1. Common Core Standards Madison City Schools Math Leadership Team

2.  Joint initiative of:  Supported by: 2

3. Alabama Added Content

4.  Identifies key ideas, understandings, and skills for each grade or course  Stresses deep learning (addresses mile-wide, inch- deep issue)  Connects topics and standards within grade or course  Requires applying concepts and skills within same grade or course 4

5. Mathematical Content Standards Mathematical Practices Standards Activity #2

6. 6 Standards for Mathematical Practice are provided in detail on pages 6-8 of the ACOS. The Practices are also listed on each grade’s overview. Activity #2 Grade Level Overview

7. 1. Make sense of problems and persevere in solving them 2. Reason abstractly and quantitatively 3. Construct viable arguments & 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 7 Refer to pages 6-8 in the ACOS

8. When presented with a problem, I can make a plan, carry out my plan, and evaluate its success. BEFORE… EXPLAIN the problem to myself. Have I solved a problem like this before? ORGANIZE information. What is the question I need to answer? What is given? What is not given? What tools will I use? What prior knowledge do I have to help me? DURING… PERSEVERE MONITOR my work. CHANGE my plan if it isn’t working out. ASK myself, “Does this make sense?” #1 AFTER… CHECK Is my answer correct? How do my representations connect to my algorithms? EVALUATE What worked? What didn’t work? What other strategies were used? How was my solution similar to or different from my classmates?

9. I can use reasoning habits to help me contextualize and decontextualize problems. CONTEXTUALIZE I can take numbers and put them in a real-world context. For example, if given 3 x 2.5 = 7.5, I can create a context: I walked 2.5 miles per day for 3 days. I walked a total of 7.5 miles. DECONTEXTUALIZE I can take numbers out of context and work mathematically with them. For example, if given I walked 2.5 miles per day for 3 days, How far did I walk? I can write and solve 3 x 2.5 = 7.5. #2

10. I can make conjectures and critique the mathematical thinking of others. I can construct, justify, and communicate arguments by… considering context. using examples and non- examples. using objects, drawings, diagrams and actions. I can critique the reasoning of others by… listening. comparing arguments. identifying flawed logic. asking questions to clarify or improve arguments. #3

11. I can recognize math in everyday life and use math I know to solve everyday problems. #4 I can… make assumptions and estimate to make complex problems easier. identify important quantities and use tools to show their relation- ships. evaluate my answer and make changes if needed. Represent Math real-world situations oral language symbols concrete models pictures

12. I know when to use certain tools to help me explore and deepen my math understanding. #5 I have a math toolbox. I know HOW to use math tools. I know WHEN to use math tools. I can reason: “Did the tool I used give me an answer that makes sense?”

13. I can use precision when solving problems and communicating my ideas. #6 Problem Solving I can calculate accurately. I can calculate efficiently. My answer matches what the problem asked me to do– estimate or find an exact answer. Communicating I can SPEAK, READ, WRITE, and LISTEN mathematically. I can correctly use… math symbols math vocabulary units of measure

14. I can see and understand how numbers and spaces are organized and put together as parts and wholes. #7 NUMBERS For example: Base 10 structure Operations and properties Terms, coefficients, exponents SHAPES For example: Dimension Location Attributes Transformation

15. I can notice when calculations are repeated. Then, I can find more efficient methods and short cuts. #8 Patterns: 1/9 = 0.1111…. 2/9 = 0.2222… 3/9 = 0.3333… 4/9 = 0.4444…. 5/9 = 0.5555…. I notice the pattern which leads to an efficient shortcut!!!

16. Starting Point Ending Point Starting Point Ending Point K12345678HS Counting and Cardinality Number and Operations in Base TenRatios and Proportional Relationships Number and Quantity Number and Operations – Fractions The Number System Operations and Algebraic Thinking Expressions and Equations Algebra Functions Geometry Measurement and DataStatistics and Probability

17. From Kindergarten through Grade 12, there is a strong emphasis on ways that students will be expected to show their understanding. 17 Activity #5 Interpretation Explanation Application Mathematics Procedural Skills

18. 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 18 Activity #2 Content Standard Identifiers Domain Standards Cluster Statement

19. 19 Administrator and teacher awareness of new standards, grade-specific training in the critical areas of focus, structure of the standards, verbs and vocabulary, student practice standards, etc… District curricula, assessments, and instruction (the exterior and interior) Alabama College- and Career-Ready Standards (2010 Alabama Course of Study: Mathematics)

20. What about ARMT + ? Students are projected to be tested over CCS Spring 2015. Teachers will have to supplement to cover old COS material that is tested on ARMT +. Resources are coming via Wiki Pages and district grade level professional development.