1. OHIO LEARNING STANDARDS K-12 MATHEMATICS GRADE 3 BY: AMY FURMAN

2. Curriculum is “the decision-making processes and products that focus on preparation and assessment of plans designed to influence students’ development of insights related to specific knowledge and skills. Curriculum Today David G. Armstrong

3. FOUNDATIONS

4. OHIO’S NEW LEARNING STANDARDS Also known as Common Core State Standards Adopted June 7, 2010 Adopted by State Board of Education Developed through multi-state project National Committee determined format Governors and Education Commissioners led the development

5. TEACHER INVOLVEMENT IN STANDARDS Served on Work Groups and Feedback Groups Teacher Organizations brought together teachers to provide constructive feedback on standards Members of teams to provide regular feedback on drafts Provided input on standards during two public comment periods

6. MODEL CURRICULUM Content Elaborations Expectations for Learning Instructional Strategies and Resources

7. MODEL CURRICULUM Regional Teacher Team Meetings – Summer/Fall 2010 Collected ideas for Instructional Strategies and Resources Section Over 500 teachers from across the state provided insight

8. MISSION STATEMENT “The Common Core State Standards provide a consistent, clear understanding of what students are expected to learn, so teachers and parents know what they need to do to help them. The standards are designed to be robust and relevant to the real world, reflecting the knowledge and skills that our young people need for success in college and careers. With American students fully prepared for the future, our communities will be best positioned to compete successfully in the global economy.” www.corestandards.org

9. PURPOSE “The Common Core State Standards are shared across each state to provide students common understanding of what knowledge, skills, and abilities they are expected to learn in subjects such as English language arts and mathematics in order for them to be competitive in a global economy. It also helps teachers and parents know what they need to do to help children perform and compete.” Dr. Ronald Homes President of The Holmes Education Post

10. ORGANIZATION

11. SEQUENCE OF KEY MATH TOPICS Coherent and based on evidence From viewpoint of any state Topics move up/down in consistent grade level sequence Progression is mathematically coherent Leads to college and career readiness

12. HOW TO READ STANDARDS Standards Clusters Domains

13. ADDITIONAL RESOURCES English Language Learners Gifted Students Learners with Disabilities

14. CONTENT

15. MATHEMATICAL DOMAINS (GRADES K-5) Counting & Cardinality (Kindergarten only) Operations & Algebraic Thinking Numbers & Operations in Base 10 Numbers & Operations – Fractions (Grade 3-5) Measurement Data Geometry

16. AUTHENTIC LEARNING Teaches students critical thinking and problem solving Emphasizes higher order thinking skills Gain deeper understanding of information and ideas Explain and provide evidence for how students find solutions to problems

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19. ASSESSMENT

20. PARCC Partnership for Assessment of Readiness for College and Careers (PARCC) Ohio actively involved in development, field testing, and standards setting for the PARCC 22 states using PARCC for Math Ohio – Next Generation Assessments Summative Assessment

21. PARCC First year for Ohio third graders to take Math PARCC test and Math PARCC EOY 2014-2015 Computer Based Use interactive questions Use higher level thinking skills

22. PARCC PERFORMANCE-BASED COMPONENT Captures Critical Thinking skills Reasoning and Application skills

23. PARCC END OF YEAR ASSESSMENT Innovative Short Answer Questions Measure Concepts and Skills

24. FORMATIVE ASSESSMENT Throughout the year, classroom assessments are given for the Common Core Standards. No formal formative assessment Teacher made

25. STANDARDIZED TESTS The Problems? The tests are expensive, time consuming, & may not align with curriculum Inability of standardized tests to measure high level thinking Standardized scores are influences by outside factors. Validity of a brief “summative snapshot” Franciscan University of Steubenville EDU 511 Learning Session 6: Evaluating the Curriculum PowerPoint Formative Evaluation occurs during the implementation of the program or project. Summative Evaluation occurs almost always after the implementation of the program or project.

26. CRITIQUE

27. BLOOM’S TAXONOMY Big piece of Common Core Standards Rigorous content and application of knowledge Evidenced-based

28. BLOOM’S TAXONOMY LEVELS Create Evaluate Analyze Apply Understand Remember

29. SCOPE – GRADE 3 MATH In Grade 3, instructional time should focus on four critical areas: 1. Developing understanding of multiplication & division strategies & strategies for multiplication & division within 100. 2. Developing understanding of fractions, especially unit fractions. 3. Developing understanding of the structure of rectangular arrays and of area. 4. Describing and analyzing two-dimensional shapes.

30. MATHEMATICAL PRINCIPALS Make sense of problems and persevere in solving them. Reason abstractly and quantitatively. Construct viable arguments and critique the reasoning of others. Model with mathematics. Use appropriate tools strategically. Attend to precision. Look for and make use of structure. Look for and express regularity in repeated reasoning.

31. MATHEMATICAL DOMAINS (GRADES K-5) Counting & Cardinality (Kindergarten only) Operations & Algebraic Thinking Numbers & Operations in Base 10 Numbers & Operations – Fractions (Grade 3-5) Measurement Data Geometry

32. CONTINUITY AND BUILDING OF CONTENT GRADE 2  Operations and Algebraic Thinking  Number and Operations in Base 10  None  Measurement and Data  Geometry GRADE 3  Operations and Algebraic Thinking  Number and Operations in Base 10  Number and Operations – Fractions  Measurement and Data  Geometry GRADE 4  Operations and Algebraic Thinking  Number and Operations in Base 10  Number and Operations – Fractions  Measurement and Data  Geometry

34. REFERENCES Armstrong, D.G., (2003). Curriculum Today. Upper Saddle River, NJ: Merrill Prentice Hall. Furda, M. (2015). Curriculum. (Power Point Slides). Retrieved from: https://franciscan.blackboard.com https://franciscan.blackboard.com http://education.ohio.gov http://parcconline.org http://theholmeseducationpost.com http://www.corestandards.org/Math http://www.stancoe.org

35. THANK YOU FOR WATCHING.