Transcript Transitioning to California Common Core State Standards

Transitioning to California
Common Core State Standards
Secondary Math
Training
Presented by: Elk Grove Unified School District
7-12 Common Core Workshop
Part 1: Intro to standards: Why new standards,
what is the structure of the standards?
Part 2: Assessment: What might assessment
look like under Smarter Balance and how might
we start preparing for 2015?
Part 3: What are the shifts/implications for
instruction?
Part 4: What does CCSS instruction/classroom
look like?
STATE STANDARDS
Aug 2010
45 States,
DC, & the
Virgin
Islands
have
adopted
the CCSS
3
Transitioning to the Common core…
Is not a light switch that
you can just turn on.
It’s more like a
dimmer switch.
Norms
• Be an active learner.
• Avoid sidebar conversations during
explanations.
• Set your phone to silent; please do not text
unless you have an emergency.
• Collaborate with colleagues.
• Support an environment that encourages risk
taking.
Outcomes for Session 1:
1. Understand why there was a need for new math
standards
2. Understand the structure of the 7-12 content
standards for mathematics (CCSS-M)
3. Know the 8 mathematical practices and where to
find support for their implementation
Why new standards?
http://www.youtube.com/watch?v=9IGD9oLofks
(Hunt Institute Video: Intro to Common Core)
http://www.youtube.com/watch?v=JOdvdPnFXTQ
On your teacher response form write down 3
things you know about the CCSS.
Now write down 3 questions you have about
the implementation of the CCSS.
If You Have Additional Questions?
Here are 2 charts that compare when topics are taught in the
curriculum
A+ Countries
United States
9
Here are 2 charts that compare when topics are taught in the
curriculum
A+ Countries
Common Fractions taught in 3rd – 6th grades
Mastery
Learning
United States
Common Fractions taught in 1st – forever!
Spirals
10
Here are 2 charts that compare when topics are taught in the
curriculum
A+ Countries
United States
11
When your students look at these problems
what procedural fluencies and conceptual
understandings do you expect your students
bring to these problems?
.25 
3

200 x 300 =
0.02  0.03 
What kinds of questions might you ask your
students to build their number sense and
conceptual understanding?
A balanced approach
Common core authors: Bill McCallum and Jason Zimba
• http://www.youtube.com/watch?v=ZFUAV00bTwA
Procedural Fluency
Conceptual Understanding
Application/Modeling
How can we balance conceptual
understanding with procedural fluency?
245 178 
Using the number line to “add on”
245 – 178= 67
+2
178
+45
+20
180
200
How far is it from 178 to
245 on the number line?
245
How can we balance conceptual
understanding with procedural fluency?
500
 87
499 + 1
 87
412 + 1
413
515
 87
499 + 16
 87
412 + 16
428
California Common Core Standards
Documents
Including
California’s
additions
Available at http://www.cde.ca.gov/ci/cc/
There are 2 kinds of math
standards
Content Standards
Tell us what students
should learn and
understand in the
math classroom.
Standards for Mathematical Practice
Set expectations for student behaviors/skills. These
are things your students should do to successfully
interact with the math content.
These standards are not meant to be taught in isolation. You cannot teach
content without teaching the mathematical practices and you cannot
teach the mathematical practices without content.
Content Standards
Mathematical Practices
The content standards are
interwoven with standards for
mathematical practices
Content Standards
Standards for Mathematical Practice
Implications for guiding our instruction.
What are the implications for guiding our
instruction?
We will look at this in session three of
our training.
• Phil Daro video
http://serpmedia.org/daro-talks/
Let’s open up the content standards
Including
California’s
additions
Available at http://www.cde.ca.gov/ci/cc/
Organization of the CCSSM
content standards
Middle School
Grade Level 6,7 & 8
Domains
Clusters
Standards
24
High School
Conceptual Categories
Domains
Clusters
Standards
Bill McCulum Video:
http://www.youtube.com/watch?v=83Ieur9qy5k
&feature=BFa&list=UL83Ieur9qy5k
Why is coherence important?
What is something you agree with?
What is something you want to know more
about?
Teacher talk: Discuss these three
questions with your partner.
K-8
Domains/H.S.
Conceptual
Categories
Mathematics Domains Grades K - 12
K
1
2
3
4
5
Counting
&
Cardinality
6
7
Ratios &
Proportional
Relationships
Operations and Algebraic Thinking
8
HS
Functions
Functions
Expressions and Equations
Number and Operations in Base Ten
Number
The
Number
System
Geometry
&
Quantity
Number and Operations
Fractions
Measurement & Data
Algebra
Statistics & Probability
Statistics
&
Probability
Geometry
CCSSM High School
There are 5 conceptual categories
•
•
•
•
•
•
Number and Quantity (N)
Algebra (A)
Functions (F)
Modeling (*)
Geometry (G)
Statistics and Probability (S)
*The big ideas that connect mathematics across high
school mathematics (algebra1 through algebra 2)
27
(see page 75)
DOMAIN
Cluster
Headings
DOMAIN
Cluster
Headings
DOMAIN
Cluster
Headings
DOMAIN
Cluster
Headings
Conceptual
Category
(see page 77)
Domain
Cluster
Headings
Standards
29
Algebra
Conceptual Category
(see page 48)
DOMAIN
Cluster
Headings
Standards
Middle School
Grade Level
Now let’s open the standards for
mathematical practices (Page 69)
Available at http://www.cde.ca.gov/ci/cc/
Mathematical
Practices
The California Framework:
A helpful document!
http://www.cde.ca.gov/be/cc/cd/draftmathfwchapters.asp
Standards for Mathematical Practice
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.
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.
33
Standards for Mathematical Practice
Turn to page 69 in your standards packet.
• NCTM Process Standards
• National Research Council Report
With your table partners:
Read and summarize your assigned SMP,
make a poster with the key ideas and what
would students do to demonstrate this
practice?
(15 minutes)
36
Complete a poster and be prepared to
present to the group.
Mathematical Practice:
Key Ideas
What would students do to
demonstrate this practice?
Setting the Stage for Our
Leap into CCSS
CCSS implementation for 2013-14
will focus on the standards of
mathematical practices and the
implications for classroom
instruction.