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K – 12 Common Core California Standards in Mathematics Considerations for English Learners Presented by: Natalie Albrizzio Secondary Math Specialist Ventura Unified School District Teresa Ellingson Elementary Math Specialist Ventura Unified School District

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Common Core California Standards Adopted by the state of California August 2, 2010. Were built upon the best state standards; the experiences of teachers, content experts, and leading thinkers; and feedback from the general public. Include a focused and coherent set of standards that provide a consistent, clear understanding of what students are expected to learn.

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K – 12 Domains in Mathematics Counting and Cardinality Numbers and Operations in Base Ten Ratios and Proportional Relationships Number and Quantity FractionsThe Number System Operations and Algebraic Thinking Expressions and EquationsAlgebra Functions Measurement and DataStatistics and Probability Geometry K12345678HS

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Content Standard - Elementary Grade Level - 1 Domain Number and Operations in Base Ten (NBT) Cluster Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Standard Use place value understanding and properties operations to add and subtract.

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Content Standard - Elementary Grade Level - 5 Domain Number and Operations in Base Ten (NBT) Cluster Perform operations with multi-digit whole numbers and with decimals to the hundredths. Standard Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies …relate the strategy to a written method and explain the reasoning used.

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Content Standard – Middle School Grade Level - 6 Domain Ratios and Proportional Relationships (RP) Cluster Understand ratio concepts and use ratio reasoning to solve problems. Standard Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities.

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Content Standard – High School Conceptual Category – Algebra Domain Reasoning with Equations and Inequalities (A-REI) Cluster Understand solving equations as a process of reasoning and explain the reasoning Standard Explain each step in solving a simple equation as following from the equality of numbers asserted at the previous step, starting from the assumption that the original equation has a solution. Construct a viable argument to justify a solution method.

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Standards for Mathematical Practice K – 12 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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Practice Standard #3 Construct viable arguments and critique the reasoning of others.

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Mathematically proficient students… are able to justify their conclusions, communicate them to others, and respond to the arguments of others.

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Mathematically proficient students… reason inductively about data, making plausible arguments regarding the context from which the data arose. http://www.askkids.com/reso urce/Compare-Inductive- Reasoning-and-Deductive- Reasoning.html

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Mathematically proficient students… make conjectures and build a logical progression of statements to explore the truth of their conjectures. 3, 5, 7, 9….What comes next? Can you explain why your conjecture is reasonable?

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Students at all grades can listen to or read the arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments.

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Elementary students can construct arguments using concrete referents such as objects, drawings, diagrams, and actions.

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Later, students learn to determine domains to which an argument applies.

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SMARTER Balanced Assessment Consortium (SBAC) Current plan is to begin assessing during the 2014-15 school year. End-of-year summative assessment; including performance tasks which require application of knowledge and skill. Optional interim assessments that include performance tasks.

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SBAC Content Specifications The goal for students who are English language learners is to ensure that performance is not impeded by the use of language that creates barriers that are unrelated to the construct being measured (mathematics in this case). A distinction has been made between language that is relevant to the focal construct and language that is irrelevant to the content. SBAC intends to address issues concerning the impact of unnecessary linguistic complexity of mathematics items for ELL students.

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What can we do now to prepare our students? Current math curriculum SIOP (Sheltered Instruction Observation Protocol) Focused Approach The internet

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Current math curriculum - Elementary

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Games

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Current math curriculum - Secondary GLENCOE – “Writing Math”, “Critical Thinking” and “Find the error” HOLT – “Think and Discuss”, “Write about it” and “Reasoning” McDOUGAL LITTELL – “Writing” and “Error Analysis” PRENTICE HALL – “Writing in Math”, “Error Analysis” and “Reasoning”

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SIOP Identify both content and language objectives. Use appropriate speech and provide a thorough explanation of academic tasks. Teach strategies that facilitate the learning process. Reduce teacher talk and promote student elaboration of responses. Mastering something new through practice and application provides a feeling of accomplishment.

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The internet Standards and assessment information www.corestandards.org www.k12.wa.us/smarter Math teaching resources www.nctm.org www.cmc-math.org Examples of performance assessments http://schools.nyc.gov/Academics/CommonCoreLibrar y/Work/default http://schools.nyc.gov/Academics/CommonCoreLibrar y/Work/default www.mathforum.org (POW’s $25 per year) www.mathforum.org Watch a video about deductive reasoning, inductive reasoning, and conjectures: http://www.askkids.com/resource/Compare-Inductive- Reasoning-and-Deductive-Reasoning.html

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Building mathematical language prepares students for success!!

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