Common Core State Standards in Mathematics

Report
Common Core State
Standards
Mathematics
CCSS Communications Summit - 4-21-2014
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Washington’s Vision for Education
Every Washington public school student
will graduate from high school globally
competitive for work and
postsecondary education and
prepared for life in the 21st century.
CCSS Communications Summit - 4-21-2014
Class of 2011: Bridgeport High School
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Guiding Questions
 Who
are your audiences for
communications (parents, teachers,
public - Communication In and
Communication Out )?
 What
are the top 2 or 3 main messages or
actions needed for each audience and
their timing?
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Our Time Together
Misconceptions
Math
The
of the CCSS-M
& the Standards
3 Shifts for Mathematics
Resources
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Myth: Common Core is a Curriculum
 The
CCSS outline the math students need to
understand at each grade level or course.
 Washington State is a local control state which
means 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.
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Myth: Common Core is a
Pedagogy

Direct Instruction, Constructivism, New Math,
etc.– these are ways of approaching
teaching math. The CCSS is not about how
teachers should teach—

Good teaching practice is to reflect on your
instruction (what ever approach that is) and
make adjustments as needed to ensure
students are able to make sense and
understand the math.
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Will the Problems Students
Experience Look Different?
From a parent, via Facebook:
I'm curious about your take on the new common core
math. My daughter is in 2nd grade and I can totally see
a shift in the ways that the problems are being asked on
her worksheets…
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Because You Can’t Memorize
Understanding
 Our
focus has been on answer getting.
 Rather
than the student’s thinking in
getting to that answer.
 Has
lead to student (and adult) feelings
that “I am not good at math”
 We
must value how each individual
student makes sense of the math
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
Find the answer to this problem.
42 – 18

Consider a different way to solve the problem.

Share with your neighbor how you arrived at your
answer.
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Mathematical Strategies
Thinking Flexibly
 Standard
algorithm
 Decomposing
& Composing, for example:
Round 42 to 40 (2 left over), round 18 to 20
(two left over), 40 – 20 = 20, add the 4 left
over (2 + 2) to 20 +4 = 24
 Number
Line
10
2
10
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Place Value – 2nd Grade
We have a sophisticated number system that is
based on place value.
Can you add Roman Numerals? VII + XVII = ?
Fundamental concept at 2nd grade
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Find the Answer to this
Problem: 32 x 24 =
 Standard
Algorithm
 Arrays
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3rd Grade
Place Value, Operations
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Building Understanding for
Algebra
(2x + 2) (x + 4)
2x2 + 10x + 8
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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.
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Reality – We do not see significant
gains in math especially as students
move into high school and college
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Mathematics
The 3 Shifts
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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
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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.
Less topic coverage can be associated with higher scores on those topics
covered because students have more time to master the content that is taught.”
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– Ginsburg et al., 2005
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Traditional
K-12 U.S. Approach12
K
Number and
Operations
Measurement
and Geometry
Algebra and
Functions
Statistics and
Probability
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Focus by Grade Level
Pre-K-8 Domains Progression
Domains
K
1
2
3
4
5
6
Counting and Cardinality
Operations and Algebraic Thinking
Number and Operations in Base Ten
Number and Operations - Fractions
Ratios and Proportional Relationships
The Number System
Expressions and Equations
Functions
Geometry
Measurement and Data
Statistics and Probability
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8
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Attaining Focus in early grades
K-2 is a deep focus on number, place value, and
operation (addition and subtraction) - concepts, skills
and problem solving
3-5 builds on these foundational concepts and focuses
on multiplication and division of whole numbers and
fractions - concepts, skills and problems solving
There is very little data work in K-5, and what’s there is
tightly connected with core progressions in number
systems, the number line, and problem solving using the
four operations
Concentration on arithmetic and the aspects of measurement
that support it
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Grade Level Focus
Documents
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https://www.k12.wa.us/CoreStandards/Mathematics
/default.aspx
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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.
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Coherence
“The Standards are not so much
built from topics as they are woven
out of progressions.”
Structure is the Standards, Publishers’ Criteria for Mathematics, Appendix
/
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Grade 3
Grade 4
Grade 5
Develop understanding of fraction as
number.
Build fractions from unit fractions by
applying and extending previous
understandings of fractions.
Apply and extend previous
understandings of multiplication and
division to multiply and divide fractions.
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K-5 – NBT Progression
http://ime.math.arizona.edu/progressions/
Document
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Coherence Within Grades
3.OA.B
3.MD.C.7
Relate area to
the operations of
multiplication &
addition.
Understand
properties of
multiplication …
3.G.A
Reason with
shapes and their
attributes.
The standards make explicit
connections at a single grade
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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.
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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 for students.
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Procedural Fluency is not all
about Timed Tests
Find the number
that goes into
each box:
A)  +  = □
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
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Required Fluencies in K-6
Grade
Standard
Required Fluency
K
K.OA.5
Add/subtract within 5
1
1.OA.6
Add/subtract within 10
2.OA.2
Add/subtract within 20 (know single-digit sums from memory)
2
3
2.NBT.5
3.OA.7
Add/subtract within 100
Multiply/divide within 100 (know single-digit products from memory)
3.NBT.2
Add/subtract within 1000
4
4.NBT.4
Add/subtract within 1,000,000
5
5.NBT.5
Multi-digit multiplication
6
6.NS.2,3
Multi-digit division
Multi-digit decimal operations
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Applications should be motivating
for students
What is the
relationship
between the
height you drop a
ball and it’s
corresponding
bounce height?
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Standards for Mathematical
Practice
Describes mathematical “habits of mind” that students at ALL
grade levels should develop.
1.
2.
3.
4.
5.
6.
7.
8.
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
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reasoning
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Seeing Structure
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Communication IN and OUT
 Who
will be those key content people in your
district, school, etc. to message around CCSSMath?
 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?
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Resources and Support
Resources from local, regional, state, and interstate
collaboration: what’s new and what’s next
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We would like to have a
parent night with our PTA
focusing on the CCSS:
CCSSI Toolkit - Resources
Community Toolkit
CCSS Communications Summit - 4-21-2014
National PTA
 Parents’
Guides to
Student Success

English and Spanish
versions
http://www.pta.org/parents/co
ntent.cfm?ItemNumber=2583
What resources are available for teachers to
communicate the CCSS to parents?
Council of the Great City Schools
Parent Roadmaps to the Common Core - Mathematics
All Grades
Math
ELA
Spanish Versions
http://www.cgcs.org/Page/244
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Where Can I get accurate
information about the CCSS?
www.TheCommonCore.com
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Videos:
• 3-minute Common Core Video
• Public Service Announcement on CCSS
http://www.commoncoreworks.org/domain/157
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Communications Campaign
• Ready Washington is a coalition of
state and local education agencies,
associations and advocacy
organizations that support collegeand career-ready learning standards.
Their audience is public (parents,
www.ReadyWA.org
community, educators, lawmakers) to
build awareness and support for CCSS,
prepare for initial decline in test scores in
transition to more rigorous assessments
and counter misinformation/myths.
*
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Where can I get CCSS
resources to build awareness
with my staff or district?
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OSPI CCR Quarterly Webinar Series
http://www.k12.wa.us/CoreStandards/UpdatesEvents.aspx#Webinar
2013-14 Topics
1. CCR Standards &
System
Implications
Audience: District and
Building Leaders
•
•
•
Dates
Relevant state standards and
assessment updates
Resources for building capacity among
district and building leaders for CCSS /
NGSS transitions and implementation
Focus on system issues such as
communications, instructional
materials supports, and professional
learning
•
•
•
Grade-band specific foci
Digging into instructional tools and
resources focused on CCSS-M
•
•
•
•
Sept. 16, 2013
Jan. 8, 2014
March 12,
2014
May 14, 2014
2. CCSSMathematics
Audience: Teachers,
Leaders, and CrossContent Teams
•
•
3. CCSS-English
language arts
Audience: Teachers,
Leaders, and CrossContent Teams
•
•
Digging into instructional tools and
• Sept. 18, 2013
resources focused on CCSS-ELA
• Dec. 18, 2013
ELA within the content areas – tools
• March 26,
Communications Summit 2014
- 4-21-2014
and how it looks CCSS
in classrooms
• May 29, 2014
4. Science and the
•
WA 2009 Science standards and the
•
•
Sept. 16, 2013
Dec. 17, 2013
March 25,
2014
May 27, 2014
Sept. 24, 2013
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Instructional Resources—
What is available?

Engage NY – Districts Adopting

Achieve the Core – Lessons and Annotated Tasks

Achieve – Exemplar Units and Lessons

Illustrative Mathematics – CCSS-aligned Math tasks K-12

Math Assessment Project (MARS) – CCSS-aligned Math
lessons, formatives assessments, tasks 6-12

Implementing the Math Practice Standards – Illustrations of
each Math Practice standard

Smarter Balanced Practice Test – Examples of
computer adaptive items and performance tasks.
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Smarter
48 Balanced
Resources and
Opportunities
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Fall 2014 - Resources in the
Digital Library
Assessment
Literacy Modules
Exemplar
Instructional Modules
• Commissioned professional development modules
• Resources for students and families
• Frame formative assessment within a balanced assessment system
• Articulate the formative assessment process
• Highlight formative assessment practices and tools
• Commissioned professional development modules
• Instructional materials for educators
• Instructional materials for students
• Demonstrate/support effective implementation of the formative process
• Focus on key content and practice from the Common Core State
Standards for Mathematics and English Language Arts
• High-quality vetted instructional resources and tools for educators
• High-quality vetted resources and tools for students and families
Education Resources
• Reflect and support the formative process
• Reflect and support the Common Core State Standards for Mathematics
and English Language Arts
CCSS
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• Create Professional Learning
Communities
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2013 Legislative Decisions Regarding High
School Assessments
Math:

Class of 2013 & 2014


Class of 2015, 2016, 2017, 2018






Algebra 1 EOC OR Geometry EOC
Algebra 1 EOC,
OR Geometry EOC,
OR new 11th Smarter Balanced Comprehensive Math Test,
OR new Algebra 1 EOC Exit Exam (aligned to SBAC),
OR new Geometry EOC Exit Exam (aligned to SBAC)
Class of 2019 and beyond - 11th Smarter Balanced
Math Test
CCSS Mathematics Webinar Pt 2 1212-13
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Questions??
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Thank you!
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•Anne Gallagher
•Director of Math - OSPI
[email protected]
Patty Stevens
Secondary Math Specialist (TOSA)
Northshore School District
[email protected]
General Support / Overall CCSS Leadership:
- General email: [email protected]
-Jessica Vavrus, [email protected]
CCSS Communications Summit - 4-212014

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