3. How to read the grade level standards Standards Clusters Domains define what students should understand and be able to do. are groups of related standards. Note that standards from different clusters may sometimes be closely related, because mathematics is a connected subject. are larger groups of related standards. Standards from different domains may sometimes be closely related.

4. 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. Mathematics | Standards for Mathematical Practice What do these standards mean in “everyday” terms for our students?

5. Mathematics | Grade 6 In Grade 6, instructional time should focus on four critical areas: (1)Connecting ratio and rate to whole number multiplication and division and using concepts of ratio and rate to solve problems (2)Completing understanding of division of fractions and extending the notion of number to the system of rational numbers, which includes negative numbers (3)Writing, interpreting, and using expressions and equations (4)Developing understanding of statistical thinking.

7. Mathematics | Grade 7 In Grade 7, instructional time should focus on four critical areas: (1)Developing understanding of and applying proportional relationships (2)Developing understanding of operations with rational numbers and working with expressions and linear equations (3)Solving problems involving scale drawings and informal geometric constructions, and working with two- and three- dimensional shapes to solve problems involving area, surface area, and volume (4)Drawing inferences about populations based on samples.

9. Mathematics | Grade 8 In Grade 8, instructional time should focus on three critical areas: (1)Formulating and reasoning about expressions and equations, including modeling an association in bivariate data with a linear equation, and solving linear equations and systems of linear equations (2)grasping the concept of a function and using functions to describe quantitative relationships (3)Analyzing two- and three-dimensional space and figures using distance, angle, similarity, and congruence, and understanding and applying the Pythagorean Theorem.

11. Mathematics Standards for High School The high school standards are listed in conceptual categories: Number and Quantity Algebra Functions Modeling Geometry Statistics and Probability

12. Mathematics | Number & Quantity Overview

13. Mathematics | Algebra Overview

14. Mathematics | Functions Overview

15. Mathematics | Modeling Overview One of the insights provided by mathematical modeling is that essentially the same mathematical or statistical structure can sometimes model seemingly different situations. Models can also shed light on the mathematical structures themselves, for example, as when a model of bacterial growth makes more vivid the explosive growth of the exponential function.

16. The basic modeling cycle is summarized in the diagram. It involves : (1)Identifying variables in the situation and selecting those that represent essential features (2) Formulating a model by creating and selecting geometric, graphical, tabular, algebraic, or statistical representations that describe relationships between the variables (3)Analyzing and performing operations on these relationships to draw conclusions (4)Interpreting the results of the mathematics in terms of the original situation (5)Validating the conclusions by comparing them with the situation, and then either improving the model or, if it is acceptable (6)Reporting on the conclusions and the reasoning behind them. Choices, assumptions, and approximations are present throughout this cycle.

17. Mathematics | Geometry Overview

18. Mathematics | Statistics & Probability Overview

19. Unpacking Documents

20. Unpacking the Essential Standards: The unpacking document...  Identifies what a student must understand (Conceptual Knowledge)  Concepts and Generalizations  Identifies what a student must know (Factual Knowledge)  Critical Content  Identifies what a student must be able to do (Procedural Knowledge)  Skills

21. 6 th Grade Math – Unpacking documents - example

22. Algebra – Unpacking documents - example

23. Crosswalk Documents 7/13/2011 page 13

24. 1 st Grade Math – Crosswalk documents - example

25. Geometry – Crosswalk documents - example

26. A Process For Developing Local Curricula  Common Core State Standards for Mathematics  Crosswalk Documents  Unpacking Documents State Level Work Standards Student Achievement  Unpacking  Yearly Curriculum Option(s)  Curriculum Units  District Calendars  Grade Level Terminologies  USH1  Etc. District Level Work  The District Level and School Level work may overlap.  This will depend on the organizational structure of the district and available resources. Please Note:  Teacher Units  Lesson Plans  Rubrics  Activities  Teacher/classroom Materials/Resources School Level Work

27. How to find Race to the Top and Common Core Information: Click on Central Services

28. How to find Race to the Top and Common Core Information: Click on Educational Programs

29. How to find Race to the Top and Common Core Information: Click on Common Core Curriculum

30. How to find Race to the Top and Common Core Information: This is where common core & Crosswalks & Unpacking documents are located

31. Common Core Link

32. Unpacking & Crosswalks Link

33. Race to the Top Professional Development Training Calendar: Sept 23 –Race to the Top Module Oct 28 – Race to the Top Module Oct 31 – Race to the Top Subject Area Session Feb17 – Race to the Top Module Jan 23 – Race to the Top Subject Area Session Mar 29 – Race to the Top Module Mar 30 – Race to the Top Subject Area Session June 12 – Race to the Top Closing Session/Plan for next year

34. Next Steps: 2012 - 2013 Planning Look at the current pacing guides and begin to adjust for the new Common Core Curriculum Begin Vertical Alignment Very important pamela.shivar@jonesnc.net Extension 230 (JSHS: 448-2451)