2. KCCRS – Mathematics ~ ~ ~ ~ ~ ~ Curriculum Planning September 15, 2014

3. Goal: To learn the 4 step process for curriculum planning To provide resources to support your district with this process

4. Outcomes: To have a deeper understanding of the KCCRS and resources To understand the role of the learning progressions and examine implementation needs To know and be able to use the resources that align with the intent of the KCCRS To walk away with ideas and resources to assist with implementation of the KCCRS

5. Standards for Math Practice & Content Standards KSDE Training September 8, 2014 Step 1

7. Coherence Focus Rigor Where do you find the…? Where do you find…? Where do you find the…?

10. End

11. Math Practices Connecting tasks to the practices Each person will take a task and decide which practice it fits best with on this mat.

12. Using evidence from the text, why might the practices be categorized in this way?

13. Fluency KSDE White Paper: Fluency is more than mere speed

14. How do the Math Practices impact Curriculum Planning? Discuss this with your table group.

15. Learning Progressions KSDE 2014 Step 2

16. How should educators increase their understanding of the content within the Kansas College and Career Ready Standards for Mathematics?

17. http://ime.math.arizona.edu/progressions/

18. Pg 4

19. Where is this in the standards? Look in the Kindergarten and First Grade standards. This particular concept is not specifically stated within the standards but it is a critical concept that all students are to be able to perform and understand.

20. Decomposition of Number Students then need to extend this concept into decomposition of number which is the foundation for the fundamental properties of operations. The ability to be able to decompose numbers in intuitive ways leads to the flexible use of the properties of operations.

21. Learning Progression 1 st Grade Pg 15

22. 3 rd Grade Pg 26

23. 3 rd Grade ~ Fraction Understanding (NF pg. 3)

24. Ratios Pg 3 Pg 4

25. Pg 9 Pg 10

26. Functions 8-12 Pg 6

27. Functions Pg 6Pg 8

28. Why are the Learning Progressions important for Curriculum Planning? Talk with your table partners.

29. Learning Progressions KSDE 2014

30. Curriculum Mapping KSDE 2014 Step 3

31. Common definition: What is curriculum mapping? 0 Curriculum mapping is the process of indexing or diagraming to 0 identify and address academic gaps, 0 redundancies, and 0 misalignments for purposes of improving the overall coherence of a course of study and, by extension, its effectiveness http://edglossary.org/curriculum-mapping/

32. Coherent curriculum is… 1. Well organized and purposefully designed to facilitate learning, 2. Free of academic gaps and needless repetitions 3. Aligned across lessons, courses, subject areas, and grade levels. http://edglossary.org/curriculum-mapping/

33. Phil Daro: Common Core Lead Author 0 Not a mile wide-inch deep, stop adding your own things. Not a mile wide-inch deep, stop adding your own things.

34. Steps 3: Curriculum Mapping Process 0 Vertical coherence 0 What comes before and after? 0 Academic gaps 0 Sequence coherence 0 Major/supporting/additional 0 Order and time emphasis

35. Vertical Coherence Example:

36. Line of Concept Development 0 Elementary- Number and Operations- Fractions 0 Middle- Ratios and Proportional Reasoning 0 High - Functions

37. 3 rd 4 th /5 th 6 th 7 th /8 th HS 3rd Grade Understand part/whole relationships Generate equivalent fractions 4th/5th Multiply fractions by whole numbers and fractions 6th Distinguish between part/part and part/whole ratios and rates Generate equivalent ratios 7th /8th Unit rate Graph proportional relationships Use the unit rate as a slope Generate equations High School Linear Functions Constant rate of change Multiple representations

38. Vertical Coherence in Progressions 0 K-5 Geometry Progression 0 Changing definition of trapezoid

39. Vertical Coherence in Progressions 0 8-HS Functions 0 Clarity on patterns

40. Vertical Coherence- Academic Gaps 0 Bridging the old with the new 0 Different paths for each cohort of students 0 Acceleration 0 Intervention focus

41. 7 th grade math 8 th grade math Algebra 1 Solving equations Linear graphs/slope Quadratics/Non-linear functions Systems of Equations Rational and Irrational Numbers Integer computation Proportional thinking One/two step equations Functions Bivariate data Rational signed numbers Probability Sampling methods Exponential Functions Complete the square Prove solution method Sequences Standard deviation

42. Shift in content: Statistics example 6 th grade KCCRS Pg. 45 7 th grade KCCRS Pg. 50 8 th grade KCCRS Pg. 56 Algebra 1 KCCRS 6.SP.5c MAD “Describe the pattern” Uni-variate data Statistics will no longer be in elementary standards 7.SP.3 “Assess the degree of overlap using MAD” (application, not initial teaching) Probability 8.SP “variability” of bivariate data (MAD with a scatter plot) “Describe the association between variables” “Assess the model fit by judging the closeness of the data points” Statistics, page 81 Functions, page 69 Modeling, page 72 Standard deviation Analyze residuals Compute and interpret correlation coefficients 5 th grade

43. Vertical Coherence- Academic Gaps 0 Bridging the old with the new 0 Different paths for each cohort of students 0 Acceleration 0 Intervention focus

44. Sequence Coherence 0 Zimba’s documents 0 Sequence Worksheets 0 SBAC for HS

46. Step 3: Curriculum Mapping 0 How will your district create and sustain opportunities for teachers to collaborate vertically? 0 How will your district ensure sequence coherence as more than delta indicators?

47. Unit Planning Step 4

48. Step 4: Unit Coherence Grain Size 0 Standards aren’t a discrete checklist 0 Shift to thinking about units 0 Across topics, across domains

49. Unit Coherence 0 3.NBT.A 0 Place value understanding and properties of operations 0 3.OA.D 0 Solving problems, identifying and explaining patterns in arithmetic

50. Unit Coherence  7. SP.C (Probability)  Finding relative frequencies  7.RP (Proportional Thinking)  Solve percent problems

51. Unit Coherence 0 F.BF.B 0 Transforming functions 0 F.IF.C 0 Graph by hand

54. Example:

55. Non-example

56. Step 4: Unit Planning 0 Describe why the smallest grain size should be a coherent unit. 0 How do all four steps of the curriculum mapping process support utilizing the rubric?

57. Using the Rubric 0 Select Instructional Material 0 Physical Book 0 Websites: map.mathshell.org, engageNY, Illustrative Math, k-5mathteachingresources.com, Illuminations 0 Select one unit You are not evaluating a textbook, you are evaluating a materials for a unit.

58. KSDE Follow-up 0 Progressions 0 Curriculum Mapping 0 Evaluating Units