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Delaware PTA Annual Convention Mathematics Common Core State Standards

Common Core State StandardsMathematics Digital Learning Cadre Renee Parsley James Dick Mathematics Education Associate Mathematics Education Associate

Common Core Standards These Standards are not intended to be new names for old ways of doing business. They are a call to take the next stepIt is time to recognize that standards are not just promises to our children, but promises we intend to keep.-CCSS pg. 5Why the Common Core?

Rationale for the CCSSDeclining US competitiveness with other developed countriesNAEP performance that is largely flat over the past 40 years in 8th gradeSlight improvement at the 4th grade levelSlight decline at the high school levelHigh rates of college remediation

4 Principles of the CCSSAligned to requirements for college and career readinessBased on evidenceHonest about time

5 The Core Shifts3 Core Shifts in Math

Shifts offer a way to focus on the few things that have the most significant return for students

Shifts should guide all aspects of implementing the StandardsProfessional DevelopmentAssessment DesignCurriculumCollege Math Professors Feel HS Students Today are Not Prepared for College Math Why Math Common Core?For over a decade, research studies of mathematics education in high-performing countries have pointed to the conclusion that the mathematics curriculum in the United States must become substantially more FOCUSED and COHERENT in order to improve mathematics achievement in this country.

To deliver on the promise of common standards, the standards must address the problem of a curriculum that is a mile wide and an inch deep. The Common Core Standards are a substantial answer to that challenge.The Mathematics Standards: Key Changes and Their Evidence by Dr. William McCallum

The CCSS Requires Three Shifts in MathematicsFocus: Focus strongly where the standards focusCoherence: Think across grades, and link to major topics Rigor: In major topics, pursue conceptual understanding, procedural skill and fluency, and application Shift #1: Focus Strongly where the Standards FocusSignificantly narrow the scope of content and deepen how time and energy is spent in the math classroom.Focus deeply on what is emphasized in the standards, so that students gain strong foundations. FocusMove away from "mile wide, inch deep" curricula identified in TIMSS.Learn from international comparisons.Teach less, learn more. 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. Ginsburg et al., 2005 Mathematics topics intended at each grade by at least two-thirds of A+ countriesMathematics topics intended at each grade by at least two-thirds of 21 U.S. statesThe Shape of Math in A+ countries1 Schmidt, Houang, & Cogan, A Coherent Curriculum: The Case of Mathematics. (2002). FOCUS1st Grade CCSS: 21 Standards (1 every 9 days)1st Grade G.L.E.s: 30 Standards (1 every 6 days)

2nd Grade CCSS: 26 Standards (1 every 7 days)2nd Grade G.L.E.s: 34 Standards (1 every 5 days)

3rd Grade CCSS: 25 Standards (1 every 7 days)3rd Grade G.L.E.s: 36 Standards (1 every 5 days)

Focus4th Grade CCSS: 28 Standards (1 every 6.4 days)4th Grade G.L.E.s: 45 Standards (1 every 4 days)

5th Grade CCSS: 26 Standards (1 every 7 days)5th Grade G.L.E.s: 52 Standards (1 every 3.5 days)

6th Grade CCSS: 29 Standards (1 every 6 days)6th Grade G.L.E.s: 39 Standards (1 every 5 days)

Focus7th Grade CCSS: 24 Standards (1 every 7 days)7th Grade G.L.E.s: 46 Standards (1 every 4 days)

8th Grade CCSS: 28 Standards (1 every 6 days)8th Grade G.L.E.s: 45 Standards (1 every 4 days)

GradeFocus Areas in Support of Rich Instruction and Expectations of Fluency and Conceptual UnderstandingK2Addition and subtraction concepts, skills, and problem solving and place value35Multiplication and division of whole numbers and fractions concepts, skills, and problem solving6Ratios and proportional reasoning; early expressions and equations7Ratios and proportional reasoning; arithmetic of rational numbers8Linear algebraKey Areas of Focus in Mathematics Shift #2: Coherence: Think Across Grades, and Link to Major Topics Within GradesCarefully connect the learning within and across grades so that students can build new understanding on 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.

One of several staircases to algebra designed in the OA domain.Alignment in Context: Neighboring Grades and Progressions Shift #3: Rigor: In Major Topics, Pursue Conceptual Understanding, Procedural Skill and Fluency, and ApplicationThe CCSSM require a balance of:Solid conceptual understandingProcedural skill and fluencyApplication of skills in problem solving situationsPursuit of all three requires equal intensity in time, activities, and resources. Solid Conceptual UnderstandingTeach more than how to get the answer and instead support students ability to access concepts from a number of perspectivesStudents are able to see math as more than a set of mnemonics or discrete proceduresConceptual understanding supports the other aspects of rigor (fluency and application) FluencyThe standards require speed and accuracy in calculation.Teachers structure class time and/or homework time for students to practice core functions such as single-digit multiplication so that they are more able to understand and manipulate more complex concepts.

Required Fluencies in K-6GradeStandardRequired FluencyKK.OA.5Add/subtract within 511.OA.6Add/subtract within 1022.OA.22.NBT.5Add/subtract within 20 (know single-digit sums from memory)Add/subtract within 10033.OA.73.NBT.2Multiply/divide within 100 (know single-digit products from memory)Add/subtract within 100044.NBT.4Add/subtract within 1,000,00055.NBT.5Multi-digit multiplication66.NS.2,3Multi-digit divisionMulti-digit decimal operations ApplicationStudents can use appropriate concepts and procedures for application even when not prompted to do so.Teachers provide opportunities at all grade levels for students to apply math concepts in real world situations, recognizing this means different things in K-5, 6-8, and HS.Teachers in content areas outside of math, particularly science, ensure that students are using grade-level-appropriate math to make meaning of and access science content. The Coming CCSS Assessments Will Focus Strongly on the Major Work of Each Grade MATH CCSSGrade-Level StandardsK-8 grade-by-grade standards organized by domain.9-12 high school standards organized by conceptual categories.

Standards for Mathematics PracticeDescribe mathematical habits of mind.Connect with content standards in each grade.Standards for mathematical proficiency: reasoning, problem solving, modeling, decision making, and engagement.OVERVIEW OF K-8 CCSS

OVERVIEW OF K-8 CCSSDomains: big ideas that connect topics across the grades.Clusters: illustrate progression of increasing complexity from grade to grade.Standards: define what students should know and be able to do at each grade level.

High School Math StandardsContent Categories: big ideas that describe strands of content in high school.

Domains/Clusters: groups of standards that describe coherent aspects of the content category.

Standards: define what students should know and be able to do.High School Math StandardsOrganized around five conceptual categories: Number and Quantity, Algebra, Functions, Geometry, and Statistics and Probability.

Modeling Standards are distributed under the five major headings and are indicated with a (*) symbol.

Standards marked as (+) are beyond the college and career readiness level but are necessary for advanced math courses.Overview of High School

Model Course PathwaysDeveloped by a panel of experts convened by Achieve, including many of the standards writers and reviewers.

Organize the content of the standards into coherent and rigorous courses.

Illustrate possible approaches - models, NOT mandates.Model Course Pathways4 Pathways Indentified:

1. Traditional Pathway

2. Integrated Pathway

3. Compact (Advanced) Traditional

4. Compact (Advanced) IntegratedModel Course Pathways

Model Course PathwaysAll of this information is contained in Appendix A of the CCSS.ResourcesCommon Core State Standards WebsiteWhat is Being Done?Math Cadre is developing grade specific instructional shifts modules for use during in-service/PLC time

Common Ground Training- ongoing PD around the CCSS. School Teams participate.Next Steps?How can the Digital Learning Cadre assist in the implementation of the CCSS?

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