Common Core State Common Core State Standards for Standards for MathematicsMathematicsNWO Inquiry SeriesNWO Inquiry SeriesSeptember 22, 2011September 22, 2011Diane BurtchinDiane Burtchindburtchin@rossfordschools.orgdburtchin@rossfordschools.org

Adapted from presentations shared by ODE.

Why are you here??Why are you here??

Share with your neighbor:Share with your neighbor:

The grade level/subject(s) you The grade level/subject(s) you teachteach

Why you chose to come to this Why you chose to come to this session session

What you are hoping to take What you are hoping to take away from this sessionaway from this session

What we will do tonight:What we will do tonight:

Watch a portion of a webinar on the CCSS for Watch a portion of a webinar on the CCSS for MathematicsMathematics

Discuss the Mathematical PracticesDiscuss the Mathematical Practices

Explore the organization and content of the CCSS Explore the organization and content of the CCSS

Explore the organization and components of the Model Explore the organization and components of the Model CurriculumCurriculum

Explore the Learning Progressions and Critical Areas Explore the Learning Progressions and Critical Areas for K-8 Mathematicsfor K-8 Mathematics

Discuss steps to take in order to ‘Start Smart’Discuss steps to take in order to ‘Start Smart’

Wrap up and preview of the next sessionWrap up and preview of the next session

Model Curricula: March

2011

Aligned System of

Assessments: 2014-15

Common

Core and State Revised Standards

: June

2010

What? How?

How Well?

Standards Adoption June Standards Adoption June 20102010

5

English Language

Arts

Mathematics

Science

Social Studies

Common Core Standards

State Standards

CCSS PrinciplesCCSS Principles

FocusFocus Identifies key ideas, understandings and skills Identifies key ideas, understandings and skills

for each grade or coursefor each grade or course Stresses deep learning, which means applying Stresses deep learning, which means applying

concepts and skills within the same grade or concepts and skills within the same grade or coursecourse

CoherenceCoherence Articulates a progression of topics across grades Articulates a progression of topics across grades

and connects to other topics and connects to other topics Vertical growth that reflects the nature of the Vertical growth that reflects the nature of the

disciplinediscipline

CCSS Mathematical CCSS Mathematical PracticesPractices

1.1. Make sense of problems and persevere in solving Make sense of problems and persevere in solving themthem

2.2. Reason abstractly and quantitativelyReason abstractly and quantitatively

3.3. Construct viable arguments and critique the Construct viable arguments and critique the reasoning of othersreasoning of others

4.4. Model with mathematicsModel with mathematics

5.5. Use appropriate tools strategicallyUse appropriate tools strategically

6.6. Attend to precisionAttend to precision

7.7. Look for and make use of structureLook for and make use of structure

8.8. Look for and express regularity in repeated reasoning Look for and express regularity in repeated reasoning

Common Core WebinarCommon Core Webinar

www.corestandards.org

The overview for Math can be viewed from The overview for Math can be viewed from 27:50-52:11 on the webinar and is presented 27:50-52:11 on the webinar and is presented by the lead writer for the Mathematics CCSS by the lead writer for the Mathematics CCSS (Bill McCallum)(Bill McCallum)

Major units or areas of study

DomainMain focus of the

content statements

Cluster

What students should know

Standards

CCSS Framework

9

Format of K-8 StandardsFormat of K-8 StandardsGrade Grade LevelLevel

DomainDomain

StandardStandard

ClusterCluster

Standards for High School Standards for High School MathMath

Domain

Cluster

Standard

Advanced

CCSS for High School CCSS for High School MathematicsMathematics

Organized in “Conceptual Categories”Organized in “Conceptual Categories” Number and QuantityNumber and Quantity AlgebraAlgebra FunctionsFunctions ModelingModeling GeometryGeometry Statistics and ProbabilityStatistics and Probability

Conceptual categories are not courses Conceptual categories are not courses

Additional mathematics for advanced courses indicated by Additional mathematics for advanced courses indicated by (+)(+)

Standards with connections to modeling indicated by (Standards with connections to modeling indicated by (★★))

Now you tryNow you try

You can find the CCSS by going to You can find the CCSS by going to www.corestandards.org.www.corestandards.org.

Download and navigate through the Download and navigate through the documents to find the grade documents to find the grade level/subject area that you currently level/subject area that you currently teachteach

Discuss: What are the differences Discuss: What are the differences between the 2002 standards and the between the 2002 standards and the newly revised standards? What is the newly revised standards? What is the same?same?

But wait…there is But wait…there is more..more..

Standards are the stopping point Standards are the stopping point of the 2002 documentsof the 2002 documents

HB1 mandated that a model HB1 mandated that a model curricula accompany the revised curricula accompany the revised standardsstandards

Model Curricula: March

2011

Aligned System of

Assessments: 2014-15

Common

Core and State Revised Standards

: June

2010

What?

How Well?

MODEL CURRICULUM MODEL CURRICULUM One piece of an integrated wholeOne piece of an integrated whole

What is the Model What is the Model Curriculum?Curriculum?

16

A web-based tool, aligned to the standards, A web-based tool, aligned to the standards, that:that:

Presents information specific to the Presents information specific to the content area by grade level, grade band content area by grade level, grade band and courseand course

Provides curricular and instructional Provides curricular and instructional guidanceguidance

Informs assessment developmentInforms assessment development

Take a look…Take a look…

Model Curriculum at ODE website (and on Model Curriculum at ODE website (and on your desktop)your desktop)

http://www.education.ohio.gov/GD/Templates/Pages/ODE/ODEDetail.aspx?page=3&TopicRelationID=1704&ContentID=83475&Content=112058

Model Curriculum Model Curriculum ComponentsComponents

Content Elaborations: Content Elaborations:

In-depth information about In-depth information about ““whatwhat”” should should be taught be taught

Expectations for Learning/Visions Expectations for Learning/Visions into Practice:into Practice:

Recommendations for how students may Recommendations for how students may demonstrate their learningdemonstrate their learning

18

Model Curriculum Model Curriculum ComponentsComponents

Instructional Strategies and Instructional Strategies and Resources: Resources:

Guidance and support for Guidance and support for instructional and curricular design instructional and curricular design

Content Specific Sections: Content Specific Sections:

Address elements specific to a subject Address elements specific to a subject areaarea

Common MisconceptionsCommon Misconceptions19

Now you tryNow you try

Use the Model Curriculum for your Use the Model Curriculum for your grade (or choose a grade) to list 3 grade (or choose a grade) to list 3 things that the Model Curriculum things that the Model Curriculum provides for teachers.provides for teachers.

Discuss: What are the strengths of Discuss: What are the strengths of the Model Curriculum? What are the the Model Curriculum? What are the limitations?limitations?

Learning Progressions & Learning Progressions & Critical AreasCritical Areas

Refer to your handouts on both the K-8 Refer to your handouts on both the K-8 Learning Progressions and the K-8 Critical Learning Progressions and the K-8 Critical AreasAreas

We begin with the “big picture”We begin with the “big picture”

CCSS Domain ProgressionCCSS Domain Progression

K 1 2 3 4 5 6 7 8 HS

Counting & Cardinality

Number and Operations in Base TenRatios and Proportional

Relationships Number & QuantityNumber and Operations –

FractionsThe Number System

Operations and Algebraic Thinking

Expressions and Equations Algebra

Functions Functions

Geometry Geometry

Measurement and Data Statistics and ProbabilityStatistics & Probability

Flows Leading to AlgebraFlows Leading to Algebra

Standards Progression: Standards Progression: Number and Operations in Base Number and Operations in Base

Ten Ten

Say SomethingSay Something

Look over the Learning Progressions Look over the Learning Progressions (handout) and underline topics or (handout) and underline topics or sections that you find interestingsections that you find interesting

Turn to an elbow partner and Say Turn to an elbow partner and Say Something about one of the phrases Something about one of the phrases that you underlined…explain why that you underlined…explain why you thought it was significantyou thought it was significant

Critical AreasCritical Areas

Refer to your handout for the K-8 Critical Refer to your handout for the K-8 Critical AreasAreas

Note that Critical Areas are discussed in the Note that Critical Areas are discussed in the Introduction for each grade level/conceptual Introduction for each grade level/conceptual categoriescategories

Discuss in a small group how this information Discuss in a small group how this information might guide your instructional decisionsmight guide your instructional decisions

2011

2014

2002 Standar

ds

2010 Standar

ds

Transition

Start Smart

Too Slow, Too Fast, Too Too Slow, Too Fast, Too LittleLittle

Mistake Problem

Too Slow

Ignore the standards…maybe they will go away!

2nd grade—1st to take 5th grade test5th grade—1st to take 8th grade test6th and 7th grade—1st to take End of Course HS exams

Too Fast

Adopt new resources that are ‘aligned’ to the newly revised standards

Really…how much has the new edition changed???

Too Little

Checklist the standards, shuffle units from one grade level to another, and continue as is

• New Assessments will have Multiple Choice, SA/ER, Computer Enhanced, and Performance Items

• Not only new content, but new ways of assessing = new instructional requirements

What can be done Short Term?

•Become familiar with the CCSS and model curriculum

•Use the Comparative Analysis or Crosswalks to highlight areas to emphasize, de-emphasize, drop, or modify (when available)

•Try some of the model curriculum Instructional Strategies that align with what is currently being taught

•Teach math with a focus on the Mathematical Practices

Content that is no longer a focus at Grade 3 Content continued with modifications at Grade 3 New content at Grade 3

Decimals – The initial study of decimals begins in grade four.

Measurement: Temperature/degrees, and other specific units of measure are a focus in grade four.

Three-dimensional geometry is not a focus in grade three.

Transformations, and especially symmetry, are introduced in fourth grade.

Volume is studied in grade five. Data Analysis is a tool used to organize and

analyze information from other domains (geometry, measurement) and that utilizes the numbers and operations that are being studied. The initial formal statistical process and statistical analysis is moved to sixth grade.

Probability – The study of probability is a focus in grade seven.

Multiplication/division: fluency of facts 9 x 9Place value of numbers (through 1000)

Continued at this grade with modifications to the level of knowledge or expectationFractions: the content is the same with a focus on justifying equivalence, comparisons and other solutions using area models, number lines or knowledge about equal numerators or equal denominators.Measurement: the focus is on standard units, developing a sense of measuring, estimating and problem solving using standard units of measure not on specific metric or US units.Two-dimensional shapes, especially quadrilaterals, are explored and categorized by their attributes beginning a sense of a classification. Learning specific terminology is not the goal, the awareness of the different kinds of shapes and their attributes is.Algebra topics are embedded within the study of numbers and their operations. Patterns are found in place value and arithmetic. Equations are written to model problems, including using unknowns but not necessarily with variables.

Strategies, properties of operations and the relationship of operations are fundamental understandings to be demonstrated prior to fluency with algorithms when solving arithmetic problems. The expectation is that the properties of operations are used as a means of flexibly working with numbers, not necessarily identified by name. Algorithms for addition and subtraction are encountered naturally in third grade, but fluency with their use is not expected until fourth grade.

Multiplication is developed through the understanding of equal sized groups, arrays and area models. Connections are made to finding area in geometric measurement and to equal areas in fractions. Division is an outgrowth of multiplication based upon its inverse relationship. So finding a solution to a division problem is looking for the missing factor. Place value understandings are the foundation for multiplying by multiples of 10.

Comparative Analysis

Grade 3

CCSS Support MaterialsCCSS Support Materials

Mathematics Common Core State Standards Mathematics Common Core State Standards and Model Curriculumand Model Curriculum Crosswalks: Cluster to Benchmark comparisonCrosswalks: Cluster to Benchmark comparison Learning Progressions ViewLearning Progressions View K-8 Critical Areas of FocusK-8 Critical Areas of Focus What should districts be doing?What should districts be doing? FAQFAQ Model CurriculumModel Curriculum

Tasks for DistrictsTasks for DistrictsPreparation for Revised StandardsPreparation for Revised Standards

34

Long Term SuggestionsLong Term Suggestions

Implementation matters--Implementation matters--Adoption of standards, programs, or textbooks Adoption of standards, programs, or textbooks

merely opens the doormerely opens the doorTime to consider, construct, collaborate, etc.Time to consider, construct, collaborate, etc.

High-quality professional development should--High-quality professional development should--Focus on the content the teachers are teachingFocus on the content the teachers are teachingFocus on the ways students are being instructed Focus on the ways students are being instructed Draw on curricular materials teachers are usingDraw on curricular materials teachers are using Involve constructing formative assessments and Involve constructing formative assessments and

analyzing student workanalyzing student workTake the necessary time…Pay it ForwardTake the necessary time…Pay it Forward

Preview of Next MonthPreview of Next Month

Assessment of the Common Core State StandardsAssessment of the Common Core State Standards

What can we learn from the Model Curriculum What can we learn from the Model Curriculum to uncover how students will be assessed within to uncover how students will be assessed within the new system?the new system?

What types of questions will the students What types of questions will the students encounter within the new system?encounter within the new system?

How can we prepare students for the increased How can we prepare students for the increased expectations of the new assessments?expectations of the new assessments?

Model Curricula: March

2011

Aligned System of

Assessments: 2014-15

Common Core and

State Revised

Standards: June 2010

What?

Aligned System of Aligned System of AssessmentAssessment

Assessment TimelineAssessment Timeline

20112011 20122012 2015201520132013 20142014

State Board Adopts Model

CurriculumMarch, 2011March, 2011

State Board Adopts

StandardsJune, 2010 June, 2010

First Assessment Administrati

on2014-20152014-2015

Transition:•Test development•Field Testing•Standards Setting 2012 - 20142012 - 2014