1. Common Core What does it look like in action? ESC South Instructional Support Meeting Reggie Brookens, Secondary Mathematics Coordinator August 19, 2013

2. CCSS Implementation 2013-14 O Grades 2 nd,3 rd,7 th,8 th and 10 th O Deep understanding of the standards for the grade level O Understanding of the progression through the grades O Implementation of one math unit O Mathematical Practices 1,3, and 4 O Grades 6 th and 9 th – one lesson per unit

3. CCSS Mathematics Instruction The CCSS expects a blend of student demonstrations of conceptual understanding with procedural fluency. One should not exist without the other

4. Five CCSS paradigm shifts 1. Professional development as a PLC The CCSS require a paradigm shift in the grain size of change beyond the single isolated teacher

5. Five CCSS paradigm shifts 2. Instruction The CCSS require a paradigm shift to daily lesson design that accommodates a focus on the process of learning and developing deep student understanding of the standards.

6. Five CCSS paradigm shifts 3. Content The CCSS require a paradigm shift to a “less (fewer standards) is more (deeper rigor with understanding)’’ at every grade level.

7. Number of Mathematics topics Intended Grade123456789 Japan71017192620141916 Germany461116212623215 U.S.121721252732 3327 California (Standards) 3035494438505529 (Algebra) 22 (Geo) U.S. Timms Study Common Core 23273334 29 24 28 31 (Alg)

8. Five CCSS paradigm shifts 4. Assessment The CCSS require a paradigm shift toward assessment as a multifaceted process of formative assessment development. “How will you know if each student is learning?” becomes a significant question for you and your team.

9. Five CCSS paradigm shifts 5. Intervention The CCSS require a paradigm shift toward a team and school response to intervention How will your team respond and act on evidence (or lack of) of student learning?

10. Content Standards O Read the Introduction for your chosen level. O Highlight or underline important ideas O Compare your highlights with your partner

11. New and Gone O Create a chart which describes which concepts are new at that level and what concepts are no longer at that level. O “What should a student in Grade ___________ know and understand when they complete that level?”

12. Understanding Mathematics O What does mathematical understanding look like? “One hallmark of mathematical understanding is the ability to justify why a particular mathematical statement is true or where a mathematical rule comes from. Mathematical understanding and procedural skill are equally important and both are accessible using mathematical task of sufficient richness.”

13. Content standard O Math 7NS 1c c. Understand subtraction of rational numbers as adding the additive inverse, p – q = p + (– q ). Show that the distance between two rational numbers on the number line is the absolute value of their difference, and apply this principle in real-world contexts.

14. What does it look like? O Video O How do manipulatives deepen understanding of integer operations even for students who find the traditional algorithm easy? O What Mathematical Practices were evident in the video? O Is this an example of effective instruction? Why or why not?

15. Content standard O Math 8.EE. C. 7a a. Give examples of linear equations in one variable with one solution, infinitely many solutions, or no solutions. Show which of these possibilities is the case by successively transforming the given equation into simpler forms, until an equivalent equation of the form x = a, a = a, or a = b results (where a and b are different numbers).

16. What does it look like? O Video O What structures does Ms. Warburton create to facilitate strong collaboration? O How does Ms. Warburton encourage deep understanding through questioning, encouragement, and reflection? O Is this an example of effective instruction? Why or why not?

17. Content Standard O Math G. 2 O Represent transformations in the plane using, e.g., transparencies and geometry software; describe transformations as functions that take points in the plane as inputs and give other points as outputs. Compare transformations that preserve distance and angle to those that do not (e.g., translation versus horizontal stretch)

18. What does it look like? O Video O How does this lesson address auditory, kinesthetic and visual learners? O What is Ms. Mojocoa looking for as she walks around and monitors group work? O How does student discovery of angle relationships aid retention more than being told the angle relationship? O Is this an example of effective instruction? Why or why not?

19. During the 2013-14 school year, what is the paradigm shift your teams most need to focus on? 1. The instruction? 2. The content? 3. The assessment as a formative process? 4. Coherent and required intervention procedures?