Transcript 1302741086math networking april 2011

April 14, 2011
Welcome

Internet
 Connect to CLIU CO; passkey: cliu1
 Keystone Commons
○ http://keystonecommons.paiunet.org
○ Log in or Create an Account
○ Join: CLIU Secondary Math Networking
Group

Mix & Mingle
Agenda
Keystone Exams Briefing
 Digging into the Common Core State
Standards
 Grade & Course Level Discussions
 Grade & Course Level Sharing
 District Discussions
 Sharing

Keystone Exams
Who has taken them in the fall?
 What was your impression?

Common Core State Standards

Review
 PDE adopted by legislation July 1, 2010
 Fully aligned by July 1, 2011

PDE is monitoring work on Common Core
Assessments
 Two initiatives nationally
○ PARCC
○ SMARTER
 PA part of both consortia
Common Core State Standards:
Design
Building on the strength of current state
standards, the CCSS are designed to be:
Focused,
coherent, clear and rigorous
Internationally
Anchored
benchmarked
in college and career
readiness*
Evidence
and research based
Common Core State Standards:
Mathematics

Standards for Mathematical Content
 K-8 organized by domain
 9-12 organized by conceptual categories
 Progressions of increasing complexity grade to grade

Standards for Mathematical Practice
 Describe mathematical “habits of mind”
 Standards for mathematical proficiency: reasoning,
problem solving, modeling, decision making, and
engagement
 Connect with content standards in each grade
Common Core State Standards:
Mathematics
Conceptual understanding and
procedural skills stressed equally
 Deep learning of concepts is
emphasized
 Being able to apply concepts and skills
to new situations is expected

Common Core State Standards:
Format
K-8
High School
Grade
Conceptual Category
Domain
Cluster
Standards
(There are no preK Common Core Standards)
Domain
Cluster
Standards
Common Core State Standards:
Format
Domains are large groups of related
standards. Standards from different
domains may sometimes be closely
related. Look for the name with the
code number on it for a Domain.
Common Core State Standards:
Format
Clusters are groups of related
standards. Standards from
different clusters may sometimes
be closely related, because
mathematics is a connected
subject.
Clusters appear inside domains.
Common Core State Standards:
Format
Standards define what students
should be able to understand and
be able to do – part of a cluster.
Overview of K-8 Standards
The K- 8 standards:
• The K-5 standards provide students with a solid foundation in
whole numbers, addition, subtraction, multiplication, division,
fractions and decimals
• The 6-8 standards describe robust learning in geometry,
algebra, and probability and statistics
• Modeled after the focus of standards from high-performing
nations, the standards for grades 7 and 8 include significant
algebra and geometry content
• Students who have completed 7th grade and mastered the
content and skills will be prepared for algebra, in 8th grade or
after
Overview of High School Standards
The high school mathematics standards:
•Call on students to practice applying mathematical ways of
thinking to real world issues and challenges
•Require students to develop a depth of understanding and
ability to apply mathematics to novel situations, as college
students and employees regularly are called to do
•Emphasize mathematical modeling, the use of mathematics and
statistics to analyze empirical situations, understand them better,
and improve decisions
•Identify the mathematics that all students should study in order
to be college and career ready.
Standards for Mathematical
Practice
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
reasoning.
Standards for Mathematical
Practice
Read the Standards for Mathematical
Practice
 Make notes on your first impressions
 Table Discussion

Standards for Mathematical
Practice
Reread introduction, assigned section &
conclusion
 What are the key points of this
standard?
 What might this standard

 Look like in a math classroom?
 Sound like in a math classroom?
Capture on chart paper & post
 Gallery walk

Standards for Mathematical
Practice
PDE’s strong suggestion
 Connection to rigor and Webb’s Depth of
Knowledge

Break
Content Standards

Electronic Document
 SAS Portal under “Clear Standards” & “Common
Core”

Read Introduction & Grades 6, 7, & 8
including the overviews
 What stands out?
 What are the implications for Algebra 1 &
beyond?
Table Discussions
 Whole Group Sharing

High School Pathways

The CCSSM Model Pathways are two models
that organize the CCSSM into coherent,
rigorous courses

The CCSSM Model Pathways are NOT
required; the two sequences are examples, not
mandates.

Rigor is not compromised in either pathway.
High School Pathways

Traditional (US)
 Algebra 1 & 2, Geometry
 Data, Probability & Statistics included in each

Integrated (International)
 Sequence of three courses
 Each course includes Number, Algebra,
Geometry, Probability & Statistics

“Compacted” versions of each
 To reach Calculus or beyond in high school
 Nothing skipped; some standards incorporated
into 7th, some retained in 8th Grade Algebra 1
High School Pathways

After Algebra 2 or Math III – some
options






Precalculus
Advanced Statistics
Discrete Mathematics
Advanced Quantitative Reasoning
Calculus
Strategic use of technology expected
 All courses
 All work
High School Pathways
Both pathways designed for “College
and Career Readiness”
 Recommend completing the basic
sequence of three courses by end of
11th grade
 Recommend a student’s high school
math education continue

 Beyond Algebra 2 or Math III
 Beyond 11th grade
High School Pathways
Choose one pathway to examine in
depth.
 What stands out?
 How does it connect to Grades 6 – 8?
 What questions are raised?
Lunch
Grade & Course Level
Discussions
Based upon our learning this morning, what
should we…
Continue doing?
Stop doing?
Start doing?
What support will we need?
Capture discussion in our Keystone Commons
Group on the appropriate Group Page.
Grade & Course Level Sharing
Use this time to collaborate and share on
anything your table feels is valuable.
We will reorganize into district groups at
1:45.
District Discussions

What recommendations will you take back to
your schools and districts?
 Continue doing…
 Stop doing…
 Start doing…

Who else will benefit from this information?
 We can share this with…
 The IU could help by sharing this with…
Please capture discussion on appropriate page
in Keystone Commons by 2:10.
Sharing
Reporter from each district
 60 second summary of discussion

Until next fall…
June 2 Workshop for K – 6 Math
 Next year: two groups
 More on Webb’s Depth of Knowledge
 The latest and greatest from PDE
 Your needs

 As you continue your discussions and work
back at your sites, post to the Support
Needed page in our Keystone Commons
Group.

Thank you!