A Collection of Math Lessons, Marilyn Burns and Cathy Humphreys. Problem-Based Learning in K-8 Classrooms, Ann Lambros. Sensible Mathematics, Steve Leinwand. Math Matters, Suzanne H. Chapin and Art Johnson. Teaching Student – Centered Mathematics: Grades 5 – 8, John Van de Walle and LouAnn H. Lovin.

Resources 2/22/2016 page 26 Focus in High School Mathematics: Reasoning and Sense Making, NCTM. Navigations Series, NCTM. About Teaching Mathematics: A K – 8 Resource, Marilyn Burns. Making It Happen Implementing the CCSS from NCTM Creative Active Thinkers, Daniels and Udall Uncovering Student Thinking Rose and Arline

corestandards.org ncpublicschools.org/acre/ corestandards.org ncpublicschools.org/acre/ Khanacademy.org Map.mathshell.org/ Illustrativemathematics.org Insidemathematics.org mentoringminds.com stenhouse.com arsnc.org/arms/StaffResources Websites: (refer to separate sheet for detailed information on each site) 2/22/2016 page 27

Websites: illuminations.nctm.org nctm.org ncctm.org nlvm.usu.edu/en/nav/vlibrary.html dpi.state.nc.us/acre/standards/support-tools masteryconnect.com getthemath.org

2/22/2016 page 29 Aaron Locklear Annette Kenworthy Catrina Bailey