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MARCH 2012 Common Core State Standards for Mathematics: Implications for Grades K-12.

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Presentation on theme: "MARCH 2012 Common Core State Standards for Mathematics: Implications for Grades K-12."— Presentation transcript:

1 MARCH 2012 Common Core State Standards for Mathematics: Implications for Grades K-12

2 Introductions Sarah Gubitz Supervisor of AIG Elizabeth Murray K-12 Math Lead Teacher Regina Connors Math Coach, Holly Shelter Middle School Sue Robbins Math Teacher, Ashley High School

3 What are Common Core State Standards? Rigorous, research-based standards for English- language arts and mathematics for grades K-12 Designed to prepare the nation’s students with the knowledge and skills needed for success in college and the workforce Internationally benchmarked to ensure that students will be globally competitive A clear and consistent educational framework A collaborative effort that builds on the best of current state standards

4 Common Core Standards for Mathematics The standards for mathematics: aim for clarity and specificity. stress conceptual understanding of key ideas. balance mathematical understanding and procedural skill. are internationally benchmarked.

5 NC vs. NAEP

6 North Carolina vs. United States NC NC ranks 8 th in the US

7 Implementation Timeline K-2 – implementing this school year 3-8- implemented and assessed in Algebra I – implemented and assessed in Geometry – Common Core standards implemented in the spring of 2013 Algebra II – Common Core standards implemented in the fall of 2013

8 Major Changes K-2  Focus on number sense and shapes  Fluency 3-5  Operations with whole numbers  Fractions 6-8  Proportional Reasoning  Statistical Analysis

9 Major Changes High School  Major content shifts downward  Increase in rigor  Focus on modeling and application of concepts All Grade Levels  Use of the 8 Mathematical Practices

10 8 Mathematical Practices 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.

11 NC Grade 6 – Data Analysis and Probability CC Grade 6 – Statistics and Probability No statistics objectives Giving quantitative measures of center (median and/or mean) and variability (interquartile range and/or mean absolute deviation), as well as describing any overall pattern and any striking deviations from the overall pattern with reference to the context in which the data were gathered. Current Standards vs. Common Core Standards

12 NC Grade 7 – Numbers and Operations CC Grade 7 – Ratios and Proportional Relationships Develop and use ratios, proportions, and percents to solve problems. a. Decide whether two quantities are in a proportional relationship, e.g., by testing for equivalent ratios in a table or graphing on a coordinate plane and observing whether the graph is a straight line through the origin. b. Identify the constant of proportionality (unit rate) in tables, graphs, equations, diagrams, and verbal descriptions of proportional relationships. c. Represent proportional relationships by equations. For example, if total cost t is proportional to the number n of items purchased at a constant price p, the relationship between the total cost and the number of items can be expressed as t = pn. d. Explain what a point (x, y) on the graph of a proportional relationship means in terms of the situation, with special attention to the points (0, 0) and (1, r) where r is the unit rate Current Standards vs. Common Core Standards

13 NC Grade 8 - Geometry CC Grade 8 - Geometry Identify, predict, and describe dilations in the coordinate plane. Understand that a two-dimensional figure is congruent to another if the second can be obtained from the first by a sequence of rotations, reflections, and translations; given two congruent figures, describe a sequence that exhibits the congruence between them. Understand that a two-dimensional figure is similar to another if the second can be obtained from the first by a sequence of rotations, reflections, translations, and dilations; given two similar two- dimensional figures, describe a sequence that exhibits the similarity between them. Current Standards vs. Common Core Standards

14 NC Algebra I CC Algebra I 16 Objectives 59 Objectives All of NC’s current Algebra I course Most of NC’s current Geometry course 4-5 concepts from NC’s current Algebra II course Current Standards vs. Common Core Standards

15 Assessments The 3-8 End-Of-Grade tests will reflect the Common Core Standards in the year. The End-Of-Course test for Algebra I will reflect the Common Core standards beginning in the fall of Current 8 th Grade students will take an 11 th grade assessment based on Common Core Standards as well as the ACT their junior year.

16 NC Assessment Expectations

17 CC Assessment Expectations

18 NC Assessment Expectations

19 CC Assessment Expectations

20 Impact Middle School  Compacted math courses will begin in the 7 th grade year  Algebra I may be accessed in grade 8 Current 7 th Grade Algebra I Students  Geometry through North Carolina Virtual Public School is only offered in the spring semester  Talk with your school administrators and counselors regarding 1 st semester options Current 8 th Grade Geometry Students  Algebra II based on current standards Current High School Students  No significant changes

21 Graduation Requirements ALL students must achieve 4 high school math credits ALL students must take and pass Algebra I and Geometry Students with plans to attend an UNC system school or community college must complete Algebra I, Geometry, Algebra II, and a 4 th course with Algebra II as a pre-requisite Seniors should take an Honors or AP level math course their senior year


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