Common Core MathematicsCommon Core Mathematics

2

Learning NormsLearning Norms

• Restrooms

• Parking Lot

• evaluation connections

• General comments

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Today’s Learning GoalsToday’s Learning Goals

1. Identify and interpret the 8 Mathematical Practices of Common Core.

2. Organize and differentiate “blended” standards

3. Develop a Learning Progression Scale

4. Identify tools and resources developed to support the implementation of CCSS.

Success CriteriaSuccess Criteria

1. Develop a learning goal using resources that

support CCSS.

2. Apply the model of a Learning Progression

Scale with math practices in mind.

IntroductionsIntroductions

NameSchoolTitleSubjects TaughtYears in Education

NameSchoolTitleSubjects TaughtYears in Education

Why is math important?

Warning: Much of the action depicted and/or described on this site is potentially dangerous. Virtually all of the participates seen in the photos are experienced professionals. Do not attempt to duplicate.

Use appropriate tools strategically5

Attend to precision6

Look for and make sense of structure

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Look for and express regularity in repeated reasoning

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8 Standards for Mathematical Practice8 Standards for Mathematical Practice

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Make sense of problems and persevere in solving them

1

Reason abstractly and quantitatively2

Construct viable arguments and critique the reasoning of others

3

Model with mathematics4

3b, 3c

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Let’s PracticeLet’s Practice

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Review – Relate - ReflectReview – Relate - Reflect

Review the 8 Mathematical Practices

Reflect one new idea

Relate how to use a MP in your classroom

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Course DescriptionsCourse Descriptions

High School

Conceptual Category

Domain

Cluster

Standards

Common Core Format

Florida’s Numbering ofthe Common Core State Standards

Florida’s Numbering ofthe Common Core State Standards

MACC.912.A.CED.1.4Math Common Core Grade

Conceptual Category Domain Cluster Standard

MACC.912.A.CED.1.4Math Common Core Grade

Conceptual Category Domain Cluster StandardGrade 9-12

Conceptual Category

Algebra

Domain Creating Equations

Cluster Create equations that describe numbers or relationships

Standard Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations.

Compare National to State Notation

Compare National to State Notation

National: CCSS.Math.Content.HSA-SSE.B.3 Florida: MACC.912.A-SSE.2.3

as our guide!

Using the Course Description….

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Questions to Ponder

How do you know when a student can use, explain and apply a standard?

What are different stages of

mastering a standard?

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Model for Instructional PlanningModel for Instructional Planning

Chunkin

g

• Identify the standards of focus from course description to support learning goal and differentiate levels of understanding.

Learning Goals

• Create the learning goals/targets based upon the critical areas of focus or big ideas along with the integrated standards from the course description.

Learning Progression

• Develop scales or rubrics to describe the steps students will take to attain each learning goal as well as what success looks like at each step.

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Model from Algebra 1Model from Algebra 1

• Review and Analyze Unit

• Write Learning Goal

• Identify standards to support Learning Goal

1c, 1e

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Review and Analyze UnitReview and Analyze Unit

Unit 1- Relationships Between Quantities and Reasoning with Equations: By the end of eighth grade students have learned to solve linear equations in one variable and have applied graphical and algebraic methods to analyze and solve systems of linear equations in two variables. This unit builds on these earlier experiences by asking students to analyze and explain the process of solving an equation. Students develop fluency writing, interpreting, and translating between various forms of linear equations and inequalities, and using them to solve problems. They master the solution of linear equations and apply related solution techniques and the laws of exponents to the creation and solution of simple exponential equations. All of this work is grounded on understanding quantities and on relationships between them.

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Write Learning GoalWrite Learning Goal

Learning Goal: Students analyze and explain the process of solving an equation. They master the solution of linear equations and apply related solution techniques.

Learning Goal: Students analyze and explain the process of solving an equation. They master the solution of linear equations and apply related solution techniques. Essential Question ideas:

• In what ways can the problem be solved, and why should one method be chosen over another?

• How can algebra describe the relationship between sets of numbers?

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Standards for Learning GoalStandards for Learning Goal

MACC.912.A.REI.1.1 MACC.912.A.REI.2.3 MACC.912.A.CED.1.4

MP #1 #3

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Let’s PracticeLet’s Practice

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Review – Relate - ReflectReview – Relate - Reflect

Review Learning Goal Development

Reflect on a new idea

Relate how to use Learning Goals in your classroom

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LEARNING PROGRESSIONLEARNING PROGRESSION

1. Identify mastery

2.Differentiate levels of understanding

3. Create example problems

1a, 1b, 1c, 1e, 3d

Sample Step 3 (Target) Sample Step 3 (Target)

Sample Step 0 Sample Step 0

Sample Step 1 Sample Step 1

Sample Step 2 Sample Step 2

Sample Step 4 Sample Step 4

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Let’s PracticeLet’s Practice

John Hattie’s High Yield StrategiesJohn Hattie’s High Yield Strategies

3d

Formative Assessmen

ts =0.90

Self Assessmen

tsd = 0.64

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Review – Relate - ReflectReview – Relate - Reflect

Review Learning Progression Development

Reflect on a new idea

Relate how to use Learning Progressions in your classroom

Piecing it ALL Together

Common Core MathematicsCommon Core Mathematics