1. Common Core State Standards Mathematics
Welcome, introductions
CCSS Communications Summit

2. Lovejoy ‘s Parent Liaison’s Vision for Education
Every Clayton County public school student will graduate from high school globally competitive for work and postsecondary education and prepared for life in the 21st century.
My background, losing students when they enter college, unique and exciting opportunity to put education on the forefront and work together on helping students be successful.
CCSS Communications Summit
Class of 2011: Bridgeport High School

3. Our Time Together We will:
Misconceptions of the CCSS-M
(Cascading Style Sheets)
Math & the Standards
The 3 Shifts for Mathematics
Resources
CCSS Communications Summit

4. Myth: Common Core is a Curriculum
The CCSS outline the math students need to understand at each grade level or course.
The State of Georgia curriculum decisions reside within the school district.
Some curriculum will say “Common Core”. This is to identify that the curriculum is covering the math outlined in the CCSS—can be confusing.*
No curriculum is truly aligned yet

5. Building Understanding for Algebra
(2x + 2) (x + 4)
Learning Progression to Algebra
2x2 + 10x + 8

6. How do we respond? What is the root of this parent’s frustration?
What are other reasons parents might be frustrated with the math?
Turn to your neighbor and discuss these questions and share how you might respond to this parent.
Share out whole group

7. Reality – We do not see significant gains in math especially as students move into middlee school and high school.
WA Kids,
CCSS Communications Summit

8. The Three Shifts in Mathematics
Focus: Strongly where the standards focus
Coherence: Think across grades and link to major topics within grades
Rigor: In major topics, pursue with equal intensity:
Conceptual understanding
Procedural skill and fluency
Application
This is a reminder of the three shifts that are required by the Common Core State Standards for Mathematics.
Read slide

9. Shift One: Focus Strongly Where the Standards Focus
Move away from "mile wide, inch deep" curricula. Significantly narrow the scope of content to focus on key concepts and skills at each grade level or in math courses. Teach less, learn more in building understanding.
– Ginsburg et al., 2005
CCSS Communications Summit

10. Shift Two: Coherence Think across grades, and link to major topics within grades
Carefully connect the learning within and across grades so that students can build new understanding onto foundations built in previous years.
Begin to count on solid conceptual understanding of core content and build on it. Each standard is not a new event, but an extension of previous learning.
Grecian Urn—the structure is the standards

11. Coherence
“The Standards are not so much built from topics as they are woven out of progressions.”
Coherence is about math making sense.
Just like there are two levels of focus, there are two types of coherence found in the math standards. One is the coherence of topics across grades and the other is the coherence within a grade.
You will see coherence across grades as the Standards direct us to have students apply learning from a previous grade to learn a new topic. You will see coherence across grades as you see the thoughtfully laid out progressions of mathematics that are meaningful and make sense.
You will see coherence within a grade in the Standards as they direct us to have students reinforce a major topic in a grade by utilizing a supporting topic. You will see coherence within a grade as you see the meaningful introduction to topics in the same grade that complement each other. /

12. Coherence Within Grades
3.MD.C.7
3.OA.B
Relate area to the operations of multiplication & addition.
Understand properties of multiplication …
3.G.A
Reason with shapes and their attributes.
Coherence is evident with the these 3rd grade domains as students develop an understanding of multiplication through building understanding of area as they build understanding of area by partisioning shapes into equal areas.
The standards make explicit connections at a single grade
CCSS Communications Summit

13. Shift Three: Rigor
Equal intensity in conceptual understanding, procedural skill/fluency, and application
The CCSSM require:
Solid conceptual understanding
Procedural skill and fluency
Application of mathematics to problem solving situations
In the major work of the grade, this requires equal intensity in time, activities, and resources in pursuit
of all three.
Reading—can read efficiently and quickly—but they may not really understand the content—same in math.

14. Conceptual Understanding is more than explaining
What are two different equations with the same solution as 3(y – 1) = 8?
Asking students to show work and explain can be informative, but it isn’t the only way to assess conceptual understanding and can become tiring students.

15. Procedural Fluency is not all about Timed Tests
Find the number that goes into each box:
A) 𝟑+𝟒= □
B) 5 + □ = 8
C) □ - 2 = 6
D) 9 - □ = 5
E) □ + □ = 10
“Reasoning and pattern searching are never facilitated by restricted time….strategy development and general number sense are the best contributors to fact mastery.” --Van de Walle
When you talk about assessment items that get at fluency, it is not always only going to be weekly timed tests. That may be an instructional practice that works for certain people, but it is not a mandate that everyone across the country will be doing timed tests. There are lots of different ways to get to this idea of fluency and there are lots of different ways to know if a student is fluent in something. On a side note, it is important to remember that assessing fluency is not necessarily the same as practicing fluency. Often schools will do timed tests 3 days a week and think they are fulfilling the “fluency requirement.” Students need opportunities to practice fluency, as well.
Van de Walle—Reasoning and pattern searching are never facilitated by restricted time. timed tests cannot promote a reasoning approach to fact mastery, produces few long-lasting results, if there is any defensible purpose for a timed test it would be for diagnosis of what is mastered and what remains to be learned even then there is little reason to be done more htan once every couple of months.

16. Applications should be motivating for students
What is the relationship between the height you drop a ball and it’s corresponding bounce height?
The ball bounces when you click on the slide

17. Standards for Mathematical Practice
Describes mathematical “habits of mind” that students at ALL grade levels should develop.
Make sense of problems and persevere in solving them
Reason abstractly and quantitatively
Construct viable arguments and critique the reasoning of others
Model with mathematics
Use appropriate tools strategically
Attend to precision
Look for and make use of structure
Look for and express regularity in repeated reasoning
You can use this slide or slide 22

18. Seeing Structure
CCSS Communications Summit

19. Communication IN and OUT
Who will be those key content people in your district, school, etc. to message around CCSS-Math?
Know the standards
Understanding the Shifts
Structures to provide opportunities for shared learning
Sensitive to audiences’ past math experiences
What is our message around math?
Build awareness

20. Resources and Support
Resources from local, regional, state, and interstate collaboration: what’s new and what’s next

21. We would like to have a parent night with our PTA focusing on the CCSS:
CCSSI Toolkit - Resources
Community Toolkit

22. National PTA http://www.pta.org/parents/content.cfm?ItemNumber=2583
Parents’ Guides to Student Success
English and Spanish versions

23. What resources are available for teachers to communicate the CCSS to parents?
Council of the Schools
Parent Roadmaps to the Common Core - Mathematics
All Grades
Math
ELA
Spanish Versions
Add that there are roadmaps for all grades, math, ela and in spanish

24. Where Can I get accurate information about the CCSS?
Merge with next slide

25. 6.30-minute Common Core Video Public Service Announcement on CCSS
Videos:
6.30-minute Common Core Video
Public Service Announcement on CCSS
Goes with where can I get accurate info

26. Where can I get CCSS resources to build awareness with my staff, parents or district?
Communication IN
CCSS Communications Summit

27. Questions??
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28. Thank you!