Triangle High Five Math Collaborative Chapel Hill-Carrboro Durham Johnston Orange Wake
History of Math Collaboration Began with Algebra Readiness Summit Formed PLC to discuss issues surrounding the Common Core
District Collaboration Goals Collaborate on the development of dissemination materials with the help of business partners Seek agreement on middle and high school course names, essential content, and pre- requisites Agree to phase in High School courses Seek agreement on Gifted course offerings and pathway adjustment due to the increased rigor of the CCSS Collaborate on the development of middle school compacted curriculum Seek agreement on pacing and unit content for courses Share resources and materials developed for teachers to implement the new standards
Shifts in the Learning & Teaching of Mathematics Focus Coherence Computational and Procedural Fluency Deep Conceptual Understanding Applications (Modeling) Balanced Emphasis Adapted from: http://www.ode.state.or.us/ andhttp://www.ode.state.or.us/ http://engageny.org/resource/common-core-shifts/
Design and Organization Standards for Mathematical Content Standards for Mathematical Practice
Standards for Mathematical Practice Describe the characteristics and habits of mind of a mathematically proficient student Describe the characteristics and habits of mind of a mathematically proficient student Carry across all grade levels Carry across all grade levels 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.
Standards for Mathematical Content Organized into domains that progress over several grades K-8 standards presented by grade level High school standards presented by conceptual category: Number and Quantity Algebra Functions Modeling Geometry Statistics and Probability Each grade level or conceptual category has an introduction and overview
K 123456789-12 Counting and Cardinality Operations and Algebraic Thinking Operations and Algebraic Thinking Expressions and Equations Algebra Number & Operations in Base Ten Number & Operations Base Ten Fractions The Number System Number and Quantity Measurement and Data Measurement and Data Geometry Statistics and Probability Ratio and Proportional Relationships Functions Modeling
DomainDomain ClusterCluster StandardStandard 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 Design and Organization
Precalculus, Calculus, Advanced Statistics, Discrete Math, Advanced Quantitative Reasoning, etc. FunctionsAlgebraModeling Statistics and Probability Geometry Number and Quantity 1 st three years of high school mathematics Where we are going...
Why the name change? Name change heralds the shift in the philosophy, content, and instructional expectations for math students Numerous names across the state that do not communicate the content of the course clearly Helps parents understand, monitor, and advocate for the needs of their children Helps deal with issues of a mobile student population “PLUS” in the course title reflects the nomenclature used in the CCSS
Math I Collaboration Multi-district work day Dec. 9 th Math I standards divided into 8 units Sequencing agreed upon Next work day Feb. 3 rd Curriculum writers will collaborate across districts
Common Core Math I Units Unit 1: One-Variable Statistics Unit 2: One-Variable Equations & Inequalities Unit 3: Functions Unit 4: Linear Functions Unit 5: Exponential Functions Unit 6: Quadratic Functions Unit 7: Systems of Equations & Inequalities Unit 8: Two-Variable Statistics
Next Steps Determine which standards to place in Common Core Math II and Common Core Math III Determine which plus standards to place in CC Math II PLUS and CC Math III PLUS Develop resources to supplement Geometry and Algebra II so that students taking Algebra I in 8 th grade are prepared to take the SBAC test when they are juniors