Transcript BRIDGES CCSS Sept PPTx

Common Core
State Standards
“Not Business as Usual”
Common Core State Standards
Implementation Timeline
Year/Grade Level
K
1
2
3-8
9-12
2012-2013
FL
FL
L
L
L
2013-2014
FL
FL
FL
BL
BL
FL
FL
FL
FL
FL
CCSS fully implemented
2014-2015
CCSS fully implemented
and assessed
F - full implementation of CCSS for all content areas
L - full implementation of content area literacy standards including: (1) text
complexity, quality and range in all grades (K-12), and (2) CCSS Literacy
Standards in History/Social Studies, Science, and Technical Subjects (6-12)
B - blended instruction of CCSS with Next Generation Sunshine State
Standards (NGSSS); last year of NGSSS assessed on FCAT 2.0
Integrating into curriculum will not
be BUSINESS AS USUAL
“Not Business as Usual”
Two types of mathematics standards
• Standards for Practice
• Standards for Content
Common Core State Standards
for Mathematics
Mathematical Practice Standards
1.
2.
3.
4.
5.
6.
7.
8.
Make sense of problems and persevere in solving them
Explain and make conjectures…
Reason abstractly and quantitatively
Make sense of…
Construct viable arguments and critique the reasoning of others
Understand and use…
Model with mathematics
Apply and interpret…
Use appropriate tools strategically
Consider and detect…
Attend to precision
Communicate precisely to others…
Look for and make use of structure
Discern and recognize…
Look for and express regularity in repeated reasoning
Notice and pay attention to…
“Not Business as Usual”
“Not Business as Usual”
K-5 : Numeration and operation is
intensified and introduced earlier
6-8 : Ratio and proportion, statistics, rational
numbers, and high school Algebra
9-12: Supports an integrated approach
Major Changes
Domains K-8 / HS Conceptual Categories
Measurement and Data
Statistics and
Probability
Statistics
And
Probability
www.turnonccmath.com
Consistent and Coherent Overall Structure
Learning Trajectories Hexagon Map of the Common Core Mathematics Standards
Descriptors and Bridging Standards © 2012 Jere Confrey, Ph.D.
Hexagon Map © 2011 Wireless Generation
NGSSS Mathematics Grade 7
What do I notice about the depth of learning?
Supporting Idea 7: Probability
BENCHMARK
CODE
BENCHMARK
MA.7.P.7.1
Determine the outcome of an experiment and
predict which events are likely or unlikely, and if
the experiment is fair or unfair.
MA.7.P.7.2
Determine, compare, and make predictions
based on experimental or theoretical probability
of independent or dependent events,
CCSS Mathematics Grade 7
What do I notice about the depth of learning?
Statistics and Probability 7.SP
Investigate chance processes and develop, use, and evaluate probability
models.
5. Understand that the probability of a chance event is a number between 0 and 1 that
expresses the likelihood of the event occurring. Larger numbers indicate greater likelihood.
A probability near 0 indicates an unlikely event, a probability around 1/2 indicates an event
that is neither unlikely nor likely, and a probability near 1 indicates a likely event.
6. Approximate the probability of a chance event by collecting data on the chance process
that produces it and observing its long-run relative frequency, and predict the approximate
relative frequency given the probability.
7. Develop a probability model and use it to find probabilities of events. Compare probabilities
from a model to observed frequencies; if the agreement is not good, explain possible
sources of the discrepancy.
a. Develop a uniform probability model by assigning equal probability to all outcomes, and
use the model to determine probabilities of events.
b. Develop a probability model (which may not be uniform) by observing frequencies in
data generated from a chance process.
MD: Represent and interpret data
Grade 5 pg. 37
Statistics and Probability
Grade 6 pg. 45
Grade 7 pg. 50
Grade 8 pg. 56
High School pg. 79
Common Core Standards
“Not Business as Usual”
Table Talk
What do we notice about student
expectations for learning?
How might instruction need to look and
sound like for student learning?
Integrating Across Core Subjects will
not be BUSINESS AS USUAL
Content Supporting Content
Distinguish: Length, Area, Volume
Mass
Volume
Density
Area and Volume
of geometric
shapes and solids
Volume
Conversions
Area and Perimeter
Physical Properties
Observable Properties
Compare
Size / Shape
Measure
Compare
Length
K
1
Grade
Compare
Contrast
2
3
4
5
6
7
8
How do the CC Mathematics standards and the
NGSSS Science standards complement each other?
Big Idea 16: Heredity and Reproduction
SC.7.L.16.1
Understand and explain that every organism requires a set of instructions
that specifies its traits, that this hereditary information (DNA) contains genes
located in the chromosomes of each cell, and that heredity is the passage of
these instructions from one generation to another.
SC.7.L.16.2
Determine the probabilities for genotype and phenotype combinations using
Punnett Squares and pedigrees.
SC.7.L.16.3
Compare and contrast the general processes of sexual reproduction
requiring meiosis and asexual reproduction requiring mitosis.
SC.7.L.16.4
Recognize and explore the impact of biotechnology (cloning, genetic
engineering, artificial selection) on the individual, society and the
environment.
“Not Business as Usual”
Table Talk
Where do we see a crossover of
mathematics content to science content?
How might we collaborate to strengthen
students’ conceptual understanding of
mathematics and science content?
In science, …
• geometric principles such as symmetry,
reflection, shape, and structure reach down to
the atomic levels.
• algebraic balance is required in chemical
formulas, growth ratios, and genetic matrices.
• math is used to analyze nature, discover its
secrets and explain its existence and this is the
big problem.
Science is so complex and getting more so each day.
In order to study, analyze and interpret science,
mathematical tools are required.
In math class one of the biggest needs is relevance.
Why not use science to teach math?
Since one of the biggest uses of mathematics in science is
data gathering and analysis, that is the best place to start.
When a teacher gives students a real science problem
to solve -- one that requires math tools -- the teacher is
giving the students a reason to use math.
Students' increased conceptual understanding
of math and science is the greatest benefit of
math and science teacher collaboration.
Science is the application of math.
Math is the tool for science
Integration: Is it a part of
our School Culture?
Curriculum
Vertical
Core Subject
Integration
“Not Business as Usual”
Ah-ha… Oh No!...
Our next steps?
Planning Wheel
BRIDGES 2012-2013
• Common Core Implementation
• Integrating Common Core Standards across
Content Areas
• Connecting Teaching to the Teacher Evaluation
System
• Effective Feedback and Pulling It All Together
Professional Learning