1. INDIANA’S COMMON CORE MATH IS HERE…NOW WHAT? K-5 September 29, 2012 Marian University

2. Presenter Jane Cooney  Mathematics Coach with Greenfield-Central Schools  Elementary Math Specialist at IDOE  20+ years of elementary classroom teaching  Presidential Awardee for Excellence in Math and Science Teaching  NCTM and ICTM presenter Contact info- jcooney@gcsc.k12.in.us

3. Agenda  What’s changed with the INCC standards?  What do these changes mean for classroom instruction?  How to get started?

4. What INCC are not… The CCSSM document makes this point: “These Standards do not dictate curriculum or teaching methods”(CCSSI 2010, p. 5), and, as the introduction to CCSSM goes on to say, the order of the Standards neither implies a teaching sequence nor sets out the connections among ideas in different topics.

5. What’s changed? The Mathematics Standards: Key Changes and Their Evidence Bill McCallum from the standards You Tube Videos http://www.youtube.com/watch?v=BNP5MdDDFPY&f eature=BFa&list=UUF0pa3nE3aZAfBMT8pqM5PA

6. Domains not Strands - Focus

7. Teachers Thoughts  “After reading sample CCSSM topics for their grade, ~80% say CCSSM is “pretty much the same” as their former standards”  “If CCSSM places a topic they currently teach in a different grade only about ¼ would drop it” Dr. William Schmidt Michigan State University

8. Coherence Common Core Tools Steams of concept development  http://commoncoretools.me/wp- content/uploads/2011/11/ccssm-hyperlinked- map1.ppsx http://commoncoretools.me/wp- content/uploads/2011/11/ccssm-hyperlinked- map1.ppsx

9. Progression Documents Draft K–6 Progression on Geometry Draft K–5 Progression on Measurement and Data (measurement part) Draft K–5 progression on Measurement and Data (data part) Draft K–5 Progression on Number and Operations in Base Ten Draft K–5 Progression on Counting and Cardinality and Operations and Algebraic Thinking Draft 3–5 progression on Number and Operations—Fractions

10. Progression Documents Practical, readable text

11. Progression Documents Provide practical information about ways to teach specific content

12. Rigor Skills, Understanding, and Application  Students will need to know procedures fluently, develop a deep conceptual understanding, and be able to apply their knowledge to solve problems. Volume 28, Number 4 July/August 2012 Nine Ways the Common Core Will Change Classroom Practice By ROBERT ROTHMAN

13. Rigor “… the Common Core standards emphasize the cognitive demand category ‘demonstrate understanding’ more than state standards do …” and twice the emphasis on “solve non-routine problems” than state standards do (p. 105). Porter, A., McMaken, J., Hwang, J., & Yang, R. (2011). Common core standards: The new U.S. intended curriculum. Educational Researcher, 40(3), 103-- ‐ 116.

14. Standards for Mathematical Practice Similarities between process standards and practice- Focus on what it means to do mathematics

15. Standards for Mathematical Practice SMP goals The SMP are the goals for mathematics studies. means The SMP are the means of mathematics studies. So we need to ensure that students have ample opportunities to practice these standards.

16. Teaching Children Mathematics February 2012

17. Opportunities to practice SMP  Inside Mathematics http://www.insidemathematics.org/  Illustrative Mathematics http://illustrativemathematics.org/standards/k8

18. Standards for Mathematical Practice

19.  “As we work out nodes of instruction for the Standards of Practice, some may require more extensive and explicit attention than others.” Susan Jo Russell in Teaching Children Mathematics August 2012 SMP as do the content standards need targeted, intentional teaching

20. How to Get Started  Read the standards carefully and with a colleague  Talk about what is encompassed in the standard  Write in your own words the learning goal and  How you will know it is achieved

21. Indiana and the Common Core Standards Most Like CCSS AlabamaCaliforniaFloridaGeorgiaIndiana MichiganMinnesotaMississippiOklahomaWashington IdahoNorth DakotaOregonSouth DakotaTennessee Utah AlaskaArkansasColoradoDelawareHawaii MassachusettsNew MexicoNew YorkNorth CarolinaOhio PennsylvaniaSouth CarolinaTexasVermontWest Virginia ConnecticutIllinoisMaineMarylandMissouri MontanaNebraskaNew HampshireVirginiaWyoming Least Like CCSS ArizonaIowaKansasKentuckyLouisiana NevadaNew JerseyRhode IslandWisconsin Dr. William Schmidt Michigan State University

22. INCC Standard Activity “Absent a learning target, students will believe that the goal is to complete the activity.” Jan Chappuis – Educational Leadership September 2012 RISE Competency 2.1 Develop student understanding and mastery of learning objectives

23. INCC Standards Activity  Choose a standard perhaps at your grade level  Rewrite it as if you were putting it on the board so the students would understand the learning target for a lesson

24. Transition Support  Indiana's Common Core - Mathematics http://www.doe.in.gov/achievement/curriculum/india nas-common-core-mathematics  Tools for the Common Core Standards http://commoncoretools.me/tools/  National Parent Teacher Association http://pta.org/4446.htm