common core state standards mathematics ccss communications summit - 4-21-2014
TRANSCRIPT
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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
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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 of the CCSS-M
Math & the Standards
The 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 mathCCSS Communications Summit - 4-21-2014
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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 10
2
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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 GradePlace 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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MathematicsThe 3 Shifts
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19The 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.
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– Ginsburg et al., 2005
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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K 12
Number and Operations
Measurement and Geometry
Algebra and Functions
Statistics and Probability
Traditional K-12 U.S. Approach
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Pre-K-8 Domains Progression
Domains K 1 2 3 4 5 6 7 8
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
Focus by Grade Level
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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
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 Document
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http://ime.math.arizona.edu/progressions/
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29Coherence Within Grades
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The standards make explicit connections at a single grade
Reason with shapes and their attributes.
3.G.A
Relate area to the operations of multiplication & addition.
Understand properties of multiplication …
3.MD.C.7 3.OA.B
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Shift Three: Rigor
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.
Equal intensity in conceptual understanding, procedural skill/fluency, and application
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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
“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
Find the number that goes into each box:A) B) 5 + = 8C) - 2 = 6D) 9 - = 5E) + = 10
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Required Fluencies in K-6Grade Standard Required Fluency
K K.OA.5 Add/subtract within 5
1 1.OA.6 Add/subtract within 10
22.OA.2
2.NBT.5
Add/subtract within 20 (know single-digit sums from memory)Add/subtract within 100
33.OA.7
3.NBT.2
Multiply/divide within 100 (know single-digit products from memory)Add/subtract within 1000
4 4.NBT.4 Add/subtract within 1,000,000
5 5.NBT.5 Multi-digit multiplication
6 6.NS.2,3Multi-digit divisionMulti-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
1. Make sense of problems and persevere in solving them
2. Reason abstractly and quantitatively3. Construct viable arguments and critique the
reasoning of others4. Model with mathematics5. Use appropriate tools strategically6. Attend to precision7. Look for and make use of structure8. Look for and express regularity in repeated
reasoning
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Describes mathematical “habits of mind” that students at ALL grade levels should develop.
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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 CCSS-Math?
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:
Community Toolkit
CCSSI Toolkit - Resources
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National PTA
Parents’ Guides to Student Success English and Spanish
versions
http://www.pta.org/parents/content.cfm?ItemNumber=2583
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What resources are available for teachers to communicate the CCSS to parents?
http://www.cgcs.org/Page/244
Parent Roadmaps to the Common Core - Mathematics
Council of the Great City Schools
All GradesMathELASpanish Versions
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Where Can I get accurate information about the CCSS?
www.TheCommonCore.com
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http://www.commoncoreworks.org/domain/157
Videos:• 3-minute Common Core Video• Public Service Announcement on
CCSS
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Communications Campaign
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• Ready Washington is a coalition of state and local education agencies, associations and advocacy organizations that support college- and career-ready learning standards. Their audience is public (parents, 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.
*
www.ReadyWA.org
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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
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2013-14 Topics Dates
1. CCR Standards & System Implications
Audience: District and Building Leaders
• 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
• Sept. 16, 2013
• Jan. 8, 2014• March 12,
2014• May 14,
2014
2. CCSS-MathematicsAudience: Teachers, Leaders, and Cross-Content Teams
• Grade-band specific foci• Digging into instructional tools
and resources focused on CCSS-M
• Sept. 16, 2013
• Dec. 17, 2013
• March 25, 2014
• May 27, 2014
3. CCSS-English language artsAudience: Teachers, Leaders, and Cross-Content Teams
• Digging into instructional tools and resources focused on CCSS-ELA
• ELA within the content areas – tools and how it looks in classrooms
• Sept. 18, 2013
• Dec. 18, 2013
• March 26, 2014
• May 29, 2014
4. Science and the NGSSAudience: Teachers, Leaders, Cross-Content Teams
• WA 2009 Science standards and the transition to NGSS
• Orientation to state supports and 4-year Transition Plan (starting with “Year 0”)
• Sept. 24, 2013
• Dec.19, 2013
• March 27, 2014
• May 28, 2014
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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.CCSS Communications Summit - 4-
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Find Out More:
www.SmarterBalanced.org
Monthly e-Newsletter:
http://www.smarterbalanced.org/2012/05
/check-out-smarter-news-the-consortiu
ms-monthly-enewsletter/
State Contact: [email protected]
Smarter Balanced Resources and Opportunities
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Fall 2014 - Resources in the Digital Library
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• 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
• Reflect and support the formative process• Reflect and support the Common Core State Standards for Mathematics
and English Language Arts• Create Professional Learning Communities
Assessment Literacy Modules
Exemplar Instructional Modules
Education Resources
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2013 Legislative Decisions Regarding High School Assessments
Math: Class of 2013 & 2014
Algebra 1 EOC OR Geometry EOC
Class of 2015, 2016, 2017, 2018 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 12-12-13
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Questions??
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Thank you!• Anne Gallagher• Director of Math - [email protected]
Patty StevensSecondary Math Specialist (TOSA)Northshore School [email protected]
General Support / Overall CCSS Leadership:- General email: [email protected]
- Jessica Vavrus, [email protected]
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