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Implementing the CCSS

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Group Norms Participate fully/actively Listen for understanding Encourage all ideas and voices Honor time commitments

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Todays Goal Explore with your colleagues the Standards for Content and Practice for Mathematics Know the Critical Areas for your grade level to help focus your instruction Identify content entering and leaving your grade level Begin to consider how these new Standards are likely to impact your classroom practices

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Buttons Task 1. You and your partner need: One die (number cube) Bag of buttons Strip of paper colored Two pieces of paper 2. With your partner, fold your strip in half and color one side red and one side blue. 3. Choose which partner will be red and which will be blue.

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Key Characteristics Focus and coherence Focus on key topics at each grade level Coherent progressions across grade levels Balance of concepts and skills Content standards require both conceptual understanding and procedural fluency Mathematical practices Foster reasoning and sense-making in mathematics

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Standards for Mathematical Practice 1. Make sense of problems and persevere in solving them 2. Reason abstractly and quantitatively 3. Construct viable arguments and critique the reasoning of others 4. Model with mathematics 5. Use appropriate tools strategically 6. Attend to precision 7. Look for and make use of structure 8. Look for and express regularity in repeated reasoning

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Key Characteristics Focus and coherence Focus on key topics at each grade level Coherent progressions across grade levels Balance of concepts and skills Content standards require both conceptual understanding and procedural fluency Mathematical practices Foster reasoning and sense-making in mathematics

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K 12 Number and Operations Measurement and Geometry Algebra and Functions Statistics and Probability Traditional U.S. Approach

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Common Core Domains, K–8 K HS Counting & Cardinality Number and Operations in Base Ten Ratios and Proportional Relationships Number & Quantity Number and Operations – Fractions The Number System Operations and Algebraic Thinking Expressions and EquationsAlgebra Functions Geometry Measurement and DataStatistics and Probability Statistics & Probability

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Critical Areas There are typically two to four Critical Areas for instruction in the introduction of each grade level They bring focus to the standards by grouping and summarizing the big ideas to guide instruction

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Getting to know the Critical Areas Read the critical areas for your grade level Use a sticky note to stop and jot at least two things that will impact your practice Pick one of your sticky notes to share out at your table

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Design and Organization Content standards define what students should understand and be able to do Clusters are groups of related standards Domains are larger groups that progress across grades Domain Cluster Standard

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Critical Areas vs. Focal Points

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Kindergarten teachers: Fluently add and subtract within 5. 1 st grade teachers: Add and subtract within 20, demonstrating fluency for addition and subtraction within nd grade teachers: Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers.

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Crosswalk Documents Crosswalk documents are organized by current focal points Common Content Content that is Different

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Critical Areas vs. Focal Points

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CCSS Sample Activities What content are students learning in the activity? What mathematical practices would students be using in the activity?

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Shifting Content 1st Grade -> Kindergarten Fluently add & subtract within 5

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BREAK

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Subitizing Instantly seeing how many Introduces basic ideas of: Cardinality How many More Less Beginning arithmetic

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Adapted from Van de Walle, J.A. (2004) Elementary and Middle Schools Mathematics: Teaching Developmentally. Geometric/ Graphical Verbal (written and oral) Tabular Contextual Symbolic Pictures Oral Language Manipulative Models Real-World Situations Written Symbols Representation Stars 23

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The Nature of Tasks Used in the Classroom … Tasks as they appear in curricular materials Student learning Will Impact Student Learning! 24

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But, WHAT TEACHERS DO with the tasks matters too! Stein, Grover & Henningsen (1996) Smith & Stein (1998) Stein, Smith, Henningsen & Silver (2000) The Mathematical Tasks Framework Tasks as set up by teachers Tasks as they appear in curricular materials Tasks as enacted by teachers and students Student learning 25

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Questions? Please contact: Kristin Frang, Mathematics Consultant MAISD Regional Mathematics & Science Center

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Todays Goal Explore with your colleagues the Standards for Content and Practice for Mathematics Know the Critical Areas for your grade level to help focus your instruction Identify the content entering and leaving your grade level Begin to consider how these new Standards are likely to impact your classroom practices

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