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COMMON CORE STANDARDS
FOR MATHEMATICS
Grade 7
Please sign in and try to sit next to someone from a different school this morning.
This is an opportunity that we do not often get to have.
MORNING OBJECTIVES
Create common understanding around Common Core State Standards and Smarter Balanced Assessment Consortium
Build an awareness of the Secondary plan for transition to the Common Core State Standards for Mathematics
Develop a common understanding of the Common Core State Standards for Mathematics
Develop a common understanding of the Standards for Mathematical Practice (embedded within the CCSS-M)
Examine connections between instructional practice and the Standards for Mathematical Practice
COLLABORATIVE NORMS Honor your responsibilities Participate fully and actively Honor each person’s place of being Assume positive intent Learn from and encourage each other Share airtime Avoid judgmental comments Honor confidentiality Communicate your needs If you need to attend to something else, step
out of the room Laptops: When instructed to do so go to half-
mast or close lid
MORNING OBJECTIVES
Create common understanding around Common Core State Standards and Smarter Balanced Assessment Consortium
Build an awareness of the Secondary plan for transition to the Common Core State Standards for Mathematics
Develop a common understanding of the Common Core State Standards for Mathematics
Develop a common understanding of the Standards for Mathematical Practice (embedded within the CCSS-M)
Examine connections between instructional practice and the Standards for Mathematical Practice
Summative
Assessments
Teacher Resources for use in Formative Assessme
nt
Interim Assessme
nts
WHAT’S IN THE BINDER?
Math 7 Binder
RSD Documents
Tab 1: CCSS-M Grades 5-
8
Tab2: Understanding CCSS-M
Grade 7
Tab 3: SBAC Claims and
Item Specifications
Tab 4: Curriculum
GuideTab 5: Supplemental Lessons and
Common Assessment
EVOLUTION OF DISTRICT TRANSITION PLAN
Washington State
Transition Plan
DMLT
District Leadershi
p
Principals
Department Heads RSD
Transition Plan to
Common Core
RSD TRANSITION PLAN Big Picture Focus for 2012-2013:
Build common awareness of the CCSS-M, the Standards for Mathematical Practice, and the transition plan at the secondary level for teachers and leaders
Create and implement one unit at each course Math 6 though Algebra 2
2012-2013 unit to be aligned and implemented:7th Grade: Probability using How Likely Is It,
What Do You Expect and aligned gap lessons
Grades 6-12 Math Teachers District Math Leaders Math Course Work Teams Professional Development
2012-2013 (WA 2008/CCSS-M)MSP/EOC
Create an awareness of the CCSS-M and begin to think about instructional implications
In Spring 2013, implement with fidelity first CCSS-M aligned unit along with remaining 2008 WA standards
Track and report feedback on CCSS-M aligned unit
Define effective mathematics instruction for the RSD
Analyze alignment of existing curriculum guides and materials with the CCSS-M
Select CCSS-M unit to implement in 2012-2013
Draft curriculum map, scope and sequences, and pacing guides for Math 6 through Algebra 2
Establish Course Work Teams Plan for and implement
professional development by course
Establish system for feedback and adjustment as units are being taught
Develop understanding of mathematical progressions within each domain
Refine the scope and sequence and pacing guide for course and units to be implemented
Develop CCSS-M aligned secondary units
Participate in the planning and presentation of professional development
Collect feedback on CCSS-M aligned unit and modify unit as needed
In Winter 2013 and Spring 2013: Develop awareness of CCSS-M,
district transition plan, and changes from 2008 WA Standards
Build awareness of the key instructional shifts to the Standards of Mathematical Practice and of the connections between the CCSS-M, RSD VOI, and Definition of Effective Mathematics Instruction
Develop content understanding of first unit mathematical progression
Introduce curriculum materials for unit(s) to be implemented
2013-2014 (WA 2008/CCSS-M)MSP/EOC
Deepen understanding of the CCSS-M and apply the Standards for Mathematical Practice
In Fall 2013 and Winter 2014, implement with fidelity next CCSS-M aligned units along with remaining 2008 WA standards
Track and report feedback on CCSS-M aligned units
Continue 2012-2013 process with next unit identified by DMLT
Refine professional development plan in response to establishment of a definition of effective mathematics instruction
Plan for upcoming course professional development
Refine the scope and sequence and pacing guide for course and units to be implemented based on teacher feedback
Continue to develop CCSS-M aligned secondary units
Participate in the planning and presentation of professional development
Collect feedback on CCSS-M aligned units and modify units as needed
In Fall 2013 and Winter 2014 : Develop content
understanding of next unit mathematical progression
Introduce curriculum materials for next units to be implemented
Deepen understanding of the key instructional shifts to the Standards of Mathematical Practice
Continue connecting Standards of Mathematical Practice to RSD Vision of Instruction and Definition of Effective Mathematics Instruction
Questions to think about while you read:• What is my role in the transition plan?• What is the role at the district level?• I wonder why…is not in the plan?
We will share out after you have had some time to look at the plan.
TRANSITIONING BY UNIT DRAFT
2012-2013 Units 2013-2014 2014-2015
CCSSM Units 2008 Standards CCSSM Units 2008 Standards Units CCSSM
7.NS.1, 7.NS.2 Accentuate the Negative Inv. 1-4
7.1.A, 7.1.B, 7.1.C, 7.1.D
7.RP.2, 7.G.1 Stretching and Shrinking Inv 1-4 and scale drawings
7.2.B, 7.2.C, 7.2.H
CCSS-M Aligned: Fraction to Decimal
7.NS.2d
7.RP.2a, 7.RP.2d,7.EE.3, 7.EE.4
Moving Straight Ahead Inv 1-4
7.1.E, 7.1.F, 7.1.G, 7.2.E, 7.2.F, 7.2.G
Comparing/Scaling Inv 1-4 (7 CC Inv 1 covers parts ofComparing and Scaling Inv 1 and 2)
7.2.B, 7.2.E, 7.2.G, 7.2.H
CCSS-M Aligned: Stretching and Shrinking Inv 1-4 and scale drawings
7.RP.2, 7.G.1,
7.RP.2, 7.G.1 Stretching/Shrinking Inv 1-4 7.2.B, 7.2.C, 7.2.H
7.SP.6, 7.SP.7, 7.SP.8 Probability using What Do You Expect Inv 1-2 and supplements (HLII)
7.4.A, 7.4.B CCSS-M Aligned: What Do You Expect Inv 1-2
7.SP.3, 7.SP.5, 7.SP.6, 7.SP.7a, 7.SP.7b, 7.SP.8a, 7.SP.8b, 7.SP.8c,
Comparing/Scaling Inv 1-4 7.2.B, 7.2.E, 7.2.G, 7.2.H
7.NS.1a, 7.NS.1b, 7.NS.1c, 7.NS.1d 7.NS.2a, 7.NS.2b, 7.NS.2c, 7.NS.2d, 7.NS.3
Number System using Accentuate the Negative Inv. 1-4
7.1.A, 7.1.B, 7.1.C, 7.1.D
CCSS-M Aligned: 7 CC Inv 1 7.RP.1, 7.RP.2a, 7.RP.2d
7.G.6 Filling and Wrapping Inv 3-5 7.3.A, 7.3.B, 7.3.C, 7.3.D
7.RP.2a, 7.RP.2b, 7.RP.2c, 7.RP.2d, 7.EE.3, 7.EE.4a,
Moving Straight Ahead 1-3 7.1.E, 7.1.F, 7.1.G, 7.2.E, 7.2.F, 7.2.G
CCSS-M Aligned: Accentuate the Negative Inv. 1-4
7.NS.1a, 7.NS.1b, 7.NS.1c, 7.NS.1d 7.NS.2a, 7.NS.2b, 7.NS.2c, 7.NS.2d, 7.NS.3
7.SP.4 Data Distributions Inv 2 and building specific materials
7.4.C, 7.4.D, 7.4.E
7.G.6 Filling and Wrapping Inv 3-5 7.3.A, 7.3.B, 7.3.C, 7.3.D
CCSS-M Aligned: Moving Straight Ahead 1-3
7.RP.2a, 7.RP.2b, 7.RP.2c, 7.RP.2d, 7.EE.3, 7.EE.4a,
7.SP.6, 7.SP.7, 7.SP.8
Probability using What Do You Expect Inv 1-2 and supplements (HLII)
7.4.A, 7.4.B 7.SP.4 Data Distributions Inv 2 and building specific materials
7.4.C, 7.4.D, 7.4.E
CCSS-M Aligned: 7 CC Inv 2 and 3 with extended lessons (possibly SWIS)
7.EE.1, 7.EE.2, 7.EE.4b
CCSS-M Aligned: 7 CC Inv 4 and Covering and Surrounding Inv 5
7.G.1, 7.G.2, 7.G.4, 7.G.5,
CCSS-M Aligned: Filling and Wrapping Inv 3 or extended unit
7.G.6
CCSS-M Aligned: Data Distributions Inv 1 and 2
7.SP.4
CCSS-M Aligned: Samples and Populations 1-3
7.SP.1, 7.SP.2, 7.SP.3
WHAT DO YOU KNOW ABOUT COMMON CORE STATE STANDARDS
FOR MATHEMATICS (CCSS-M)?
With your elbow partner, find 1-2 common understandings you currently have around the CCSS-M The actual math standards
Identify 1-2 questions you both hope to have answered today
THREE MAJOR SHIFTS OF CCSS-M
CCSS-M
Grade 6 through 8 standards
Domains - larger groups that progress across grades
Clusters - groups of related standards
Content standards - what students should understand and be able to do
VOCABULARY OF CCSS
DOMAINS ACROSS MIDDLE SCHOOL
DESIGN AND ORGANIZATION OF THE STANDARDS From your binder, take out the yellow
packet of standards that spans grades 5-8
Turn to page 48
Cluster
Standards
Domain
COMPARING STANDARDSCurrent WA State Learning Standards for Grade 7 Probability
• What key differences do you see between the writing of the current WA State Learning Standards and the Common Core State Standards for Mathematics?
LET’S READ A BIT In the yellow standards packet, please
read the Grade 7 synopsis on page 46 Highlight details that jump out at you
while you read about the four critical areas
We will share out what is new, similar, or deeper than our current standards
GRADE 7 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 and samples
What’s Going? What’s Staying? What’s Coming?
Compare and order rational numbers Solve problems involving proportional relationships
Likelihood and probability of simple events including experimental probability
Determine slope of a line corresponding to a graph and similar triangles
Sample space, theoretical probability of compound events, and predicting experimental outcomes
Develop a probability model and use it to determine probabilities of events. Compare the observed frequencies
Define and determine absolute value of a number
Write an equation for a given situation and describe situation for given equation
Design and use simulations to generate frequencies for compound events
Solve problems with conversions between measurement systems
Add, subtract, multiply, and divide integers and rational numbers
Solve two-step inequalities and graph solution
Surface area and volume of cylinders Solve two-step linear equations Area and circumference of circles
Volume of pyramids and cones Solve multi-step word problems with rational values
Cross-sections of three-dimensional figures
Construct and interpret histograms, stem-and-leaf plots, and circle graphs
Scale factor, scale drawings, and effect of scale factor on length, perimeter, area & surface area
Angle relationships and properties and constructing triangles with constraints
Graph ordered pairs of rational numbers is all quadrants
Proportional relationships using graph, table, and equation
Apply properties of operations to multiply & divide rational numbers
Prime factorization Word problems involving area, surface area, and volume
Constant of proportionality
Connecting unit rate to slope Determine unit rate in a proportional relationships and whether a relationships is proportional
Rewriting expressions in different forms (combine like terms)
Effects of scale factor on volume Applying properties of operations Use random sampling to draw inferences about a population
Describe data set using measures of center and variability
Draw informal inferences about two populations
THINK TIME
Take a few minutes to think about the following questions and write your response on the notes page. You may want to browse through the standards on 48-51.
What connections are you making between the 2008 and Common Core Standards for Grade 7?
How might instruction look different with these new standards?
DIG DEEPER
BREAK Stand up Stretch See you in 10 minutes
STANDARDS FOR MATHEMATICAL PRACTICE
“The Standards forMathematical Practicedescribe varieties ofexpertise that mathematicseducators at all levelsshould seek to develop intheir students. Thesepractices rest on important“processes andproficiencies” withlongstanding importance inmathematics education.”(CCSS, 2010)
STANDARDS FOR MATHEMATICAL PRACTICE
THE IMPORTANCE OF THE MATHEMATICAL PRACTICEShttp://www.youtube.com/watch?v=m1rxkW8ucAI&list=PLD7F4C7DE7CB3D2E6
As you watch the video, think about the following two questions:How do the math practices support student
learning?How will the math practices support
students as they move beyond middle school and high school?
Standards for Mathematical Practice As a mathematician,
Make sense and persevere in solving problems.
I can try many times to understand and solve problems even when they are challenging.
Reason abstractly and quantitatively. I can show what a math problem means using numbers and symbols.
Construct viable arguments and critique the reasoning of others.
I can explain how I solved a problem and discuss other student’s strategies too.
Model with mathematics. I can use what I know to solve real-world math problems.
Use appropriate tools strategically. I can choose math tools and objects to help me solve a problem.
Attend to precision. I can solve problems accurately and efficiently. I can use correct math vocabulary, symbols, and labels when I explain how I solved a problem.
Look for and make use of structures. I can look for and use patterns to help me solve math problems.
Look for and express regularity in repeated reasoning.
I can look for and use shortcuts in my work to solve similar types of problems.
STUDENT LOOK-FORS
Take out the “Student Look-Fors” within the second tab of your binder
MATH PRACTICES IN ACTION While you watch the video:
Script the student actions What are they saying? What are they doing?
Look at the Student Look-Fors page Choose a specific math practice to focus on
during the videoLook for evidence of students engaging in
your specific mathematical practice Let’s watch the video again
What evidence showed students engaging in a math practice?
What did the teacher do to promote student engagement in the content and math practices?
Take a few minutes to think about the following questions and write your response on the notes page:Which math practice(s) are your students
already engaged in during a math lesson or unit?
How do we get students to engage in these practices if they are not already?
THINK TIME
Content Standards
Standards for Mathematical Practice
LUNCH See you in an hour Please sit by school when you return
from lunch If you are the only one from your school,
join any school you want
AFTERNOON OBJECTIVES
Develop understanding of the progression of the Statistics and Probability domain and the cluster of standards being aligned for the first unit to be implemented
Connect the Statistics and Probability progression to the first CCSS-M aligned unit that will be taught after the training
Discuss the implementation and feedback plan for the first unit to be aligned with the CCSS-M
Honor your responsibilities Participate fully and actively Honor each person’s place of being Assume positive intent Learn from and encourage each other Share airtime Avoid judgmental comments Honor confidentiality Communicate your needs If you need to attend to something else, step
out of the room Laptops: When instructed to do so go to half-
mast or close lid
COLLABORATIVE NORMS
AFTERNOON OBJECTIVES
Develop understanding of the progression of the Statistics and Probability domain and the cluster of standards being aligned for the first unit to be implemented
Connect the Statistics and Probability progression to the first CCSS-M aligned unit that will be taught after the training
Discuss the implementation and feedback plan for the first unit to be aligned with the CCSS-M
PROGRESSION DOCUMENTSHeadings are clusters within a domain
Description of how students develop understanding of cluster and standards
Common Core Standards within progression description and sometimes examples of the standard
AS YOU READ…Key Mathematical
Concepts Developed in 7th
Grade Probability (7.SP.5-7.SP.8)
Vocabulary of Probability
Simulations: Process for
Developing a Simulation
Write key concepts students must learn within this cluster of standards
Collect vocabulary terms and definitions students may need to use and understand
Identify and describe a student’s process for designing a simulation
• Read independently• When finished, discuss as a group key concepts
and vocabulary students will learn in unit• Then, create a poster based on the bolded title
on your graphic organizer• Poster should include essential learning for
students during probability unit
DESIGNING A SIMULATION
In the United States, approximately 10% of the population has type B blood. If 20 donors came to a particular blood center in one day, what is the probability of at least 4 type B blood donors?
Questions students should be able to answer: What are the key components and assumptions? What type of random device might be used for
the simulation? What is an appropriate number of trials to run?
How do you know? How does the simulation help make a prediction
in the real-life situation?
RE-WRITING DISTRICT COMMON ASSESSMENTS
Process:Read SBAC Claim 1 item specifications (more
on this next)Looked at prior and recently developed
probability assessmentsDrafted testAnalyzed the draft test and revised based on
balance of questions for each standardDiscussed solutions and possible point values
“Students can explain and apply mathematical concepts and interpret and carry out mathematical procedures with precision and fluency.”
“Students can solve a range of complex well-posed problems in pure and applied mathematics, making productive use of knowledge and problem solving strategies.”
“Students can clearly and precisely construct viable arguments to support their own reasoning and to critique the reasoning of others.”
“Students can analyze complex, real-world scenarios and can construct and use mathematical models to interpret and solve problems.”
Claim #1 - Concepts & Procedures
Claim #2 - Problem Solving
Claim #3 - Communicating Reasoning
Claim #4 - Modeling and Data Analysis
CLAIMS FOR SBAC ASSESSMENT
Currently based on current WA state standards and CCSS-M 7.SP.5-7.SP.8
Pilot assessment items during unit
FEEDBACK ON DISTRICT COMMON ASSESSMENTS
Feedback on:Clarity of directionsTimingAlignment to CCSS-M
7.SP.5-7.SP.8Length of grading time
LESSON STRUCTURE:SUPPORTING MATH PRACTICES
The supplemental lessons created by the Math 7 Work Group include:Mathematical PracticesContent and Language ObjectivesConnections to Prior KnowledgeQuestions to Develop Mathematical ThinkingCommon Misconceptions/ChallengesLaunchExplore with Teacher Moves to Promote the
Mathematical PracticesSummarizeSolutionsFeedback
LET’S LOOK AT ONE LESSON
Under the “Resources” Tab, let’s look at Estimating Probability using a Number Line together
TIME TO LOOK AT THE STUFF
In your PLC, you many want to look at and discuss:What Do You Expect Investigation 2.2How Likely Is It Investigation 3Gap Lesson: Modeling with Random Devices
FEEDBACK SYSTEM Email PLC meetings
EXIT TICKET Please take a few minutes to fill out the
exit ticket. Your feedback will be used to help plan
the next Math 7 training Clock hour information next
CLOCK HOURS AND EVALUATION FORM
Title and Number of In-service ProgramMath 7 Common Core Training #4282
InstructorDeborah Sekreta
Clock Hours6.5
Clock Hour Fee$13.00Checks made out to Renton School DistrictMust have check in order to submit
paperwork
