participant copy-ccss and implication for instruction october 11 hs 2pm

8/3/2019 Participant Copy-CCSS and Implication for Instruction October 11 HS 2PM

1/21

Common Core State StandardsImplication for Mathematics Instruction

Dale W. Vigil, Ed.D.Local District 4 Superintendent

October 12, 2011

1


2/21

Why Common Core StateStandards?

Internationally Competitive

Continuity Across States

New Emphasis on Math Reasoning

2


3/21

Table Conversation

What do you know about the CommonCore State Standards for Mathematics?

What math instructional practices atyour school would you like to seecontinued, refined, or eliminated?

3


4/21

Objectives

Gain a deeper knowledge of thestructure and content of the CommonCore State Standards for Mathematics

Connect CCSS to our LD4 Goals

Reflect on the implication of

instructional practice

4


5/21

MathCommon

CoreState

Standards

Standards forMathematical

Practice

MathematicalContent

Standards

+ =


6/21

Organization Overview

The CCSS for Mathematics are comprised of twocorresponding and connected sets ofstandards:

Standards for Mathematical Practice

A set of 8 standards that describe the ways inwhich the mathematics content standardsshould be approached

Recurring through the grades

6


7/21


The CCSS for Mathematics are comprised oftwo corresponding and connected sets ofstandards:

Standards for Mathematical Content

These standards define what students shouldunderstand and be able to do in their study ofmathematics

Different at each grade level

7


8/21

Tab the following:

LAUSD introduction I-VI (LAUSD Website)

Introduction P.2

Standards for math Practice P.5

8


9/21

Tab the following:

Levels:8th Grade/Alg. I:P.40 Geometry: P. 73

8th Grade:P.49 Stat/Prob.: P. 77

*HS Overview: P.54 Adv. Placement: P.83

HS Math Practice: P.55 Note on Courses: P.86

Number & Quantities: P.57 Glossary: P.87

Algebra: P.61Functions: P. 66

Modeling: 71

9


10/21


Page 55

Standards for Mathematical Practice

Kindergarten through High School

______Standard title

[ ]Narrative description10


11/21


Standards for Mathematical Content

Kindergarten through High School

HS Number and Quantity Example:

Introduction P.61-62

Domain P.63

Clusters/cluster heading P.63

Standards P.63

11


12/21

Format of K-12 Standards P.63

12

Seeing Structure in Expressions A-SSE

Interpret the structure of expressions1. Interpret expressions that represent a quantity in terms of its context.

a. Interpret parts of an expression, such as terms, factors, and coefficients.b. Interpret complicated expressions by viewing one or more of their parts as a single entity.For example,

2. Use the structure of an expression to identify ways to rewrite it. For examplea.Use the distributive property to express a sum of terms with a common factor as amultiple of asum of terms with no common factor. For example, express xy2 + x2yas xy (y + x). (CommonCore Standard A-SSE-2a)b.Use the properties of operations to express a product of a sum of terms as a sumof products. For example

2.1 Apply basic factoring techniques to second- and simple third-degree polynomials.

Thesetechniques include finding a common factor for all terms in a polynomial,recognizing the differenceof two squares, and recognizing perfect squares ofbinomials. (CA Standard Algebra I - 11.0)

Domain

ClusterStandards


13/21


Standards for Mathematical ContentKindergarten through High School

Introduction (P.61-62; HS Sample)Provides important contextual information andcalls out and describes critical areas of focus.Note: Math Practice Standards are also onintroduction page for each grade level/conceptualcatagories

DomainLarge groups of related standards; connects topicsand content between and among grade levels.

13


14/21


Standards for Mathematical ContentKindergarten through High School

Clusters/cluster heading

Smaller set of related standards within thedomain; identifies the primary idea.

Standards

Describes what students should know and be ableto do for that cluster heading, domain, and gradelevel.

14


15/21

CCSS Domain ProgressionK 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

CAAlgebra

15


16/21

Common Core State Standards:Components

Standards for Mathematical Practice P. 55

Similar to Reasoning Standards

Front of document and beginning of each topic

Describe habits of mind of a mathematically expert studentacross all grade levels

Fosters 21st century skills

Consistent with Local District 4 goals with an emphasis inreasoning and students voice

16


17/21

Why are 21st Century Skills andHabits of Mind Important?

Work in pairs

One person be the expert in 21st Century Skills

The other be the expert in Habits of Mind

After reading, share your insights and thendiscuss similarity to Local District 4 goals

Share out

17


18/21

Diving Deeper into 8 Standards forMath Practices

Divide into 2 groups at your table

Each group becomes expert at one ofthese two Standards for Math Practice(Standard 1 or Standard 3)

Discuss and clarify the meaning ofthe standards

18


19/21

Implication for Practice -Making Conjectures

1. What does this look like? 2. What does this sound like?

3. What will EL and SEL studentsneed in order to do this?

4. What will teachers need in orderto do this?

5. Implications for assessments? 6. Implications for grading?

19


20/21

Contextualizing the Eight MathPractice Standards-

Analyze possible assessment task

How are Math Practice Standardsapparent in the assessment question?

Revisit your conjecture poster. Anyrevision or additions?

20


21/21

Reflection

What insight did you gain about theMath CCSS?

What is the implication for mathinstructional practice?

Reflect on your opening conversationduring the Table Talk. Any revision

for math practice youd want to seecontinued, refined or eliminated atyour school?

21

participant copy-ccss and implication for instruction october 11 hs 2pm

Documents