1. PUTTING THE COMMON CORE MATH STANDARDS INTO ACTION Sandy Christie Craig Bowman 2012

2. Implementing the Common Core State Standards in Washington State Our Vision: Every student will have access to the CCSS standards through high quality instruction aligned with the standards every day; and that all English language arts and mathematics teachers are prepared and receive the support they need to implement the standards in their classrooms every day. Our Purpose: To develop a statewide system with aligned resources that supports all school districts in their preparation of educators and students to implement the CCSS. This includes building system-wide capacity for sustained professional learning that can support CCSS implementation now and be applied to other initiatives in the future. March 20, 2012 OSPI CCSS Mathematics Webinar - Part 3 2 Our Core Values: This vision can only occur through core values of clarity, consistency, collaboration, coordination, and commitment from classrooms, schools, and communities to the state level.

3. Objectives Understand the language/content of a grade specific CCSS Domain/Cluster at a deeper level Analyze a CCSS Domain learning progression for a grade band Strategies to support implementation of Mathematical Practices to increase content depth

4. DEEPEN UNDERSTANDING OF THE COMMON CORE MATH STANDARDS

5. Major Shifts within Mathematics CCSS Focus Fewer big ideas --- learn more Learning of concepts is emphasized Coherence Articulated progressions of topics and performances that are developmental and connected to other progressions Application Being able to apply concepts and skills to new situations

6. Mathematical Practices 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. 6

7. OSPI Grade Level Transition Documents What does this document tell you? What doesn’t this document tell you? How might you use this document?

8. Let’s do some math… Individually work your grade level problem… Discuss how you solved it with your table partners Identify what mathematical practices you used Determine the cluster/standard the problem addresses Whole group discussion

9. CCSS Grade Overview Grade level overview… Read Where does the task that you just solved fit? What else do you notice? Share with partners

10. Focusing on the Domain Individual… Read and Highlight As you read, what language might someone (parent or colleague) have trouble understanding? Highlight those areas on the Domain Illustration Sheet Whole group… Discuss areas of concern

11. Creating Personal Connections On the provided Domain Illustration… Personal description or definition /Example Non-example or misconception Whole group… share out Finished Early?? – listen in and/or contribute to other teams conversations

12. Let’s do some more math… Individually work your grade level problem… Share out in your grade level group how you solved the problem and how you know you solved it Determine where the content of the math task is found in the standards Determine which Standards for Mathematical Practice you used in solving the problem. Update and complete columns 2, 3 & 4 your Domain Illustration sheet Whole Group Share out

13. Video Problem Standard addressed in the video: Grade 5: 5.NF.2 Using your CCSS-M document, review this standard. 13

14. 14 Teacher and Student Look Fors Mathematical Practices What are the students doing?What is the teacher doing? Mathematical Content What are the students doing?What is the teacher doing? What do you think you’ll see? What do you see? Take notes while watching video.

15. 15 Video Annenberg Math Video Library

16. 16 Teacher and Student Look Fors What did you see? Mathematical Practices What are the students doing?What is the teacher doing? Mathematical Content What are the students doing?What is the teacher doing?

17. 17 Grade Level Progression Problems In grade bands (K-2, 3-5, 6-8, HS): Each partner group has a set of grade band problems Order the problems in a learning progression for each grade Combine into a grade band progression Compare with other same grade band partner teams Review “answers”

18. Brainstorming Session What instructional strategies can be used to promote student thinking and develop mathematical practices? How does this relate to content depth? Shifts in Classroom Practice Handout 18

19. Objectives Revisited Understand the language/content of a grade specific CCSS Domain/Cluster at a deeper level Analyze a CCSS Domain learning progression for a grade band Strategies to support implementation of Mathematical Practices to increase content depth

20. Resources http://psesd-math.wikispaces.com/

21. Thank you………… Sandy Christie PSESD Math Coordinator/Program Manager schristie@psesd.org