Teaching All Learners Beth Schefelker

Standards were a focus for Mathematics Educators in the United States  An Agenda for Action  1989 Curriculum and Evaluation Standards for School Mathematics ◦ Addenda series  1991 Professional Teaching Standards  1993 Assessment Standards

 2000 Principles and Standards for School Mathematics ◦ Navigations series  2006 Curriculum Focal Points ◦ Grade Level/ Band books  2009 Focus in High School Mathematics: Reasoning and Sense Making  Statistics/Probability, Algebra, Geometry, Equity, Technology

 Spring National Governors Association (NGA) & the Council of Chief State School Officers (CCSSO) agreed to develop a common core of state standards, starting in Mathematics and Language Arts.  June 2, Common Core State Standards in Mathematics and English/Language Arts released. Wisconsin adopted.

Wisconsin Common Core Standards

Standards for Mathematical Practice ◦ 8 Practices ◦ Describe ways in which students ought to engage with mathematics. Mathematical Content Standards Content Standards per grade, K-2 Describe what students should understand and be able to do

Domain Cluster Standards Content strand across grades: Operations & Algebraic Thinking “Big Idea” that groups together a set of related standards. Statements that define what students should understand and be able to do at a grade level. Mathematical Content

A Content Standards Progression Domain: Operations and Algebraic Thinking (OA) Clusters: K: Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from. 1: Understand and apply properties of operationsand the relationship between addition and subtraction. 1 & 2:Add and subtract within 20. Standards: K.OA.3; K.OA.4; 1.OA.4; 1.OA.6; 2.OA.2

Format of K-8 Standards StandardStandard ClusterCluster ClusterCluster StandardStandard Domain Statement

What are three things you learned about the CCSS document itself? What is message these standards are sending to all teachers of mathematics? What will need to happen in order for teachers to meet the needs of all students? What about those that struggle with mathematics?

Take 10 minutes to do one last walk through… each person takes a role. 1 - study pg. 6 and then pg 25 and 26 2 – study pg 18 and pg – study pg. 36 – study pg. 34 – minutes - Share out findings.

 Story problem formats in K-5 lay the foundation/structure for work in grades 6-8.  Understanding the structure of the problem will assist students in reasoning quantitatively when they can use the format to define the operation needed to solve the problem.