1. Common Core State Standards “Not Business as Usual”

2. Common Core State Standards Implementation Timeline Year/Grade Level K123-89-12 2012-2013F LF LF LLLL 2013-2014 CCSS fully implemented F L B L 2014-2015 CCSS fully implemented and assessed F L F - full implementation of CCSS for all content areas L - full implementation of content area literacy standards including: (1) text complexity, quality and range in all grades (K-12), and (2) CCSS Literacy Standards in History/Social Studies, Science, and Technical Subjects (6-12) B - blended instruction of CCSS with Next Generation Sunshine State Standards (NGSSS); last year of NGSSS assessed on FCAT 2.0

3. Integrating into curriculum will not be BUSINESS AS USUAL

4. Common Core State Standards for Mathematics Two types of mathematics standards Standards for Practice Standards for Content “Not Business as Usual”

5. Mathematical Practice Standards 1.Make sense of problems and persevere in solving them Explain and make conjectures… 2.Reason abstractly and quantitatively Make sense of… 3.Construct viable arguments and critique the reasoning of others Understand and use… 4.Model with mathematics Apply and interpret… 5.Use appropriate tools strategically Consider and detect… 6.Attend to precision Communicate precisely to others… 7.Look for and make use of structure Discern and recognize… 8.Look for and express regularity in repeated reasoning Notice and pay attention to… “Not Business as Usual”

6. Major Changes K-5 : Numeration and operation is intensified and introduced earlier 6-8 : Ratio and proportion, statistics, rational numbers, and high school Algebra 9-12: Supports an integrated approach “Not Business as Usual”

7. Domains K-8 / HS Conceptual Categories Measurement and Data Statistics and Probability

8. Consistent and Coherent Overall Structure Learning Trajectories Hexagon Map of the Common Core Mathematics Standards Descriptors and Bridging Standards © 2012 Jere Confrey, Ph.D. Hexagon Map © 2011 Wireless Generation Statistics And Probability www.turnonccmath.com

9. NGSSS Mathematics Grade 7 What do I notice about the depth of learning? Supporting Idea 7: Probability BENCHMARK CODE BENCHMARK MA.7.P.7.1Determine the outcome of an experiment and predict which events are likely or unlikely, and if the experiment is fair or unfair. MA.7.P.7.2Determine, compare, and make predictions based on experimental or theoretical probability of independent or dependent events,

10. CCSS Mathematics Grade 7 What do I notice about the depth of learning? Statistics and Probability 7.SP Investigate chance processes and develop, use, and evaluate probability models. 5.Understand that the probability of a chance event is a number between 0 and 1 that expresses the likelihood of the event occurring. Larger numbers indicate greater likelihood. A probability near 0 indicates an unlikely event, a probability around 1/2 indicates an event that is neither unlikely nor likely, and a probability near 1 indicates a likely event. 6.Approximate the probability of a chance event by collecting data on the chance process that produces it and observing its long-run relative frequency, and predict the approximate relative frequency given the probability. 7.Develop a probability model and use it to find probabilities of events. Compare probabilities from a model to observed frequencies; if the agreement is not good, explain possible sources of the discrepancy. a.Develop a uniform probability model by assigning equal probability to all outcomes, and use the model to determine probabilities of events. b.Develop a probability model (which may not be uniform) by observing frequencies in data generated from a chance process.

11. Common Core Standards MD: Represent and interpret data Grade 5 pg. 37 Statistics and Probability Grade 6 pg. 45 Grade 7 pg. 50 Grade 8 pg. 56 High Schoolpg. 79

12. What do we notice about student expectations for learning? How might instruction need to look and sound like for student learning? “Not Business as Usual” Table Talk

13. Integrating Across Core Subjects will not be BUSINESS AS USUAL

15. Conversions Content Supporting Content Length K13245768 Distinguish: Length, Area, Volume Area and Perimeter Volume Area and Volume of geometric shapes and solids Grade  Physical Properties Compare Measure Compare Contrast Volume Density Mass Observable Properties Size / Shape

16. How do the CC Mathematics standards and the NGSSS Science standards complement each other? Big Idea 16: Heredity and Reproduction SC.7.L.16.1Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. SC.7.L.16.2Determine the probabilities for genotype and phenotype combinations using Punnett Squares and pedigrees. SC.7.L.16.3Compare and contrast the general processes of sexual reproduction requiring meiosis and asexual reproduction requiring mitosis. SC.7.L.16.4Recognize and explore the impact of biotechnology (cloning, genetic engineering, artificial selection) on the individual, society and the environment.

17. Where do we see a crossover of mathematics content to science content? How might we collaborate to strengthen students’ conceptual understanding of mathematics and science content? “Not Business as Usual” Table Talk

18. In science, … geometric principles such as symmetry, reflection, shape, and structure reach down to the atomic levels. algebraic balance is required in chemical formulas, growth ratios, and genetic matrices. math is used to analyze nature, discover its secrets and explain its existence and this is the big problem. Science is so complex and getting more so each day. In order to study, analyze and interpret science, mathematical tools are required.

19. In math class one of the biggest needs is relevance. Why not use science to teach math? Since one of the biggest uses of mathematics in science is data gathering and analysis, that is the best place to start. When a teacher gives students a real science problem to solve -- one that requires math tools -- the teacher is giving the students a reason to use math.

20. Science is the application of math. Math is the tool for science Students' increased conceptual understanding of math and science is the greatest benefit of math and science teacher collaboration.

21. Integration: Is it a part of our School Culture? Curriculum Vertical Core Subject Integration

22. Our next steps? Ah-ha…Oh No!... Planning Wheel “Not Business as Usual”

23. BRIDGES 2012-2013 Common Core Implementation Integrating Common Core Standards across Content Areas Connecting Teaching to the Teacher Evaluation System Effective Feedback and Pulling It All Together Professional Learning