1. CCSS Math Breakout Session

2. Where Are You? Get a Post-It Note Write your favorite math topic on it Find the Consensograph on the wall Place your post-it above where you feel your level of understanding is about the CCSS Math Standards

3. “Building A Box” Activity Find the math problem on your table With a partner work out the problem Consider the following question: “What does it look like when students are doing math?” Be ready to share

4. Session Objectives To deepen understanding of CCSS Math Standards To become familiar with the Mathematical Practice Standards To understand the coding of the standards To explore the glossary and appendix of the math standards

5. First Step Standards are essential, but inadequate. Along with standards, Educators must be given resources, tools, and time to adjust classroom practice. Instructional materials aligned to standards are needed. Assessments must be developed to measure student progress. Federal, state, and district policies need to be reexamined to ensure they support alignment of the CCSS with student achievement. CCSSI 2010, www.corestandards.org

6. Key Advances Focus and coherence Focus on key topics at each grade level. Coherent progressions across grade levels. Balance of concepts and skills Content standards contain both conceptual understanding and procedural fluency. Mathematical practices Foster reasoning and sense-making in mathematics. College and career readiness Level is ambitious but achievable.

7. Standards, Curriculum and Pedagogy “For over a decade, research studies of mathematics education in high-performing countries have pointed to the conclusion that the mathematics curriculum in the US must become substantially more focused and coherent in order to improve mathematics achievement in this country.” “For over a decade, research studies of mathematics education in high-performing countries have pointed to the conclusion that the mathematics curriculum in the US must become substantially more focused and coherent in order to improve mathematics achievement in this country.” CCSS 2010, p. 3

8. Standards, Curriculum and Pedagogy “…the development of these standards began with research-based learning progressions detailing what is known today about how students’ mathematical knowledge, skill, and understanding develop over time.” “…the development of these standards began with research-based learning progressions detailing what is known today about how students’ mathematical knowledge, skill, and understanding develop over time.” CCSS 2010, p. 4

9. Standards, Curriculum and Pedagogy “One hallmark of mathematical understanding is the ability to justify, in a way appropriate to the student’s mathematical maturity, why a particular mathematical statement is true or where a mathematical rule comes from….. Mathematical understanding and procedural skill are equally important, and both are assessable using mathematical tasks of sufficient richness.” “One hallmark of mathematical understanding is the ability to justify, in a way appropriate to the student’s mathematical maturity, why a particular mathematical statement is true or where a mathematical rule comes from….. Mathematical understanding and procedural skill are equally important, and both are assessable using mathematical tasks of sufficient richness.” CCSS 2010, p. 4

10. Standards, Curriculum and Pedagogy “No set of grade-specific standards can fully reflect the great variety in abilities, needs, learning rates, and achievement levels of students in any given classroom. However, the Standards do provide clear signposts along the way to the goal of CCR for all students.” “No set of grade-specific standards can fully reflect the great variety in abilities, needs, learning rates, and achievement levels of students in any given classroom. However, the Standards do provide clear signposts along the way to the goal of CCR for all students.” CCSS 2010, p. 4

11. Standards, Curriculum and Pedagogy “These standards do not dictate curriculum or teaching methods. For example, just because Topic A appears before Topic B in a given grade, it does not mean that Topic A must be taught before Topic B.” “These standards do not dictate curriculum or teaching methods. For example, just because Topic A appears before Topic B in a given grade, it does not mean that Topic A must be taught before Topic B.” CCSS 2010, p. 5

12. Standards, Curriculum and Pedagogy “One promise of common state standards is that over time they will allow research on learning progressions to inform and improve the design of standards to a much greater extent than is possible today.” “One promise of common state standards is that over time they will allow research on learning progressions to inform and improve the design of standards to a much greater extent than is possible today.” CCSS 2010, p. 5

13. Standards, Curriculum and Pedagogy “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.” “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.” CCSS 2010, p. 5

14. Building from past work NCTM process standards: Problem solving Reasoning and proof CommunicationRepresentationsConnections

15. Building from past work Five Strands of Mathematical Proficiency: Adaptive reasoning Strategic competence Conceptual understanding – comprehension of math concepts, operations and relations. Procedural fluency – skill in carrying out procedures flexibly, accurately, efficiently and appropriately. Productive disposition – habitual inclination to see math as sensible, useful, and worthwhile, coupled with a belief in diligence and one’s own efficacy. Adding It Up, NRC 2001

16. 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.

17. Mathematical Practices 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.

18. Mathematical Practices They are what students “do” with the content standards. Go across all grades. Describe expertise or proficiencies expected for all students. How do your comments from earlier match the Practice Standards?

19. Focus on Understanding “The standards for Mathematical content are a balanced combination of procedure and understanding. Expectations that begin with the word ‘understand’ are often especially good opportunities to connect practices to the content.” “The standards for Mathematical content are a balanced combination of procedure and understanding. Expectations that begin with the word ‘understand’ are often especially good opportunities to connect practices to the content.” CCSS 2010, p.8

20. K-8 Grade Level Domain Grade-Specific Standard 4.G.14.G.1 High School Conceptual Category G-C.1G-C.1 Practice Standards Describe an expertise that college & career ready math students at all levels should develop in order to effectively engage mathematical concepts. Math Structure Domain Content-Specific Standard

21. Design and Organization Content standards define what students should understand and be able to do Clusters are groups of related standards Domains are larger groups that progress across grades

22. Design and Organization

23. Take a look at the laminated “posters” to help with learning the coding process for the Math CCSS.

24. Design and Organization Critical Areas

27. Design and Organization

36. GlossaryAppendix Course Development Course Development (Traditional vs. Integrated) (Traditional vs. Integrated) Accelerating Students Accelerating Students

37. Where is Michigan? Fordham Institute’s Article – “The State of the State Standards” MI GLCE vs. CCSS Visual Overview MI “Crosswalk” Documents

38. Dig In Time to Explore & Ask Questions

39. Exploration Activity Using the “Exploration” handout and the CCSS document, correlate the standards from CCSS with the “Building A Box” activity. Identify the big idea of the lesson. Identify the big idea of the lesson. Which standard does this lesson target? Which standard does this lesson target? What are students doing throughout the lesson? What are students doing throughout the lesson? Which standards were necessary for the student to understand this lesson? Which standards were necessary for the student to understand this lesson? Which standards will the knowledge from this lesson lay a foundation for? Which standards will the knowledge from this lesson lay a foundation for? Be ready to share.

40. Level of Understanding What more do we need to know/do? Does the consensograph change?