# Common Core State Standards Mathematics CCSS Communications Summit - 4-21-2014.

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Common Core State Standards Mathematics CCSS Communications Summit - 4-21-2014

Washington’s Vision for Education Every Washington public school student will graduate from high school globally competitive for work and postsecondary education and prepared for life in the 21 st century. CCSS Communications Summit - 4-21-2014 2 Class of 2011: Bridgeport High School

Guiding Questions  Who are your audiences for communications (parents, teachers, public - Communication In and Communication Out )?  What are the top 2 or 3 main messages or actions needed for each audience and their timing? CCSS_MATH_Comm_4.14_v1 3

Our Time Together  Misconceptions of the CCSS-M  Math & the Standards  The 3 Shifts for Mathematics  Resources CCSS Communications Summit - 4-21-2014 4

Myth: Common Core is a Curriculum  The CCSS outline the math students need to understand at each grade level or course.  Washington State is a local control state which means curriculum decisions reside within the school district.  Some curriculum will say “Common Core”. This is to identify that the curriculum is covering the math outlined in the CCSS—can be confusing.

Myth: Common Core is a Pedagogy  Direct Instruction, Constructivism, New Math, etc.– these are ways of approaching teaching math. The CCSS is not about how teachers should teach—  Good teaching practice is to reflect on your instruction (what ever approach that is) and make adjustments as needed to ensure students are able to make sense and understand the math. CCSS_MATH_Comm_4.14_v1 6

Will the Problems Students Experience Look Different? From a parent, via Facebook: I'm curious about your take on the new common core math. My daughter is in 2nd grade and I can totally see a shift in the ways that the problems are being asked on her worksheets… CCSS Communications Summit - 4-21-2014 7

Because You Can’t Memorize Understanding  Our focus has been on answer getting.  Rather than the student’s thinking in getting to that answer.  Has lead to student (and adult) feelings that “I am not good at math”  We must value how each individual student makes sense of the math CCSS Communications Summit - 4-21-2014 8

 Find the answer to this problem. 42 – 18  Consider a different way to solve the problem.  Share with your neighbor how you arrived at your answer. CCSS Communications Summit - 4-21-2014 9

Mathematical Strategies Thinking Flexibly  Standard algorithm  Decomposing & Composing, for example: Round 42 to 40 (2 left over), round 18 to 20 (two left over), 40 – 20 = 20, add the 4 left over (2 + 2) to 20 +4 = 24  Number Line CCSS Communications Summit - 4-21-2014 10 2

Place Value – 2 nd Grade CCSS Communications Summit - 4-21-2014 11 We have a sophisticated number system that is based on place value. Can you add Roman Numerals? VII + XVII = ? Fundamental concept at 2 nd grade

Find the Answer to this Problem: 32 x 24 =  Standard Algorithm  Arrays CCSS Communications Summit - 4-21-2014 12

3 rd Grade Place Value, Operations CCSS Communications Summit - 4-21-2014 13

Building Understanding for Algebra (2x + 2) (x + 4) CCSS Communications Summit - 4-21-2014 14 2x 2 + 10x + 8

CCSS Communications Summit - 4-21-2014 15

How do we respond?  What is the root of this parent’s frustration?  What are other reasons parents might be frustrated with the math?  Turn to your neighbor and discuss these questions and share how you might respond to this parent. CCSS Communications Summit - 4-21-2014 16

Reality – We do not see significant gains in math especially as students move into high school and college CCSS Communications Summit - 4-21-2014 17

Mathematics The 3 Shifts CCSS Communications Summit - 4-21-2014 18

The Three Shifts in Mathematics  Focus : Strongly where the standards focus  Coherence : Think across grades and link to major topics within grades  Rigor : In major topics, pursue with equal intensity:  Conceptual understanding  Procedural skill and fluency  Application CCSS Communications Summit - 4-21-2014 19

Shift One: Focus Strongly Where the Standards Focus Move away from "mile wide, inch deep" curricula. Significantly narrow the scope of content to focus on key concepts and skills at each grade level or in math courses. Teach less, learn more in building understanding. CCSS Communications Summit - 4-21- 2014 20 – Ginsburg et al., 2005 Less topic coverage can be associated with higher scores on those topics covered because students have more time to master the content that is taught.”

K 12 Number and Operations Measurement and Geometry Algebra and Functions Statistics and Probability Traditional K-12 U.S. Approach CCSS Communications Summit - 4-21-2014 21

Pre-K-8 Domains Progression Domains K12345678 Counting and Cardinality Operations and Algebraic Thinking Number and Operations in Base Ten Number and Operations - Fractions Ratios and Proportional Relationships The Number System Expressions and Equations Functions Geometry Measurement and Data Statistics and Probability Focus by Grade Level CCSS Communications Summit - 4-21-2014 22

Attaining Focus in early grades K-2 is a deep focus on number, place value, and operation (addition and subtraction) - concepts, skills and problem solving 3-5 builds on these foundational concepts and focuses on multiplication and division of whole numbers and fractions - concepts, skills and problems solving There is very little data work in K-5, and what’s there is tightly connected with core progressions in number systems, the number line, and problem solving using the four operations Concentration on arithmetic and the aspects of measurement that support it CCSS Communications Summit - 4-21- 2014 23

CCSS Communications Summit - 4-21- 2014 24 Grade Level Focus Documents https://www.k12.wa.us/CoreStandards/Mathematics /default.aspx

Shift Two: Coherence Think across grades, and link to major topics within grades  Carefully connect the learning within and across grades so that students can build new understanding onto foundations built in previous years.  Begin to count on solid conceptual understanding of core content and build on it. Each standard is not a new event, but an extension of previous learning. CCSS Communications Summit - 4-21-2014 25

Coherence “The Standards are not so much built from topics as they are woven out of progressions.” Structure is the Standards, Publishers’ Criteria for Mathematics, Appendix CCSS Communications Summit - 4-21-2014 26 /

CCSS Communications Summit - 4-21-2014 27 Grade 3Grade 4Grade 5 Develop understanding of fraction as number. Build fractions from unit fractions by applying and extending previous understandings of fractions. Apply and extend previous understandings of multiplication and division to multiply and divide fractions.

K-5 – NBT Progression Document CCSS Communications Summit - 4-21-2014 28 http://ime.math.arizona.edu/progressions/

Coherence Within Grades CCSS Communications Summit - 4-21-2014 29 The standards make explicit connections at a single grade Reason with shapes and their attributes. 3.G.A Relate area to the operations of multiplication & addition. Understand properties of multiplication … 3.MD.C.7 3.OA.B

Shift Three: Rigor  The CCSSM require:  Solid conceptual understanding  Procedural skill and fluency  Application of mathematics to problem solving situations  In the major work of the grade, this requires equal intensity in time, activities, and resources in pursuit of all three. CCSS Communications Summit - 4-21-2014 30 Equal intensity in conceptual understanding, procedural skill/fluency, and application

Conceptual Understanding is more than explaining CCSS Communications Summit - 4-21-2014 31 What are two different equations with the same solution as 3(y – 1) = 8? Asking students to show work and explain can be informative, but it isn’t the only way to assess conceptual understanding and can become tiring for students.

Procedural Fluency is not all about Timed Tests CCSS Communications Summit - 4-21-2014 32 “Reasoning and pattern searching are never facilitated by restricted time….strategy development and general number sense are the best contributors to fact mastery.” --Van de Walle

Required Fluencies in K-6 GradeStandardRequired Fluency K K.OA.5 Add/subtract within 5 1 1.OA.6 Add/subtract within 10 2 2.OA.2 2.NBT.5 Add/subtract within 20 (know single-digit sums from memory) Add/subtract within 100 3 3.OA.7 3.NBT.2 Multiply/divide within 100 (know single-digit products from memory) Add/subtract within 1000 4 4.NBT.4 Add/subtract within 1,000,000 5 5.NBT.5 Multi-digit multiplication 6 6.NS.2,3 Multi-digit division Multi-digit decimal operations CCSS Communications Summit - 4-21- 2014 33

Applications should be motivating for students CCSS Communications Summit - 4-21-2014 34 What is the relationship between the height you drop a ball and it’s corresponding bounce height?

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 CCSS Communications Summit - 4-21-2014 35 Describes mathematical “habits of mind” that students at ALL grade levels should develop.

Seeing Structure CCSS Communications Summit - 4-21-2014 36

Communication IN and OUT  Who will be those key content people in your district, school, etc. to message around CCSS- Math?  Know the standards  Understanding the Shifts  Structures to provide opportunities for shared learning  Sensitive to audiences’ past math experiences  What is our message around math ? CCSS Communications Summit - 4-21-2014 37

Resources and Support Resources from local, regional, state, and interstate collaboration: what’s new and what’s next CCSS Communications Summit - 4-21-2014 38

We would like to have a parent night with our PTA focusing on the CCSS: CCSS Communications Summit - 4-21-2014 39 Community Toolkit CCSSI Toolkit - Resources

National PTA  Parents’ Guides to Student Success  English and Spanish versions http://www.pta.org/parents/co ntent.cfm?ItemNumber=2583

What resources are available for teachers to communicate the CCSS to parents? http://www.cgcs.org/Page/244 Parent Roadmaps to the Common Core - Mathematics Council of the Great City Schools All Grades Math ELA Spanish Versions

Where Can I get accurate information about the CCSS? CCSS Communications Summit - 4-21-2014 42 www.TheCommonCore.com

http://www.commoncoreworks.org/domain/157 Videos: 3-minute Common Core Video Public Service Announcement on CCSS

Communications Campaign CCSS Communications Summit - 4-21-2014 44 Ready Washington is a coalition of state and local education agencies, associations and advocacy organizations that support college- and career-ready learning standards. Their audience is public (parents, community, educators, lawmakers) to build awareness and support for CCSS, prepare for initial decline in test scores in transition to more rigorous assessments and counter misinformation/myths. * www.ReadyWA.org

Where can I get CCSS resources to build awareness with my staff or district? CCSS Communications Summit - 4-21-2014 45

OSPI CCR Quarterly Webinar Series http://www.k12.wa.us/CoreStandards/UpdatesEvents.aspx#Webinar http://www.k12.wa.us/CoreStandards/UpdatesEvents.aspx#Webinar CCSS Communications Summit - 4-21-2014 46 2013-14 TopicsDates 1. CCR Standards & System Implications Audience: District and Building Leaders Relevant state standards and assessment updates Resources for building capacity among district and building leaders for CCSS / NGSS transitions and implementation Focus on system issues such as communications, instructional materials supports, and professional learning Sept. 16, 2013 Jan. 8, 2014 March 12, 2014 May 14, 2014 2. CCSS- Mathematics Audience: Teachers, Leaders, and Cross- Content Teams Grade-band specific foci Digging into instructional tools and resources focused on CCSS-M Sept. 16, 2013 Dec. 17, 2013 March 25, 2014 May 27, 2014 3. CCSS-English language arts Audience: Teachers, Leaders, and Cross- Content Teams Digging into instructional tools and resources focused on CCSS-ELA ELA within the content areas – tools and how it looks in classrooms Sept. 18, 2013 Dec. 18, 2013 March 26, 2014 May 29, 2014 4. Science and the NGSS Audience: Teachers, Leaders, Cross- Content Teams WA 2009 Science standards and the transition to NGSS Orientation to state supports and 4- year Transition Plan (starting with “Year 0”) Sept. 24, 2013 Dec.19, 2013 March 27, 2014 May 28, 2014

Instructional Resources— What is available?  Engage NY – Districts Adopting Engage NY  Achieve the Core – Lessons and Annotated Tasks Achieve the Core  Achieve – Exemplar Units and Lessons Achieve  Illustrative Mathematics – CCSS-aligned Math tasks K-12 Illustrative Mathematics  Math Assessment Project (MARS) – CCSS-aligned Math lessons, formatives assessments, tasks 6-12 Math Assessment Project (MARS)  Implementing the Math Practice Standards – Illustrations of each Math Practice standard Implementing the Math Practice Standards –  Smarter Balanced Practice Test – Examples of computer adaptive items and performance tasks. Smarter Balanced Practice Test CCSS Communications Summit - 4-21-2014 47

CCSS Communications Summit - 4-21-2014 48 Find Out More: www.SmarterBalanced.org www.SmarterBalanced.org Monthly e-Newsletter: http://www.smarterbalanced.org/2012/05 /check-out-smarter-news-the- consortiums-monthly-enewsletter/ http://www.smarterbalanced.org/2012/05 /check-out-smarter-news-the- consortiums-monthly-enewsletter/ State Contact: Robin.Munson@k12.wa.usRobin.Munson@k12.wa.us Smarter Balanced Resources and Opportunities

Fall 2014 - Resources in the Digital Library CCSS Communications Summit - 4-21-2014 49 Commissioned professional development modules Resources for students and families Frame formative assessment within a balanced assessment system Articulate the formative assessment process Highlight formative assessment practices and tools Commissioned professional development modules Instructional materials for educators Instructional materials for students Demonstrate/support effective implementation of the formative process Focus on key content and practice from the Common Core State Standards for Mathematics and English Language Arts High-quality vetted instructional resources and tools for educators High-quality vetted resources and tools for students and families Reflect and support the formative process Reflect and support the Common Core State Standards for Mathematics and English Language Arts Create Professional Learning Communities Assessment Literacy Modules Exemplar Instructional Modules Education Resources

CCSS Communications Summit - 4-21-2014 50

2013 Legislative Decisions Regarding High School Assessments Math:  Class of 2013 & 2014  Algebra 1 EOC OR Geometry EOC  Class of 2015, 2016, 2017, 2018  Algebra 1 EOC,  OR Geometry EOC,  OR new 11 th Smarter Balanced Comprehensive Math Test,  OR new Algebra 1 EOC Exit Exam (aligned to SBAC),  OR new Geometry EOC Exit Exam (aligned to SBAC)  Class of 2019 and beyond - 11 th Smarter Balanced Math Test CCSS Mathematics Webinar Pt 2 12- 12-13 51

Questions?? CCSS Communications Summit - 4-21-2014 52

Thank you! Anne Gallagher Director of Math - OSPI Anne.gallagher@k12.wa.us Patty Stevens Secondary Math Specialist (TOSA) Northshore School District pstephens@nsd.org General Support / Overall CCSS Leadership: - General email: corestandards@k12.wa.us -Jessica Vavrus, jessica.vavrus@k12.wa.usjessica.vavrus@k12.wa.us CCSS Communications Summit - 4-21- 2014 53

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