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Rhode Island Department of Education 10/2011

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Common Core State Standards The Standards define the knowledge and skills students should have within their K-12 education careers so that they will graduate from high school able to succeed in entry-level, credit- bearing academic college courses and in workforce training programs. K-12 Standards Mathematics English Language Arts (Reading, Writing, Speaking & Listening) Includes: Literacy in History/Social Studies, Science, and Technical Subjects, 6-12

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The Common Core State Standards: Are aligned with college and workforce expectations; Are clear, understandable and consistent; Include rigorous content and application of knowledge through high-order skills; Build upon strengths and lessons of current state standards; Are informed by standards in other top performing countries, so that all students are prepared to succeed in our global economy and society; and Are evidence-based.

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Common Core: English Language Arts Standards

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ELA: Design & Organization Three Sections K-5 (cross-disciplinary) 6-12 English Language Arts 6-12 Literacy in History/Social Studies, Science, & Technical Subjects Three Appendices A: Research and evidence; glossary B: Reading text exemplars; sample performance tasks C: Annotated student writing samples Available at: http://www.corestandards.org/the-standards http://www.corestandards.org/the-standards

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ELA: Design & Organization Four Strands: READING WRITING SPEAKING & LISTENING LANGUAGE

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ELA: Design & Organization Four Strands (continued)… Reading K-5 Literature Informational Foundational Skills 6-12 Literature Informational (Literary nonfiction) 6-12 Literacy in Contents… Informational (Content Specific)

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ELA: Design & Organization Four Strands (continued)… Writing Arguments Informative/explanatory texts Narrative Speaking and Listening Comprehension and collaboration Presentation of knowledge and ideas Language Knowledge of language Vocabulary

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ELA: Design & Organization College and Career Readiness (CCR) ANCHOR Standards Broad expectations consistent across grades and content areas Based on evidence about college and workforce training expectations

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ELA: ANCHOR STANDARDS Reading Strand Example

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How to “talk” about the ELA Standards The Literacy Common Core Standards as written do not clearly articulate a set of codes with which to refer to. A code has been developed Aide in distinguishing Anchor Standards from Grade-Specific Standards Ease of “conversation” about the standards A KEY is necessary for “decoding” the code

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Cracking the Literacy “CODE” Strand Code Key Reading Standards R Reading Standards for LiteratureRL Reading Standards for Informational TextRI Reading Standards: Foundational Skills RF Reading Standards for Literacy in History/Social StudiesRH Reading Standards for Literacy in Science & Technical SubjectsRST Writing Standards W Writing Standards for Literacy in History/Social Studies,WHST Science, & Technical Subjects Speaking & Listening Standards SL Language StandardsL

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How to read a Common Core ANCHOR Standard R.CCR.6 Strand College & Career Readiness Status Number assigned to Standard Reading College & Career Readiness Anchor Craft & Structure: 6. Assess how point of view on purpose shapes the content and style of a text

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How to read a Common Core Reading Standard (grade-specific standard) RI.4.3 Strand Grade Number assigned to Standard Reading Informational Grade 4 Key Ideas & Details: 3. Explain events, procedures, ideas or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.

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How to Read a Common Core Writing Standard (grade-specific standard) W.5.1a Strand Grade Number & Letter assigned to Standard Writing Grade 5 1.Write opinion pieces on topics or texts, supporting a point of view with reasons and information. a. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer’s purpose.

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How We Achieve an ANCHOR Standard 3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text. Literature Informational Text Literature Informational Text Literature Informational Text Literacy for Science and Technical Subjects Literacy in History/Social Studies Literacy in History/Social Studies, Science and Technical Subjects

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Common Core: Mathematics Standards

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Mathematics: Design & Organization 3 Components: Standards for Mathematical Practice Standards for Mathematical Content K-8 Grade Level Domains High School Conceptual Categories Glossary Appendix: Pathways Traditional Integrated Compacted: High School Mathematics in Middle School Traditional Integrated Available at: http://www.corestandards.org/the-standards http://www.corestandards.org/the-standards

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Standards for Mathematical Practice 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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Standards for Mathematical Content Grade Level Domains High School Conceptual Categories K – 5 Counting and Cardinality Operations and Algebraic Thinking Number and Operations in Base Ten Number and Operations – Fractions Measurement and Data Geometry 6-8 Ratios and Proportional Relationships The Number System Expressions and Equations Functions Geometry Statistics and Probability Number and Quantity Algebra Functions Modeling Geometry Statistics and Probability

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Conceptual Categories: Domains Number and Quantity The Real Number System Quantities The Complex Number System Vector and Matrix Algebra Seeing Structure in Expressions Arithmetic with Polynomials & Rational Functions Creating Equations Reasoning with Equations & Inequalities Functions Interpreting Functions Building Functions Linear, Quadratic, & Exponential Models Trigonometric Functions

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Conceptual Categories: Domains (continued) Modeling Geometry Congruence Similarity, Right Triangles, & Trigonometry Circles Expressing Geometric Properties with Equations Geometric Measurement & Dimension Modeling with Geometry Statistics and Probability Interpreting Categorical & Quantitative Data Making Inferences & Justifying Conclusion Conditional Probability & Rules of Probability Using Probability to Make Decisions

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Model Course Pathways in Mathematics TRADITIONAL INTEGRATED ALGEBRA I GEOMETRY ALGEBRA II 4 th Year Mathematics Course MATHEMATICS I MATHEMATICS II MATHEMATICS III 4 th Year Mathematics Course COMPACTED: Grades 7 & 8 Standards + Algebra I Standards OR Mathematics I Standards Instruction occurs over 2 years (during Grades 7 & 8)

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Mathematics K-8 : Design & Organization Introduction Page Highlights: 2-3 Critical Areas Provides: Emphasis of Content Overview Page Provides: Domains Cluster Headings Mathematical Practices

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Components: K-8 grade level Mathematics Standards Domains: larger groups of related standards Cluster Headings: overview & quick summary of the mathematical ideas within a domain Clusters: groups of related standards Standards: define what students should understand and be able to do

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DOMAIN CLUSTER HEADINGS Standards within the CLUSTER FOOTNOTES Components: K-8 grade level Mathematics Standards

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How to “talk” about the Mathematics K-8 Common Core State Standards The Mathematics Common Core Standards as written do not clearly articulate a set of codes with which to refer to. A code has been developed Aide in distinguishing Standards from Pathways Ease of “conversation” about the standards A KEY is necessary for “decoding” the codes

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Cracking the K-8 Mathematics “CODE” Grades K – 5 Counting and CardinalityCC Operations and Algebraic ThinkingOA Number and Operations in Base TenNBT Number and Operations – FractionsNF Measurement and DataMD GeometryG Grades 6-8 Ratios and Proportional RelationshipsRP The Number SystemNS Expressions and EquationsEE FunctionsF GeometryG Statistics and ProbabilitySP

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How to read a Common Core K-8 Mathematics Grade Level Standard 3.NBT.1 GRADE LEVEL DOMAIN: NUMBER AND OPERATIONS IN BASE TEN 1 ST STANDARD IN THE CLUSTER Number & Operations in Base Ten 3.NBT Use place value understanding and properties of operations to perform multi-digit arithmetic. 4 1.Use place value understanding to round whole numbers to the nearest 10 or 100.

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Standards for Mathematical Content Grade Level Domains High School Conceptual Categories K – 5 Counting and Cardinality Operations and Algebraic Thinking Number and Operations in Base Ten Number and Operations – Fractions Measurement and Data Geometry 6-8 Ratios and Proportional Relationships The Number System Expressions and Equations Functions Geometry Statistics and Probability Number and Quantity Algebra Functions Modeling Geometry Statistics and Probability

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Mathematics High School (9-12): Design & Organization Introduction Page Provides Conceptual Categories: Emphasis of Content Overview Page Provides: Domains Cluster Headings Mathematical Practices

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Components: High School Mathematics Standards Conceptual Categories: large grouping of content specific standards Domains: large groups of related standards within the Conceptual Category Cluster Headings: overview & quick summary of the mathematical ideas within a domain Clusters: groups of related standards Standards: define what students should understand and be able to do

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Components: High School Mathematics Standard DOMAIN CLUSTER HEADING Standards within the CLUSTER *Modeling The STAR indicates Modeling is expected to demonstrate proficiency and may be indicated at the DOMAIN, CLUSTER, CLUSTER HEADING or STANDARD level. Students are expected to demonstrate proficiency of this Cluster by applying their knowledge within a real word application.

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How to “talk” about the Mathematic K-8 Common Core State Standards The Mathematic Common Core Standards as written do not clearly articulate a set of codes with which to refer to. A code has been developed Aide in distinguishing Standards from Pathways Ease of “conversation” about the standards A KEY is necessary for “decoding” the Codes

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Cracking the High School Mathematics “Code” High School Number and Quantity The Real Number SystemN-RN QuantitiesN-Q The Complex Number SystemN-CN Vector and Matrix N-VM Algebra Seeing Structure in ExpressionsA-SSE Arithmetic with Polynomials & Rational FunctionsA-APR Creating EquationsA-CED Reasoning with Equations and InequalitiesA-REI N.RN N.Q N.CN N.VM A.SSE A.APR A.CED A.REI PATHWAYS

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Cracking the High School Mathematics “Code” (continued) Functions Interpreting FunctionsF-IF Building FunctionsF-BF Linear, Quadratic, & Exponential ModelsF-LE Trigonometric FunctionsF-TF Modeling* Geometry CongruenceG-CO Similarity, Right Triangles, and TrigonometryG-SRT CirclesG-C Expressing Geometric Properties with EquationsG-GPE Geometric Measurement and DimensionG-GMD Modeling with GeometryG-MG F.IF F.BF F.LE F.TF G.CO G.SRT G.C G.GPE G.GMD G.MG PATHWAYS

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How to read a Common Core High School Mathematics Standard A-SSE.1b Letter & Number indicating the Standard within the Cluster Conceptual Category ALGEBRA Seeing Structure in Expressions A-SSE Interpret the structure of expressions 1.Interpret expressions that represent a quantity in terms of its context.* b. Interpret complicated expressions by viewing one or more of their parts as a single entity. For example, interpret P(1+r) n as the product of P and a factor not depending on P. Domain

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How to read a Common Core High School PATHWAYS Mathematics Standard (+)N.CN.4,5,6 Numbers indicating the Standards within the Cluster Heading Conceptual Category Domain Number & Quantity The Complex Number System Represent complex numbers and their operations on the complex plane. 4. (+) Represent complex numbers on the complex plane in rectangular and polar form (including real and imaginary numbers), and explain why the rectangular and polar forms of a give complex number represent the same number. 5. (+) Represent addition, subtraction, multiplication, and conjugation of complex numbers geometrically on the complex plane; use properties of this representation for computation. For example, (-1 + √3 i) 3 = 8 because (-1 + √3 i) has modulus 2 and argument 120 0. 6. (+) Calculate the distance between numbers in the complex plane as the modulus of the difference, and the midpoint of a segment as the average of the numbers at its endpoints. Indicates: Content needed for advanced courses

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CONCEPTUAL CATEGORY DOMAIN Standards within the CLUSTER CLUSTER HEADING

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Resources RIDE webpage for Common Core State Standards updates: http://www.ride.ri.gov/Division-EEIE/transition.aspx

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Contact Information Literacy Specialists Diane Girard, diane.girard@ride.ri.gov 401.222.8479diane.girard@ride.ri.gov Colleen O’Brien, colleen.obrien@ride.ri.gov 401.222.8474colleen.obrien@ride.ri.gov Mathematics Specialist Patty Carnevale, patricia.carnevale@ride.ri.gov 401.222.8458patricia.carnevale@ride.ri.gov Susan Pagliaro, susan.pagliaro@ride.ri.gov 401.222.2644susan.pagliaro@ride.ri.gov

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