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Peachtree Charter Middle School. Curriculum Night September 11, 2012. Mathematics From GPS to CCGPS. Why?. In the typical U.S. mathematics curriculum, 6-8 new topics are introduced each school year. - PowerPoint PPT PresentationTRANSCRIPT
Peachtree Charter Peachtree Charter Middle SchoolMiddle School
Curriculum NightCurriculum Night
September 11, 2012September 11, 2012
MathematicsMathematics
From GPSFrom GPS
toto
CCGPSCCGPS
Why?Why? In the typical U.S. mathematics In the typical U.S. mathematics
curriculum, 6-8 new topics are introduced curriculum, 6-8 new topics are introduced each school year.each school year.
The curriculum in those countries whose The curriculum in those countries whose students score at the top mathematically students score at the top mathematically according to TIMSS (Trends in International according to TIMSS (Trends in International Mathematics and Science Study) introduce Mathematics and Science Study) introduce only 1-6 new topics each school year.only 1-6 new topics each school year.
U.S. students are being introduced to U.S. students are being introduced to many topics each year but failing to fully many topics each year but failing to fully master and understand them. As a result, master and understand them. As a result, they are falling behind their peers in they are falling behind their peers in international comparisons.international comparisons.
Design Principles for the Common Design Principles for the Common CoreCore
FocusFocus attending to fewer topics in greater attending to fewer topics in greater depth at any given grade level, giving depth at any given grade level, giving teachers and students time to complete teachers and students time to complete that grade’s learningthat grade’s learning
CoherenceCoherence attending to the structure of attending to the structure of mathematics and the natural pathways mathematics and the natural pathways through that structure, where “natural” through that structure, where “natural” means taking into account both the means taking into account both the imperatives of logic and the imperatives imperatives of logic and the imperatives of cognitive development in designing of cognitive development in designing the sequence of ideasthe sequence of ideas
RigorRigor balancing conceptual understanding, balancing conceptual understanding, procedural fluency, and meaningful procedural fluency, and meaningful applications of mathematicsapplications of mathematics
FocusFocus Taking focus seriously means delaying Taking focus seriously means delaying
favored topics until their time, which will favored topics until their time, which will be a difficult shift for the educational be a difficult shift for the educational system in the U.S.system in the U.S.
““There is a world of difference between a There is a world of difference between a student who can summon a mnemonic student who can summon a mnemonic device to expand a product such as (device to expand a product such as (aa + b) + b)((xx + + yy) and a student who can explain ) and a student who can explain where the mnemonic comes from. The where the mnemonic comes from. The student who can explain the rule student who can explain the rule understands the mathematics.” – Common understands the mathematics.” – Common Core State Standards in Mathematics, p. 5Core State Standards in Mathematics, p. 5
Coherence flows from focusCoherence flows from focusOperations and Operations and Algebraic Algebraic ThinkingThinking
Expressions Expressions and and EquationsEquations
AlgebraAlgebra
Number and Number and Operations – Base Operations – Base TenTen
The The Number Number SystemSystem
Number and Number and Operations –Operations – FractionsFractions
K 1 2 3 K 1 2 3 4 54 5
6 7 86 7 8 High SchoolHigh School
Standards for Mathematical PracticeStandards for Mathematical Practice make sense of problems and persevere in solving make sense of problems and persevere in solving
themthem reason abstractly and quantitativelyreason abstractly and quantitatively construct viable arguments and critique the construct viable arguments and critique the
reasoning of othersreasoning of others model with mathematicsmodel with mathematics use appropriate tools strategicallyuse appropriate tools strategically attend to precisionattend to precision look for and make use of structurelook for and make use of structure look for and express regularity in repeated look for and express regularity in repeated
reasoningreasoning
MP7. Look for and make use of MP7. Look for and make use of structurestructure
CCGPS CRCT Content WeightsCCGPS CRCT Content Weights
ContentContent 66thth 77thth 88thth
Number and Number and OperationsOperations
28%28% 23%23% 20%20%
Geometry and Geometry and MeasurementMeasurement
19%19%
GeometryGeometry 23%23% 20%20%
AlgebraAlgebra 35%35% 36%36% 48%48%
Data Analysis and Data Analysis and ProbabilityProbability
18%18% 18%18% 12%12%
ELA Common Core- ELA Common Core- OrganizationOrganization
Four Strands Four Strands ReadingReading LanguageLanguage Writing Writing Speaking and Speaking and
ListeningListeningCollege and Career College and Career
Readiness (CCR) Readiness (CCR) Anchor Standards in Anchor Standards in each strand each strand
2 Major Sections2 Major Sections• • English Language English Language Arts (6-12) Arts (6-12)
• • Literacy in Literacy in History/Social History/Social Studies, Science and Studies, Science and Technical Subjects Technical Subjects (6-12) (6-12)
ELA Common Core: Key ELA Common Core: Key FeaturesFeatures
1.1. Increased Text Complexity- Increased Text Complexity- Building knowledge through content-Building knowledge through content-rich nonfiction rich nonfiction
2.2. Reading, writing, and speaking Reading, writing, and speaking grounded in grounded in evidence from text, evidence from text, both literary and informational both literary and informational
3.3. Shared responsibility with literacy: Shared responsibility with literacy: Regular practice with Regular practice with complex text complex text and its and its academic languageacademic language
ELA Common Core - Text ELA Common Core - Text Complexity Complexity
• • Increase in the complexity of what Increase in the complexity of what students read as well as how well they students read as well as how well they read the materialread the material
Develops more sophisticated Develops more sophisticated comprehension skills to apply to more comprehension skills to apply to more complex texts complex texts
Increase in Text ComplexityIncrease in Text Complexity
Grade Band
Old Lexile Range
Common Core Lexile Range
6-8 860L–1010L 925L–1185L
9-10 960L–1115L 1050L–1335L
11-CCR 1070L-1220L 1215L-1355L
A Lexile Score measures either an individual's reading ability or the difficulty of a text, like a book or magazine article. The Lexile measure is shown as a number with an "L" after it — 880L is 880 Lexile.
ELA Common Core- ELA Common Core- Content-Rich NonfictionContent-Rich Nonfiction
Much of our knowledge base comes from Much of our knowledge base comes from informational textinformational text
Informational text makes up vast majority of Informational text makes up vast majority of required reading in college/workplace (80%)required reading in college/workplace (80%)
Currently students are asked to read very little Currently students are asked to read very little of it in elementary (7 - 15%) and middle schoolof it in elementary (7 - 15%) and middle school
CCSS moves percentages to CCSS moves percentages to
50:50 at elementary level 50:50 at elementary level
75:25 at secondary level (includes ELA, science, 75:25 at secondary level (includes ELA, science, social studies)social studies)
ELA Common Core-ELA Common Core-Shared ResponsibilityShared Responsibility
College and Career reading consists College and Career reading consists of sophisticated, informational texts of sophisticated, informational texts in a variety of areas. in a variety of areas.
Common Core emphasizes that Common Core emphasizes that Science and Social Studies teachers Science and Social Studies teachers address content literacy inside their address content literacy inside their classes.classes.
This focus is in addition to literary This focus is in addition to literary texts. texts.
ELA Common Core-ELA Common Core-Grounding in Evidence Grounding in Evidence
Most college and workplace writing is Most college and workplace writing is evidence-evidence-basedbased and and expository expository in nature (not narrative)in nature (not narrative)
ReadingReading standards require students to respond to standards require students to respond to text-dependent questions with evidence-based text-dependent questions with evidence-based claimsclaims
WritingWriting standards require students to respond to standards require students to respond to evidence-based writing prompts (inform/argue)evidence-based writing prompts (inform/argue)
Speaking and Listening Speaking and Listening standards require standards require students to prepare for and refer tostudents to prepare for and refer to evidence evidence on on ideas under discussionideas under discussion
ELA Common Core- ELA Common Core- Complex Text and its Academic LanguageComplex Text and its Academic Language
Huge gap between complexity of college and high Huge gap between complexity of college and high school texts is hugeschool texts is huge
What students can read, in terms of complexity is What students can read, in terms of complexity is greatest predictor of success in college (ACT study) greatest predictor of success in college (ACT study)
Too many students reading at too low a level Too many students reading at too low a level (<50% of graduates can read sufficiently complex (<50% of graduates can read sufficiently complex texts)texts)
Standards include a staircase of increasing text Standards include a staircase of increasing text complexity from elementary through high schoolcomplexity from elementary through high school
Standards also focus on Standards also focus on building vocabulary that is building vocabulary that is shared across many types of complex texts and many shared across many types of complex texts and many content areascontent areas
ELA Common Core- Writing ELA Common Core- Writing Shifts Shifts
Old standards focus on Old standards focus on persuasivepersuasive and and narrative narrative writing writing
Common Core focuses on Common Core focuses on narrativenarrative, , argument argument and and informative/explanatory texts. informative/explanatory texts.
– promotes critical thinking and deep consideration promotes critical thinking and deep consideration of other viewpoints and opinions of other viewpoints and opinions
– As students progress towards high school greater As students progress towards high school greater focus on writing to argue, inform and explain using focus on writing to argue, inform and explain using evidence from sourcesevidence from sources
• • Focus on Focus on researchresearch to build and present to build and present knowledge knowledge
ELA Common Core- ELA Common Core- Research & Speaking and ListeningResearch & Speaking and Listening
Research and Media Skills integrated Research and Media Skills integrated CCGPS. CCGPS. – Students will do research and utilize a Students will do research and utilize a
variety of media in ALL content areas variety of media in ALL content areas
Speaking and ListeningSpeaking and Listening– Comprehension and collaborationComprehension and collaboration– Presentation of knowledge and ideas Presentation of knowledge and ideas
The Partnership for The Partnership for Assessment of Readiness for Assessment of Readiness for
College and CareersCollege and Careers(PARCC)(PARCC)
Goals Goals Assessment DesignAssessment Design Development ProcessDevelopment Process Time FrameTime Frame Sample QuestionsSample Questions
Goals of PARCCGoals of PARCC
Create high-quality assessmentsCreate high-quality assessments Build a pathway to college and Build a pathway to college and
career readinesscareer readiness Technology-based assessmentsTechnology-based assessments Increased accountability at all levelsIncreased accountability at all levels Develop a sustainable assessment Develop a sustainable assessment
that is affordablethat is affordable
Diagnostic Assessment
Early indicator of student
knowledge/skill to inform instruction
Mid-Year Assessment-Performance Based-Emphasis on hard to measure standards
Performance Based Assessment on extended
taskApplication of Concepts
And Skills
End-of-Year AssessmentComputer based
Development ProcessDevelopment Process
Build engagement Build engagement and develop and develop expertise on the expertise on the CCSS and PARCC.CCSS and PARCC.
Support Support implementation of implementation of the CCSS-the CCSS-development of development of FrameworksFrameworks
Implementation of Implementation of the CCSS in the CCSS in schools (2012-schools (2012-2013)2013)
Encourage and Encourage and allow for the allow for the sharing of ideas.sharing of ideas.
Development of Development of PARCC tools. PARCC tools. (Summer 2012)(Summer 2012)
Development ProcessDevelopment Process
Develop online Develop online warehouse for all warehouse for all PARRC tools PARRC tools (Spring 2013)(Spring 2013)
Develop Develop professional professional development development modules focused modules focused on assessment on assessment (Fall 2013)(Fall 2013)
Transition to PARCCTransition to PARCC
Georgia will continue to administer Georgia will continue to administer state assessments until PARCC is state assessments until PARCC is implemented in 2014-2015.implemented in 2014-2015.
State assessments will transition to State assessments will transition to measure CCGPS in 2012-2013.measure CCGPS in 2012-2013.
The CRCT, CRCT-M, GAA, and EOCT The CRCT, CRCT-M, GAA, and EOCT will measure the CCGPS.will measure the CCGPS.
Writing Assessment will remain as Writing Assessment will remain as currently structured.currently structured.
66thth Grade Math Grade Math
Deep understanding: Requires students to deeply understand the proportions and ratios using two variables (check number and timing). Students are scored not only on their answer but on the way in which they used their understanding to answer the question. Students are asked to explain their thinking.
Application: Requires that students apply their understanding of proportions to explain their thinking in a real-life scenario using two variables. Students are not prompted to use ratios/proportions, but they need to apply that thinking.
Suppose Tom wrote check #556 on November 5, 1995, and check #953 on September 26, 1997.
What is a good guess for when Tom wrote check #678? Explain how you arrived at your guess.