1. Jeanette Grisham
March 28, 2012
Putting the Common core math standards into action: Capacity Building training

2. Looking ahead… the series
Prerequisite… Overview of the CCSS and Mathematical Practices
Phase 1… Decoding the language
Phase 2… Deepening your understanding
Phase 3… Making the connection

3. Step 1… Objectives Review the structure and shifts of the CCSS math
Understand the language of the grade specific CCSS domain at a deeper level
Share a process that can be replicated to review any CCSS domain

4. Major Shifts within Mathematics CCSS
Focus
Fewer big ideas --- learn more
Learning of concepts is emphasized
Coherence
Articulated progressions of topics and performances that are developmental and connected to other progressions
Application
Being able to apply concepts and skills to new situations
That is, time is spent on a topic and on learning it well. This counters the “mile wide, inch deep” criticism leveled at most current U.S. standards.
Conceptual understanding and procedural skills stressed equally

5. Standards for Mathematical Practices
Make sense of problems and persevere in solving them.
Reason abstractly and quantitatively.
Construct viable arguments and critique the reasoning of others.
Model with mathematics
Use appropriate tools strategically.
Attend to precision.
Look for and make use of structure.
Look for and express regularity in repeated reasoning.

6. Transitioning Year 1 K-2 3-5 6-8 High School Revised document Year 1
K-2
3-5
6-8
High School
Year 1
School districts that can, should consider adopting the CCSS for K-2 in total.
K – Counting and Cardinality (CC); Operations and Algebraic Thinking (OA)
1 – Operations and Algebraic Thinking (OA); Number and Operations in Base Ten (NBT)
2 – Operations and Algebraic Thinking (OA);
Number and Operations in Base Ten (NBT)
and remaining 2008 WA Standards
3 – Number and Operations – Fractions (NF)
4 – Number and Operations – Fractions (NF)
5 – Number and Operations – Fractions (NF)
6 – Ratio and Proportion Relationships (RP)
7 – Ratio and Proportion Relationships (RP)
8 – Expressions and Equations (EE)
Teach all of the 2008 WA Mathematics Standards for each course
and prepare for
Algebra 1- Unit 2: Linear and Exponential Relationships
Geometry- Unit 1: Congruence, Proof and Constructions and
Unit 4: Connecting Algebra and Geometry through Coordinates
Revised document

7. Structure of the CCSS
This is an example from grade 3 from the CCSSM document. Let’s look a bit more closely at two different levels.
For grades K-8 there is a number in front of the domain that denotes the grade level.

8. Standards for Mathematical Practices
Graphic
Not individually addressed….culture of the classroom

9. Step 1… Decoding the language

10. Let’s do some math… Individually work the problem…
Illustrative math project…

11. Whole group discussion…
Solving the task
How did you solve it?
Share with partners
Whole group discussion…

12. Mathematical Practices
What math practice(s) did you use?
Share with partners
Whole group discussion…

13. CCSS Grade Overview Grade level overview… Read Share with partners
Where does the task that you just solved fit?
What else do you notice?
Share with partners

14. Focusing on the Domain Individual… Read and Highlight
As you read, what language might someone (parent or colleague) have trouble understanding?
Highlight those areas
Whole group… Discuss areas of concern

15. Creating Personal Connections
On the provided sheet…
Personal description or definition
Example or non-example
Whole group… Working example
Partner job-alike groups… Continue process with grade level domain

16. Wrap up… Continuing the work? Step 2… Step 3…
Transition domains for each grade level (transition documents)
Step 2…
Taking the content deeper
Step 3…
Making the connections