3. Thoughts are so powerful. You've got to change the way you think in order to change the way you feel." ---Robin Roberts

4. GOALS FOR THE NIGHT Understand the Common Core and expectations for student learning Understand the Standards of Mathematical Practice Learning Expectations Document Discuss Assessments Understand GO Math vs. Everyday Math GO Math On-line Components for Parents/Students

5. The Promise of the Common Core Standards These Standards are not intended to be new names for old ways of doing business. They are a call to take the next step. It is time for states to work together to build on lessons learned from two decades of standards based reforms. It is time to recognize that standards are not just promises to our children, but promises we intend to keep. CCSSM p. 5

6. History of the “Common Core” Common Core State Standards Initiative (CCSSI) is a state-led effort coordinated by the National Governors Association Center for Best Practices (NGA Center) and the Council of Chief State School Officers (CCSSO) The standards were developed in collaboration with teachers, school administrators, and experts to provide a clear and consistent framework to prepare our children for college and the workforce. CCSS has been adopted by 45 states, 1 territory (U.S. Virgin Islands), and the District of Columbia as of April 2012.

8. Fewer, higher, and clearer academic standards. Aligned with college and work expectations. Based on current educational research and evidence. Benchmarked to high-performing countries and states. Rigorous standards emphasizing skill and application of content. PURPOSE OF THE CCSS

9. Common Core State Standards Goals Focused and Coherent Curriculum Include Rigor and Higher Order Skills Align with College and Work Expectations Internationally Benchmarked Based on Research

10. Premise: What students need for their future is as much about how they think as it is about what they know, and helping students succeed is as much about how we teach as about what we teach. Cathy Seeley, October 2011 Author, Mathematics Teacher, Past Director of Mathematics for the Texas Education Agency

11. SPIRALING VS. UNIT MASTERY (Every Day Math vs. GO Math) Many concepts in a lesson vs. One concept per lesson One Study Link vs. Four pages of work Ongoing fact practice vs. Fact automaticity Exposure vs. Mastery (not coverage) Limited problem solving vs. Embedded real world problem solving Exposure vs. Vocabulary mastery

12. DOMAINS IN THE COMMON CORE Kindergarte nGrade 1Grade 2Grade 3Grade 4Grade 5Grade 6Grade 7Grade 8 Counting and Cardinality Operations and Algebra - Thinking Number and Operations in base 10 Measurement and Data Geometry Number and Operations - Fractions Rates and Proportional Relationships The Number System Expressions and Equations Statistics and Probability Functions

13. 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.

14. Categorizing the Mathematical Practices Math Sense-Making: Making sense and using appropriate precision. 1 Make sense of problems and persevere in solving them. 6 Attend to precision. Math Structure: Seeing structure and generalizing. 7 Look for and make use of structure. 8 Look for and express regularity in repeated reasoning. Math Drawings: Modeling and using tools. 4 Model with mathematics. 5 Use appropriate tools strategically. Math Talk: Reasoning and explaining. 2 Reason abstractly and quantitatively. 3 Construct viable arguments and critique the reasoning of others.

15. Ma and Pa Kettle – Reasonable Math h t t p : / / w w w. y o u t u b e. c o m / w a t c h ? v = G E l s Q d k T 0 V 0 h t p : / w. y o u t u b e. c o m / w a t c h ? v = G E l s Q d k T 0 V 0

16. C–Conceptual Understanding What students will be expected to KNOW. These are the ideas that students should be developing as they work through the Common Core. P–Procedural Understanding What students will be expected to DO. These are the procedures and skills that enable students to access the ideas of mathematics. R – Representational Understanding How students will SHOW (Understand) what they know and can do. These are the drawings, models, and ways that students make their thinking visible.

17. Norfolk’s Learning Expectations Domain Mathematical Practices Enduring Understandings (What are the Big Ideas) Essential Questions (What will be investigated?) Key Concepts and Skills (What should children know and be able to do?)

19. “The essence of mathematics is not to make simple things complicated, but to make complicated things simple.” Dr. Stan Gudder Math Professor University of Denver

20. WHAT DO WE KNOW? Mastery is key. Children do not have all the prerequisite skills/vocabulary entering this year. There is an emphasis on problem solving and the language/vocabulary is difficult. For children in the upper grades, it is a new way of learning math.

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22. GO MATH ONLINE-AT HOME Steps to get on-line Student’s Library Student Books Assigned Homework

23. https://www-k6.thinkcentral.com

24. ASSESSMENTS Prerequisite Skills Inventory Beginning of the Year Assessment Chapter Assessments Mid-Year Assessment End-of-Year Assessment MCAS/PARCC Assessment (Partnership for Assessment of Career Readiness for College and Careers)

25. ASSESSMENTS: PARCC (Partnership for Assessment of Career Readiness for College and Careers) Replaces MCAS Scheduled for 2014-1015 school year Tests math fluency as well as math practices Heavy in word problems Rigorous (perseverance) http://www.parcconline.org/samples/item-task-prototypes