Please sit with a mixture of grade levels.

Conditions for Learning

Choose to be present Choose to be engaged Be an active listener Learning is a process not an event

Take 30 seconds each to share one important condition that supports your learning.

Objectives

Grounding in the College & Career Readiness Standards and the implications for you and your students.

The College & Career Readiness Standards (CCRS) are divided into the:

Standards for Mathematical Content which present a balanced combination of concept development, procedural fluency and application

Standards for Mathematical Practice which rely on processes and proficiencies.

College & Career Readiness StandardsThe Shifts

The Background of the College & Career Readiness Standards

Initiated by the National Governors Association (NGA) and Council of Chief State School Officers (CCSSO) with the following design principles: Result in College and Career Readiness Based on solid research and practice evidence fewer, higher, and clearer

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CCR Standards

What is your comfort and knowledge regarding the defined shifts of math standards?

Read the article “Making the Shifts.” Please use the following code to annotate as you read Circle your agreements Box your ponderings Underline for more information

Debrief the Article

At your table: Do a whip around and share one

coding you feel most strongly about. If your first choice has been shared, be ready to share an alternate.

CCR Standards Require Three Shifts in Mathematics

1. Focus: Focus strongly where the Standards focus.2. Coherence: Think across grades and link to major

topics within grades. 3. Rigor: In major topics, pursue conceptual

understanding, procedural skill and fluency, and application.

Focus on the Major Work of the Grade

Two levels of focus: - What’s in/What’s out - The shape of the content that is in

Mathematics topics

intended at each grade by

at least two-thirds of A+

countries

Mathematics topics intended at each grade by at least two-thirds of 21 U.S. states

1 Schmidt, Houang, & Cogan, “A Coherent Curriculum: The Case of Mathematics.” (2002).

The shape of math in A+ countries

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Traditional U.S. Approach

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K 12

Number and Operations

Measurement and Geometry

Algebra and Functions

Statistics and Probability

Focusing Attention Within Number and Operations

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Operations and Algebraic Thinking

Expressions and Equations

Algebra

→ →

Number and Operations—Base Ten →

The Number System

→

Number and Operations—Fractions

→

K 1 2 3 4 5 6 7 8 High School

Shift #1: Focus Strongly Where the Standards Focus

Significantly narrow the scope of content and deepen how time and energy is spent in the math classroom.

Focus deeply on what is emphasized in the standards, so that students gain strong foundations.

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Key Areas of Focus in Mathematics

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Grade Focus Areas in Support of Rich Instruction and Expectations of Fluency and Conceptual Understanding

K–2 Addition and subtraction - concepts, skills, and problem solving and place value

3–5 Multiplication and division of whole numbers and fractions – concepts, skills, and problem solving

6 Ratios and proportional reasoning; early expressions and equations

7 Ratios and proportional reasoning; arithmetic of rational numbers

8 Linear algebra and linear functions

Engaging with the shift: What do you think belongs in the major work of each grade?

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Grade Which two of the following represent areas of major focus for the indicated grade?K Compare numbers Use tally marks Understand meaning of addition and

subtraction

1 Add and subtract within 20 Measure lengths indirectly and by iterating length units Create and extend patterns and sequences

2 Work with equal groups of objects to gain foundations for multiplication Understand place value Identify line of symmetry in two

dimensional figures

3 Multiply and divide within 100 Identify the measures of central tendency and distribution

Develop understanding of fractions as numbers

4 Examine transformations on the coordinate plane

Generalize place value understanding for multi-digit whole numbers

Extend understanding of fraction equivalence and ordering

5 Understand and calculate probability of single events Understand the place value system

Apply and extend previous understandings of multiplication and division to multiply and divide fractions

6 Understand ratio concepts and use ratio reasoning to solve problems Identify and utilize rules of divisibility Apply and extend previous understandings

of arithmetic to algebraic expressions

7Apply and extend previous understandings of operations with fractions to add, subtract, multiply, and divide rational numbers

Use properties of operations to generate equivalent expressions

Generate the prime factorization of numbers to solve problems

8 Standard form of a linear equation Define, evaluate, and compare functions Understand and apply the Pythagorean Theorem

Alg.1 Quadratic inequalities Linear and quadratic functions Creating equations to model situations

Alg.2 Exponential and logarithmic functions Polar coordinates Using functions to model situations

Activity Debrief

Was there anything that surprised or shocked you?

PARCC Content Model Framework

Major standards K-2: 85% of instructional time 3-5: 75% of instructional time

Supporting standards Additional standards

Group Discussion

Shift #1: Focus strongly where the Standards focus. In your groups, discuss ways to respond to the

following question, “Why focus? There’s so much math that students could be learning, why limit them to just a few things?”

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What’s in/What’s outIt is because of this level of focus that teachers will have the time to go deeper with the math that is most important. Compared to the typical state standards of the past, the College & Career Readiness Standards for math have fewer standards which are manageable and it is clear what is expected of the teachers and students at each grade level.

PARCC Example

BREAK – 10 MINUTES

Coherence Across and Within Grades

It’s about math making sense. The power and elegance of math comes out through carefully laid progressions and connections within grades.

Shift #2: Coherence: Think Across Grades, and Link to Major Topics Within Grades Carefully connect the learning within and across

grades so that students can build new understanding on foundations built in previous years.

Begin to count on solid conceptual understanding of core content and build on it. Each standard is not a new event, but an extension of previous learning.

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Alignment in Context: Neighboring Grades and Progressions

One of several staircases to algebra designed in the OA domain.

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Looking for Coherence Across Grades

Coherence is an important design element of the standards.

“The Standards are not so much built from topics as they are woven out of progressions.”

Structure is the Standards, Publishers’ Criteria for Mathematics, Appendix

Coherence Card Activity Activity: Place the standards of each color under the

appropriate grade (K-8).

Determine a “theme” for each color. No grade has two of the same color card. Some “themes” that have only a few cards might represent

consecutive grades and some may not. Read each card in its entirety to help determine placement. Do not check your Standards until you and your colleagues

agree on the final product. Discuss horizontal and vertical observations with your

partners.

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Check your answers

Use the key to check your answers.

What surprised you? What are your thoughts?

Group DiscussionShift #2: Coherence: Think across grades, link to major topics within grades In your groups, discuss what coherence

in the math curriculum means to you. Be sure to address both elements—coherence within the grade and coherence across grades. Cite specific examples.

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Rigor: Illustrations of Conceptual Understanding, Fluency, and Application

Here rigor does not mean “hard problems.”It’s a balance of three fundamental components that result in deep mathematical understanding.There must be variety in what students are asked to produce.

Shift #3: Rigor: In Major Topics, Pursue Conceptual Understanding, Procedural Skill and Fluency, and Application

The CCRS-Math require a balance of: Solid conceptual understanding Procedural skill and fluency Application of skills in problem solving

situations Pursuit of all three requires equal intensity in

time, activities, and resources.

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Solid Conceptual Understanding

Teach more than “how to get the answer” and instead support students’ ability to access concepts from a number of perspectives

Students are able to see math as more than a set of mnemonics or discrete procedures

Conceptual understanding supports the other aspects of rigor (fluency and application)

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Fluency

The standards require speed and accuracy in calculation.

Teachers structure class time and/or homework time for students to practice core functions such as single-digit multiplication so that they are more able to understand and manipulate more complex concepts

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Grade Standard Required FluencyK K.OA.5 Add/subtract within 5

1 1.OA.6 Add/subtract within 10

2 2.OA.22.NBT.5

Add/subtract within 20 (know single-digit sums from memory)Add/subtract within 100

3 3.OA.73.NBT.2

Multiply/divide within 100 (know single-digit products from memory)Add/subtract within 1000

4 4.NBT.4 Add/subtract within 1,000,000

5 5.NBT.5 Multi-digit multiplication

6 6.NS.2,3 Multi-digit divisionMulti-digit decimal operations

Required Fluencies in K-6

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Application Students can use appropriate concepts and

procedures for application even when not prompted to do so.

Teachers provide opportunities at all grade levels for students to apply math concepts in “real world” situations, recognizing this means different things in K-5, 6-8, and HS.

Teachers in content areas outside of math, particularly science, ensure that students are using grade-level-appropriate math to make meaning of and access science content.

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Coherence Card Activity: Rigor Focus

Activity: Identify the type of rigor within each theme for your grade band.

More than one strand of rigor may be assigned to each theme

Underline the word(s) that indicate the strand of rigor identified

Group DiscussionShift #3: Rigor: Expect fluency, deep understanding, and application In your groups, discuss why the

balance of the three strands of rigor are important to building student understanding of mathematics and what is balance.

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Frequently Asked Questions How can we assess fluency other

than giving a timed test? Is it really possible to assess

conceptual understanding? What does it look like?

Are the Standards for Math all about application and meaningful tasks?