Transcript Common Core Standards for mathematics

Grade 7
Please sign in and try to sit next to someone
from a different school this morning.
This is an opportunity that we do not often get
to have.
Create common understanding around Common Core
State Standards and Smarter Balanced Assessment
Consortium
 Build an awareness of the Secondary plan for
transition to the Common Core State Standards for
Mathematics
 Develop a common understanding of the Common
Core State Standards for Mathematics
 Develop a common understanding of the Standards
for Mathematical Practice (embedded within the
CCSS-M)
 Examine connections between instructional practice
and the Standards for Mathematical Practice

Honor your responsibilities
 Participate fully and actively
 Honor each person’s place of being
 Assume positive intent
 Learn from and encourage each other
 Share airtime
 Avoid judgmental comments
 Honor confidentiality
 Communicate your needs
 If you need to attend to something else, step out
of the room
 Laptops: When instructed to do so go to halfmast or close lid

Create common understanding around Common Core
State Standards and Smarter Balanced Assessment
Consortium
 Build an awareness of the Secondary plan for
transition to the Common Core State Standards for
Mathematics
 Develop a common understanding of the Common
Core State Standards for Mathematics
 Develop a common understanding of the Standards
for Mathematical Practice (embedded within the
CCSS-M)
 Examine connections between instructional practice
and the Standards for Mathematical Practice

Summative
Assessments
Teacher
Resources
for use in
Formative
Assessment
A More
Smartly
Balanced
Assessment
System
Interim
Assessments
Tab2:
Understanding
CCSS-M Grade 7
Tab 3: SBAC
Claims and
Item
Specifications
Tab 4:
Curriculum
Guide
Tab 1: CCSS-M
Grades 5-8
RSD Documents
Math 7
Binder
Tab 5:
Supplemental
Lessons and
Common
Assessment
Washington
State
Transition Plan
Department
Heads
DMLT
RSD Transition
Plan to
Common Core
Principals
District
Leadership
 Big


Picture Focus for 2012-2013:
Build common awareness of the CCSS-M, the
Standards for Mathematical Practice, and the
transition plan at the secondary level for teachers
and leaders
Create and implement one unit at each course Math
6 though Algebra 2
 2012-2013
unit to be aligned and
implemented:

7th Grade: Probability using How Likely Is It, What Do
You Expect and aligned gap lessons
Grades 6-12 Math Teachers

2012-2013 (WA 2008/CCSS-M)
MSP/EOC











2013-2014 (WA 2008/CCSS-M)
MSP/EOC
Create an awareness of the CCSS-M
and begin to think about
instructional implications
In Spring 2013, implement with
fidelity first CCSS-M aligned unit
along with remaining 2008 WA
standards
Track and report feedback on CCSSM aligned unit
District Math Leaders

Deepen understanding of the CCSSM and apply the Standards for
Mathematical Practice
In Fall 2013 and Winter 2014,
implement with fidelity next CCSSM aligned units along with
remaining 2008 WA standards
Track and report feedback on CCSSM aligned units


Math Course Work Teams
Define effective mathematics
instruction for the RSD
Analyze alignment of existing
curriculum guides and materials
with the CCSS-M
Select CCSS-M unit to implement in
2012-2013
Draft curriculum map, scope and
sequences, and pacing guides for
Math 6 through Algebra 2
Establish Course Work Teams
Plan for and implement
professional development by course
Establish system for feedback and
adjustment as units are being
taught

Continue 2012-2013 process with
next unit identified by DMLT
Refine professional development
plan in response to establishment
of a definition of effective
mathematics instruction
Plan for upcoming course
professional development





Professional Development
Develop understanding of
mathematical progressions within
each domain
Refine the scope and sequence
and pacing guide for course and
units to be implemented
Develop CCSS-M aligned secondary
units
Participate in the planning and
presentation of professional
development
Collect feedback on CCSS-M
aligned unit and modify unit as
needed
In Winter 2013 and Spring 2013:

Develop awareness of CCSS-M,
district transition plan, and
changes from 2008 WA Standards

Build awareness of the key
instructional shifts to the
Standards of Mathematical
Practice and of the connections
between the CCSS-M, RSD VOI, and
Definition of Effective
Mathematics Instruction

Develop content understanding of
first unit mathematical
progression

Introduce curriculum materials for
unit(s) to be implemented
Refine the scope and sequence
and pacing guide for course and
units to be implemented based on
teacher feedback
Continue to develop CCSS-M
aligned secondary units
Participate in the planning and
presentation of professional
development
Collect feedback on CCSS-M
aligned units and modify units as
needed
In Fall 2013 and Winter 2014 :

Develop content understanding of
next unit mathematical
progression

Introduce curriculum materials for
next units to be implemented

Deepen understanding of the key
instructional shifts to the
Standards of Mathematical
Practice

Continue connecting Standards of
Mathematical Practice to RSD
Vision of Instruction and Definition
of Effective Mathematics
Instruction
Questions to think about while you read:

• What is my role in the transition
plan?
• What is the role at the district
level?

• I wonder why…is not in the plan?
We will share out after you have had some time
to look at the plan.
2012-2013 Units
CCSSM
7.NS.1, 7.NS.2
Units
2013-2014
2008 Standards
Accentuate the Negative Inv. 1- 7.1.A, 7.1.B,
4
7.1.C, 7.1.D
CCSSM
7.RP.2, 7.G.1
Units
Stretching and Shrinking Inv 1-4
and scale drawings
2014-2015
2008 Standards
Units
7.2.B, 7.2.C, 7.2.H CCSS-M Aligned: Fraction to
Decimal
CCSSM
7.NS.2d
7.RP.2a,
Moving Straight Ahead Inv 1-4
7.RP.2d,7.EE.3,
7.EE.4
7.1.E, 7.1.F,
7.1.G, 7.2.E,
7.2.F, 7.2.G
7.RP.2, 7.G.1
Stretching/Shrinking Inv 1-4
7.2.B, 7.2.C,
7.2.H
7.SP.6, 7.SP.7, 7.SP.8
Comparing/Scaling Inv 1-4
7.2.B, 7.2.E,
7.2.G, 7.2.H
7.NS.1a,
7.NS.1c,
7.NS.2b,
7.NS.2d,
7.G.6
Filling and Wrapping Inv 3-5
7.3.A, 7.3.B,
7.3.C, 7.3.D
7.RP.2a, 7.RP.2b,
Moving Straight Ahead 1-3
7.RP.2c, 7.RP.2d, 7.EE.3,
7.EE.4a,
7.1.E, 7.1.F, 7.1.G, CCSS-M Aligned: Accentuate the
7.2.E, 7.2.F, 7.2.G Negative Inv. 1-4
7.NS.1a,
7.NS.1c,
7.NS.2a,
7.NS.2c,
7.SP.4
Data Distributions Inv 2 and
building specific materials
7.4.C, 7.4.D,
7.4.E
7.G.6
7.3.A, 7.3.B,
7.3.C, 7.3.D
7.RP.2a, 7.RP.2b,
7.RP.2c, 7.RP.2d, 7.EE.3,
7.EE.4a,
7.SP.6, 7.SP.7,
7.SP.8
Probability using What Do You 7.4.A, 7.4.B
Expect Inv 1-2 and supplements
(HLII)
7.SP.4
Comparing/Scaling Inv 1-4 (7 CC Inv 7.2.B, 7.2.E,
1 covers parts ofComparing and
7.2.G, 7.2.H
Scaling Inv 1 and 2)
CCSS-M Aligned: Stretching and
Shrinking Inv 1-4 and scale
drawings
7.RP.2, 7.G.1,
Probability using What Do You
Expect Inv 1-2 and supplements
(HLII)
7.4.A, 7.4.B
CCSS-M Aligned: What Do You
Expect Inv 1-2
7.SP.3, 7.SP.5, 7.SP.6,
7.SP.7a, 7.SP.7b,
7.SP.8a, 7.SP.8b,
7.SP.8c,
7.1.A, 7.1.B,
7.1.C, 7.1.D
CCSS-M Aligned: 7 CC Inv 1
7.RP.1, 7.RP.2a, 7.RP.2d
7.NS.1b,
Number System using Accentuate
7.NS.1d 7.NS.2a, the Negative Inv. 1-4
7.NS.2c,
7.NS.3
Filling and Wrapping Inv 3-5
Data Distributions Inv 2 and
building specific materials
CCSS-M Aligned: Moving Straight
Ahead 1-3
7.NS.1b,
7.NS.1d
7.NS.2b,
7.NS.2d, 7.NS.3
7.4.C, 7.4.D, 7.4.E CCSS-M Aligned: 7 CC Inv 2 and 3 7.EE.1, 7.EE.2, 7.EE.4b
with extended lessons (possibly
SWIS)
CCSS-M Aligned: 7 CC Inv 4 and
Covering and Surrounding Inv 5
7.G.1, 7.G.2, 7.G.4,
7.G.5,
CCSS-M Aligned: Filling and
Wrapping Inv 3 or extended unit
7.G.6
CCSS-M Aligned: Data Distributions 7.SP.4
Inv 1 and 2
CCSS-M Aligned: Samples and
Populations 1-3
7.SP.1, 7.SP.2, 7.SP.3
 With
your elbow partner, find 1-2 common
understandings you currently have around
the CCSS-M

The actual math standards
 Identify
1-2 questions you both hope to have
answered today
Focus
CCSSM
Rigor
Coherence
Grade 6 through 8
standards
 Domains - larger groups that progress
across grades
 Clusters - groups of related standards
 Content standards - what students should
understand and be able to do
 From
your binder, take out the yellow packet
of standards that spans grades 5-8
 Turn to page 48
Domain
Cluster
Standards
Current WA State Learning Standards for Grade 7 Probability
• What key differences do you see between the writing of the current
WA State Learning Standards and the Common Core State Standards
for Mathematics?
 In
the yellow standards packet, please read
the Grade 7 synopsis on page 46
 Highlight details that jump out at you while
you read about the four critical areas
 We will share out what is new, similar, or
deeper than our current standards
1.
2.
3.
4.
Developing understanding of and applying
proportional relationships
Developing understanding of operations
with rational numbers and working with
expressions and linear equations
Solving problems involving scale drawings
and informal geometric constructions, and
working with two- and three-dimensional
shapes to solve problems involving area,
surface area, and volume
Drawing inferences about populations and
samples
What’s Going?
What’s Staying?
What’s Coming?
Compare and order rational numbers
Solve problems involving proportional
relationships
Likelihood and probability of simple
events including experimental probability
Determine slope of a line corresponding
to a graph and similar triangles
Sample space, theoretical probability of
compound events, and predicting
experimental outcomes
Develop a probability model and use it to
determine probabilities of events.
Compare the observed frequencies
Define and determine absolute value of a
number
Write an equation for a given situation
and describe situation for given equation
Design and use simulations to generate
frequencies for compound events
Solve problems with conversions between
measurement systems
Add, subtract, multiply, and divide
integers and rational numbers
Solve two-step inequalities and graph
solution
Surface area and volume of cylinders
Solve two-step linear equations
Area and circumference of circles
Volume of pyramids and cones
Solve multi-step word problems with
rational values
Cross-sections of three-dimensional
figures
Construct and interpret histograms,
stem-and-leaf plots, and circle graphs
Scale factor, scale drawings, and effect
of scale factor on length, perimeter, area
& surface area
Angle relationships and properties and
constructing triangles with constraints
Graph ordered pairs of rational numbers
is all quadrants
Proportional relationships using graph,
table, and equation
Apply properties of operations to
multiply & divide rational numbers
Prime factorization
Word problems involving area, surface
area, and volume
Constant of proportionality
Connecting unit rate to slope
Determine unit rate in a proportional
relationships and whether a relationships
is proportional
Rewriting expressions in different forms
(combine like terms)
Effects of scale factor on volume
Applying properties of operations
Use random sampling to draw inferences
about a population
Describe data set using measures of
center and variability
Draw informal inferences about two
populations
 Take
a few minutes to think about the
following questions and write your response
on the notes page. You may want to browse
through the standards on 48-51.

What connections are you making between the
2008 and Common Core Standards for Grade 7?

How might instruction look different with these
new standards?
 Stand
up
 Stretch
 See you in 10 minutes
“The Standards for
Mathematical Practice
describe varieties of
expertise that mathematics
educators at all levels
should seek to develop in
their students. These
practices rest on important
“processes and
proficiencies” with
longstanding importance in
mathematics education.”
(CCSS, 2010)
http://www.youtube.com/watch?v=m1rxkW8u
cAI&list=PLD7F4C7DE7CB3D2E6
 As
you watch the video, think about the
following two questions:


How do the math practices support student
learning?
How will the math practices support students as
they move beyond middle school and high school?
Standards for Mathematical Practice
As a mathematician,
Make sense and persevere in solving problems. I can try many times to understand and solve
problems even when they are challenging.
Reason abstractly and quantitatively.
I can show what a math problem means using
numbers and symbols.
Construct viable arguments and critique the
reasoning of others.
I can explain how I solved a problem and
discuss other student’s strategies too.
Model with mathematics.
I can use what I know to solve real-world
math problems.
Use appropriate tools strategically.
I can choose math tools and objects to help
me solve a problem.
Attend to precision.
I can solve problems accurately and
efficiently. I can use correct math vocabulary,
symbols, and labels when I explain how I
solved a problem.
Look for and make use of structures.
I can look for and use patterns to help me
solve math problems.
Look for and express regularity in repeated
reasoning.
I can look for and use shortcuts in my work to
solve similar types of problems.
 Take
out the “Student Look-Fors” within the
second tab of your binder
 While

you watch the video:
Script the student actions


What are they saying?
What are they doing?
 Look
at the Student Look-Fors page
 Choose a specific math practice to focus on
during the video

Look for evidence of students engaging in your
specific mathematical practice
 Let’s


watch the video again
What evidence showed students engaging in a math
practice?
What did the teacher do to promote student
engagement in the content and math practices?
 Take
a few minutes to think about the
following questions and write your response
on the notes page:

Which math practice(s) are your students already
engaged in during a math lesson or unit?

How do we get students to engage in these
practices if they are not already?
Content
Standards
Standards for
Mathematical Practice
 See
you in an hour
 Please sit by school when you return from
lunch
 If you are the only one from your school, join
any school you want
 Develop
understanding of the progression of
the Statistics and Probability domain and the
cluster of standards being aligned for the
first unit to be implemented
 Connect the Statistics and Probability
progression to the first CCSS-M aligned unit
that will be taught after the training
 Discuss the implementation and feedback
plan for the first unit to be aligned with the
CCSS-M
Honor your responsibilities
 Participate fully and actively
 Honor each person’s place of being
 Assume positive intent
 Learn from and encourage each other
 Share airtime
 Avoid judgmental comments
 Honor confidentiality
 Communicate your needs
 If you need to attend to something else, step out
of the room
 Laptops: When instructed to do so go to halfmast or close lid

 Develop
understanding of the progression of
the Statistics and Probability domain and the
cluster of standards being aligned for the
first unit to be implemented
 Connect the Statistics and Probability
progression to the first CCSS-M aligned unit
that will be taught after the training
 Discuss the implementation and feedback
plan for the first unit to be aligned with the
CCSS-M
Headings are clusters within a domain
Common Core Standards
within progression
description and sometimes
examples of the standard
Description of how students
develop understanding of cluster
and standards
Key Mathematical
Concepts Developed in
7th Grade Probability
(7.SP.5-7.SP.8)
Vocabulary of
Probability
Simulations: Process
for Developing a
Simulation
Write key concepts
students must
learn within this
cluster of
standards
Collect vocabulary
terms and
definitions students
may need to use
and understand
Identify and
describe a
student’s process
for designing a
simulation
• Read independently
• When finished, discuss as a group key concepts and
vocabulary students will learn in unit
• Then, create a poster based on the bolded title on
your graphic organizer
• Poster should include essential learning for students
during probability unit
In the United States, approximately 10% of the
population has type B blood. If 20 donors came to
a particular blood center in one day, what is the
probability of at least 4 type B blood donors?
Questions students should be able to answer:
 What are the key components and assumptions?
 What type of random device might be used for
the simulation?
 What is an appropriate number of trials to run?
How do you know?
 How does the simulation help make a prediction
in the real-life situation?
 Process:





Read SBAC Claim 1 item specifications (more on this
next)
Looked at prior and recently developed probability
assessments
Drafted test
Analyzed the draft test and revised based on balance
of questions for each standard
Discussed solutions and possible point values
Claim #1 - Concepts &
Procedures
Claim #2 - Problem
Solving
“Students can explain and apply mathematical concepts
and interpret and carry out mathematical procedures with
precision and fluency.”
“Students can solve a range of complex well-posed
problems in pure and applied mathematics, making
productive use of knowledge and problem solving
strategies.”
Claim #3 - Communicating
Reasoning
“Students can clearly and precisely construct viable
arguments to support their own reasoning and to critique
the reasoning of others.”
Claim #4 - Modeling and
Data Analysis
“Students can analyze complex, real-world scenarios and
can construct and use mathematical models to interpret
and solve problems.”
 Currently
based on current WA state
standards and CCSS-M 7.SP.5-7.SP.8
 Pilot assessment items during unit
 Feedback




on:
Clarity of directions
Timing
Alignment to CCSS-M 7.SP.57.SP.8
Length of grading time
 The
supplemental lessons created by the Math 7
Work Group include:










Mathematical Practices
Content and Language Objectives
Connections to Prior Knowledge
Questions to Develop Mathematical Thinking
Common Misconceptions/Challenges
Launch
Explore with Teacher Moves to Promote the
Mathematical Practices
Summarize
Solutions
Feedback
 Under
the “Resources” Tab, let’s look at
Estimating Probability using a Number Line
together
 In
your PLC, you many want to look at and
discuss:



What Do You Expect Investigation 2.2
How Likely Is It Investigation 3
Gap Lesson: Modeling with Random Devices
 Email
 PLC
meetings
 Please
take a few minutes to fill out the exit
ticket.
 Your feedback will be used to help plan the
next Math 7 training
 Clock hour information next
 Title

and Number of In-service Program
Math 7 Common Core Training #4282
 Instructor

Deborah Sekreta
 Clock

6.5
 Clock



Hours
Hour Fee
$13.00
Checks made out to Renton School District
Must have check in order to submit paperwork