starter 2/22/2016 page 1 how familiar are you with the common core standards for mathematical...
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Introductions 2/22/2016 page 3TRANSCRIPT
STARTER
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How familiar are you with the Common Core Standards for Mathematical Practice?
Think-Pair-Share 1) Think for one minute2) Share with your shoulder partner 3) Share with your group
Public Schools of Robeson County
Common Core State Standards6 – 12 Mathematics
SESSION 1September 30, 2011
Aaron Locklear, Curriculum Specialist LSHS Annette Kenworthy, PSHS Mathematics
Catrina Bailey, Curriculum Specialist SRHS
IntroductionsIntroductions
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Sequence of SessionSequence of Session
StarterSession LogisticsPower Point PresentationACTIVITY “Getting at the Core”Turn-and-TalkClosure
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Parking LotTechnology
Session Materials
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“Train the Trainer” Model
- Be Yourself
- Value Differences
- Maintain Professionalism
- Participate Actively
- Enjoy Yourself
NormsNorms
Learning ObjectivesLearning Objectives1. To be able to explain the Common Core State
Standards (CCSS) timeline. 2. To understand the rationale for why North
Carolina chose to adopt more rigorous state standards.
3. To distinguish between the new 2009 CCSS and the 2003 NCSCOS.
4. To access curriculum resources and websites which prepare educators how to teach the CCSS.
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CCSS InitiativeCCSS Initiative• State-led effort coordinated by the National
Governors Association Center for Best Practices (NGA Center) and the Council of Chief State School Officers (CCSSO)
• North Carolina is one of 48 states, two territories and the District of Columbia to adopt the CCSS in K-12 English Language Arts and Mathematics
• DPI Summer Institute trainings
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What does this mean for What does this mean for teaching and learning?teaching and learning?
June 2010 NC adopted standards
2011-2012 Current NCSCOS
2012-2013 New NCSCOS: Common Core State Standards & North Carolina Essential Standards
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North Carolina Standard Course of Study
Why adopt CCSS?Why adopt CCSS?
Write-Pair-Share 1) Share with your shoulder partner2) Share with your group 3) Each group chooses one reason
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Time for ChangeTime for Change• If we keep doing the same thing we have
always done, we will keep getting the same results!
• If we just swap out one standard in a document and replace it with a new one, nothing will change.
• How we teach mathematics must change
2003 Standard Course of Study
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2.03Apply properties, definitions, and theorems of two-dimensional figures to solve problems and write proofs.
2.04 Develop and apply properties of solids to solve problems.
Common Core State Standards for MathematicsG.GMD.1 Give an informal argument for the formulas for the circumference of a circle, area of a circle, volume of a cylinder, pyramid, and cone.
www.corestandards.org
Goals for New Standards
• Fewer, clearer, higher• Content-centered application of
knowledge• Use of higher order thinking skills• Alignment with college and career
expectations
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Grade Grade LevelLevelDomainDomain Standards
StandardStandardss
ClusteClusterr
CCSS Terminology ActivityCCSS Terminology Activity
Directions: Match the provided terms under either “new”
or “old” and then determine its description.
“ Getting at the CORE ”
OLD NEW DESCRIPTION of NEW
NCSCOS CCSSGRADE SPECIFIC STANDARDS WHICH STRESS CONCEPTUAL
UNDERSTANDING OF KEY IDEAS
GROUPS OF OBJECTIVES CLUSTERS GROUPS OF RELATED
STANDARDS
STRANDS DOMAINSLARGER GROUPS THAT PROGRESS
ACROSS GRADES
OBJECTIVES STANDARDS
DEFINE WHAT STUDENTS SHOULD UNDERSTAND AND BE ABLE TO
DO
“ Getting at the CORE ”
Crosswalk
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http://www.ncpublicschools.org/acre/standards/support-tools/
Turn and TalkTurn and Talk
What is the difference between the CCSS and the aligned
Standards in the 2003 SCOS?--‐
How are they clearer?--‐
How are they higher?--‐
How will these changes affectinstruction?
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CAUTION!!
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CONTENT APPEARING TO BE THE SAME MAY ACTUALLY BE DIFFERENT!!
The CCSS Requires CLOSE Reading!!!
Unpacking Documents
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http://www.ncpublicschools.org/acre/standards/support-tools/
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Reason abstractly and quantitatively.
cc: onlinemathtutor.org
ResourcesResources
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What instructional materials does our LEA have to support the implementation of the CCSS?
ResourcesResources
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Books:A Collection of Math Lessons, Marilyn Burns and Cathy Humphreys. Problem-Based Learning in K-8 Classrooms, Ann Lambros.
Sensible Mathematics, Steve Leinwand.
Math Matters, Suzanne H. Chapin and Art Johnson.
Teaching Student – Centered Mathematics: Grades 5 – 8, John Van de Walle and LouAnn H. Lovin.
ResourcesResources
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Focus in High School Mathematics: Reasoning and Sense Making, NCTM. Navigations Series, NCTM.
About Teaching Mathematics: A K – 8 Resource, Marilyn Burns.
Making It Happen Implementing the CCSS from NCTM
Creative Active Thinkers, Daniels and Udall
Uncovering Student Thinking Rose and Arline
corestandards.org
ncpublicschools.org/acre/Khanacademy.org
Map.mathshell.org/
Illustrativemathematics.org
Insidemathematics.org
mentoringminds.com
stenhouse.com
arsnc.org/arms/StaffResources
Websites: Websites: (refer to separate sheet for detailed information on each site)(refer to separate sheet for detailed information on each site)
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Websites:Websites:
illuminations.nctm.org
nctm.org
ncctm.org
nlvm.usu.edu/en/nav/vlibrary.html
dpi.state.nc.us/acre/standards/support-tools
masteryconnect.com
getthemath.org
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[email protected] Aaron [email protected] Annette [email protected] Catrina Bailey