1. HS Mathematics Updates
Lisa Ashe and Joseph Reaper
NC Department of Public Instruction

2. Session Goals Updates on Standards Review Resources
K-8 and Fourth Course Reviews
HS Implementation & Support Documents and Professional Development
Resources
Professional Development
Support Documents
Update on Canvas as LMS for Teachers as students

3. Which One Doesn’t Belong?
𝒚=𝟑𝒙−𝟏
𝒚=𝟑𝒙+𝟏
−𝟐𝒙+𝒚=𝟐
−𝟒𝒙+𝟐𝒚=𝟒
𝒚−𝟏=𝟐(𝒙+𝟒)
𝒚+𝟑=−𝟓(𝒙+𝟏)
𝟑=𝒚+𝟏
𝒙=−𝟔

4. Standards Review

5. Policy & Process
GCS-F-012 Policy delineating the Standard Course of Study Curriculum Development Process
Completed Steps:
Review data and research, surveys and other feedback
Establish writing teams and develop drafts of proposed changes
Submit draft for public review and input
Revise draft as necessary
Submit to State Board of Education for discussion and approval
6. Conduct professional development for teachers and administrators

6. Standards Review
NC Math 1 – 3

7. Review data and research, surveys and other feedback.
Common Themes
Developed by Data Review Group 2016
Parent & Community Surveys 2015
ASRC Report 2015
Teacher Focus Groups & Surveys
The Data Review Group consisted of:
Teachers from Western, Central, and Eastern NC
Teachers from large, medium and small districts
District math specialists and coaches
Math Education Professors from NC Universities

8. Establish writing teams and develop drafts of proposed changes.
The 1st Draft Writing Teams consisted members of the Data Review Group.
Writing Teams created:
Number & Algebra
Functions
Geometry
Statistics
When creating the 2nd Draft, the entire Data Review Group was invited back to review the feedback from the districts.
Writing teams
Met in-person and virtually March-April 2016
Worked to apply recommendations of Data Review Group
First Draft Created April 2016
LEAs
Received first draft to review and recommend revision
Math Teachers and leaders meet in each district and submit feedback together April 2016

9. Submit draft for public review and input
Draft 1 to LEAs in April
Draft 2 Created from LEA input April – April 30
SBE receives Drafts 1 & 2
May meeting
Public Comment Window Open on Draft 2
May 4th – 20th

10. Quantitative Data – Public Comment Responses
840 completed responses
Approximately 65% identified as Math I, II or III teachers
Over 80% read the draft standards across conceptual categories
74% respondents stated there was greater clarity
Qualitative responses included were read and considered. Themes included:
Consistent wording
Inverse questions
FAQs

11. 4. Revise draft as necessary.
Draft 2 was created after LEA input on Draft 1 (April 18-30th)
Drafts 1 & 2 were presented in May and released for public comment.
Revised Draft 2 created after public comment (May 4 – 26)
Revisions were minor – strikethrough method used rather than 3rd draft

12. Submit to SBE for discussion and approval
On June 2, 2016 the SBE UNANIMOUSLY voted to adopt the revised HS standards for NC Math 1, NC Math 2 and NC Math 3 with implementation for the school year.
Resources
Communication
Professional
Development

13. Professional development for educators

14. Summer Informational Sessions
13 sessions in 8 regions completed from June to September
Sessions included overview of upcoming supports including:
Resources Documents
Virtual Sharing Sessions
Regional Face-to-Face Professional Development

15. Virtual Sessions – Our Purpose
Building Community
Common understanding around mathematics teaching and learning in NC Math 1, 2, and 3.
Learning partnership among educators from different educational perspectives (state, IHE, district, school, classroom)
What do we want out of this?
How can we use this to build community and improve outcomes for all students?
What are your needs?
We’re going to do this together

16. Face-to-face Regional Session Goals
Support mathematics educators in…
Using instructional resources to establish vertical and horizontal coherence among NC Math 1, NC Math 2, and NC Math 3.
Investigate instructional approaches that promote conceptual development, connections, and learning for students.
Building and strengthening the math education community within regions and across North Carolina.

17. Standards Review
K-8 Mathematics
4th Level HS Courses

18. Standards Review Fourth Math Courses (AFM, ECM Discrete, Pre-Cal)
K – 8th
Reviewers will receive data from feedback to read in November.
See tentative timetable
Fourth Math Courses
(AFM, ECM Discrete, Pre-Cal)
Survey will be out in the next month or so.
MAJOR revisions will be needed for some courses. Timetable uncertain.

19. Which One Doesn’t Belong?
Math Break

20. Professional Development

21. Secondary Math PD Principles to Action (Fall 2015 – Spring 2016)
MS Coherence Series
MS Expressions and Equations (June 2015)
MS Fractions and Proportional Reasoning (Fall 2015 and Spring 2016)
MS Proportional Reasoning and Functions PD (Spring 2016)
Middle School Math Summit (Jan 2016)
High School Math Summit (Jan 2017)

22. A Message of COHERENCE…
6.EE.9
Define dependent and independent variable
8.F.1
Define a function as input and a unique output; graphs represent solutions
FUNCTION CC
-Interpreting Functions
7.RP.1
Compute unit rates with ratios of fractions
FUNCTION CC
-Linear, Quadratic and Exponential Models
6.RP.2
Define a unit rate
8.EE.5
Graph proportional relationships interpreting the unit rate as slope.
8.F.2
Compare the properties of functions in different representations
FUNCTION CC
-Building Functions
7.RP.2
Recognize and represent proportional relationships
Determine if two quantities are in a proportional relationship
Identify the constant of proportionality in various representations
Represent proportional relationships by equations
Explain (x,y) in context with special attention to (0,0) and (1,r)
8.F.3
Interpret y = mx + b as defining a linear equation and others a nonlinear.
6.RP.3b
Solve unit rate problems
8.EE.6
Use similar triangles to explain slope, derive
y =mx and y = mx + b
A-CED.2
Create equations in two variables
8.F.4
Construct a linear model and determine the rate of change and initial value in context
A-REI.5
Understand using elimination when solving a system.
8.F.5
Describe a function qualitatively and sketch a graph from verbal description
A-REI.6
Solve system exactly and approximately.
A-REI.12
Solve systems of inequalities.
Coherence Series: Proportional Reasoning to Functions

23. HS Implementation Implementation Professional Development DBIR
Monthly Virtual Sharing Sessions
Regional Face-to-Face Sessions
District Leader Collaborative Sessions
DBIR

24. Water Tower (NC Math 2 Virtual Session #2)
NC.M1.F-IF.4: Identifying and interpreting key features of functions.
A valve on the side of one of the Rockingham County Water towers failed a little over 2 hours ago. A gauge has been reporting the rate of gallons of water lost per minute since the valve failed. The readings are included in the table below. Engineers have been alerted to the failure but only have equipment to repair the valve when the water is flowing less than 475 gallons per minute. Furthermore, their equipment must be calibrated to the rate of the water leaking from the tank in order to repair the valve.
Time Leaking (minutes) 39 76
111
144
Flow Rate (gallons per minute)
1000
950
900
850
800
Emily, the head engineer, recalls that the last time her team had to repair this particular water valve, it took 400 minutes to drain to the bottom of the valve.
At what time can they use their equipment to stop the leak? Confirm your answer using a representation (table, graph, equation, etc.) of your choosing.
Devise a way for Emily and her engineers to predict how many minutes the tower has been leaking given the readings from the flow rate gauge. How can you show this using the information from part (a)?
Water Tower (NC Math 2 Virtual Session #2)

25. NC.M1.F-IF.4: Identifying and interpreting key features of functions.
Time (min)
Depth (ft)
Rate (mph)
Distance (miles) 4 2 10
0.33 20 3
2.5
0.74 30
1.15 40
1.82 50
2.49 60
3.00 70
3.42 80
3.84 90
4.25
100 1 8
4.93
110
6.27
120
6.82
130
6.99
140
7.17
Three friends floating down the South Fork of the New River in Ashe County. The last time they went, they noticed that when they were between the rapids, they weren’t going very fast and the water was deep. When they were going fast however, the water was much more shallow. So, they decided to collect measurements every ten minutes of the river’s depth, their speed, and how far they had traveled down the river.
Friend 1 measured the depth of the river with a fishing weight tied to a string
Friend 2 used a waterproof GPS to measure their speed in miles per hour
Friend 3 used a running app on a smartphone to measure the total distance they had traveled in miles.
Given different representations of these measurements, describe their trip down the river. Do you agree or disagree with their observation?
Floating River (NC Math 1 Virtual Session #1)

26. We’re ALL in this TOGETHER!

27. 2015 PAEMST Secondary Math Awardee
Lauren Baucom
Union County

28. 2013 PAEMST Secondary Math Awardee
Julie Riggins
Winston-Salem Forsyth County

29. Nominate An Outstanding Teacher
Grade 7-12 – nominate someone today!
Website:
© 2012 Karen A. Blase and Dean L. Fixsen

30. Resources

31. HS Implementation Support
Resource Documents
Collaborative Pacing Guides
Mathematics Resources for Instruction (MRI)
Includes Course Overviews for Conceptual Categories
Course at-a-glance documents

32. Housing the Resources
Math Wiki is used for resources & recordings of webinars
Move to LMS - Canvas
Do NOT need to purchase
Principals will be ed directly (MS & HS)
All data we put in Canvas and on wiki - is being shared back with Schoolnet. The tagging of items to new standards is a work in progress. No estimate yet on time frame.
Canvas login data collection: This should happen later this month… very soon. It will either be a check your teacher off list and add others OR they will have to enter all of their M1, M2 & M3 teacher s via some kind of form or survey monkey. We are still working on this and should have an answer soon.

33. Instructional Resources for Math
NC Math 1-3

34. Instructional Resources for Math
Standards Docs
Revisions At-A-Glance
MRIs
Collaborative & Shared Pacing Guides
Additional Instructional Resources
Assessment Information
Formative Assessment Task and Resources (OER)

35. Instructional Resources for Math
MRIs
Created in partnership with NC math teachers and leaders and maintained by NCDPI
Standards review and revision process informed the structure and content
Responsive to feedback from teachers
Based on coherence of standards across 6-12
Evolving
OER resources included
Pacing Guides
Shared pacing guides
May include curriculum and resources
Collaborative pacing guide
Collaboration of teachers and leaders from the field
Optional
Flexible and adaptable

36. Mathematics Resources for Instruction

37. Math Resource for Instruction TABLE OF CONTENTS
The overview and each standard are hyperlinks that take you directly to that page.
Date of most recent update

38. Math Resource for Instruction CC OVERVIEW
Highlights coherence across all three HS courses within conceptual category

39. Math Resource for Instruction
Connections to the SMPs
Content Connections
Instructional support for the classroom

40. Math Resource for Instruction
Links to free/available instructional resources

41. Concepts and Skills Coherence
Prerequisites
Formative assessment of previous concepts
Differentiating for intervention
Curriculum decisions – ordering content
Connections (Concurrent/Future)
Integrating mathematical content
Differentiating for extension

42. Standards for Mathematical Practice Student Actions
Aligning content and instructional strategies to get desired student practices
Students communicating mathematically (written and oral communication)
Evolving

43. Mastering the Standard Instructional Supports
Comprehending the standard
Assessing for understanding
Teacher support
Coherence
Instructional considerations and implications
Misconceptions addressed
Classroom Formative assessment
Designed for instructional guidance; NOT preparation for summative assessments
Monitoring student progress towards the standard

44. Instructional Resources Open Educational Resources (OER)
Tasks
Lessons
Classroom materials (videos, applets, charts, activities, etc.)
Vetted teacher made/adapted materials
Linking only to specific resources from sites (never to general sites) with copyright rules that allow sharing.
To be posted by DPI,

45. Collaborative Pacing Guide
Sample

46. Wake County Pacing Document

47. NC Math At-A-Glance Documents

48. Identical Quadratics
Directions: Create three equations that produce the exact same parabola by filling in the blanks with whole numbers 0 through 9, using each number at most once:

49. What questions do you have?
…for ALL that YOU do!

50. Follow Us! NC Mathematics www.facebook.com/NorthCarolinaMathematics

51. DPI Mathematics Section
Dr. Jennifer Curtis
K – 12 Mathematics Section Chief
Susan Hart
Mathematics Program Assistant
Lisa Ashe
Secondary Mathematics Consultant
Joseph Reaper
Kitty Rutherford
Elementary Mathematics Consultant
Denise Schulz 51