PUTTING THE COMMON CORE MATH STANDARDS INTO ACTION

Tamara SmithKaty Absten

April 11, 2012

• April 11

• April 16

• Overview of the CCSS and Mathematical Practices

• Step 1… Decoding the language

• Step 2… Deepening your understanding

• Step 3… Making the connection

•CCSS-M…… the seriesA process for deep study of CCSS-M domains

Todays Objectives• Review the structure and shifts of the CCSS math•Understand the language of the grade specific CCSS domain at a deeper level • Analyze content and process standards• Share a process that can be replicated to review any CCSS domain

• Today’s necessary modifications

What are the Common Core State Standards?

Define knowledge and skills students should have within K-12 education so that they will graduate high school

able to succeed in careers and college.• Align with college and work expectations;• Are clear, understandable, consistent;• Include rigorous content and application of knowledge;• Build on strengths and lessons of current state standards;

and• Prepare all students for success in global economy and

society.

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What is CCSS Not?•Does not dictate curriculum or teaching method•Does not dictate the order or sequence within a grade level•Does not define intervention methods or materials

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Where did they come From?

• State-led Effort coordinated by • National Governors' Association (NGA)• Council of Chief State School Officers (CCSSO)

• A national set of standards but not a federal government product or directive

• Written by a consortium of content experts, teachers, and administrators

• Why now and not before?• Race To the Top educational reform being funded by the U.S.

Department of Education

Why Common Core State Standards for Washington?

• C: Clarity. The standards are focused on what’s most important. They are coherent and clear.

• C: Collaboration. States can pool resources and expertise to implement the standards.

• S: Student success. The standards are benchmarked to high national and international standards. Students will develop the knowledge and skills they need to be successful.

• S: Same. Expectations are the same for students across most states, so they don’t lose ground when they move from one state to another.

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Goals of Common Core

• Educators, students, and parents have a shared understanding of a set of clear educational standards and what is expected of students•Consistent academic framework for preparing students for success in college and work•

WA ADOPTED July 20, 2011

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What Did we Get?

• Two sets of standards K-12• English – Language Arts & Literacy

includes integrated reading and writing standards for History/Social Studies, Science, and Technical Subjects

• Mathematics• Created by nationally recognized experts in each

field• An evolution of our current standards – not a

replacement

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What does This mean?• Economy of scale for “stuff”

•Assessments•Materials• Resources• Extensions• Enrichments• Software• Etc.

•Focus is on narrowing the amount taught – and deepening those concepts•Provide time to work to mastery

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Good News

•Common Core Math Standards are very closely aligned to the Washington State Math Standards (2008)

But… Shift Happens

•Major Shifts within Mathematics CCSSFocus• Fewer big ideas --- learn more • Learning of concepts is emphasized

Coherence• Articulated progressions of topics and performances that are developmental

and connected to other progressions

Application• Being able to apply concepts and skills to new situations

Structural Comparison: WA Standards versus CCSS Mathematics

WA Mathematics Standards Common Core State Standards

Cognitive Skills Isolated in the process standards Woven through all contentStandards for Mathematical Practices

Presentation of Standards

Grade K-8, high school standards presented in traditional and integrated pathways.

Grades K-8, high school standards presented through six mathematical

domains including specially noted STEM standards - denoted by (+) symbols.

Organization Grade-level standards are broken into core content areas, additional key content, and

mathematical processes.

Grade-level standards are broken into clusters of learning under several

domains and all have Standards for Mathematical Practice.

Examples Standards are accompanied by explanatory comments and examples.

Standards have occasional examples in italics, but many resources being

developed

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Domains, not strands

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What does This mean?

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•Structure of the CCSS

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Standards for Mathematical practices•What we used to call the “process” standards

• In the CCSS, they are located in the front of the standards, not the back• Again on every grade level overview• Embedded in content

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Standards for Mathematical practices•Describe varieties of expertise that mathematics educators at all levels should seek to develop in their students.

• Rest on important processes and proficiencies with longstanding importance in mathematics education.

Standards for Mathematical Practice

Graphic

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Timeline for adoption/assessment

This Year’s Suggestions

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Assessment

http://www.wera-web.org/pages/activities/WERA_Winter11/4.4%20SMARTER%20Balance.pdf

Why

Who

How

Promised

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•STEP 1… DECODING THE LANGUAGE

•Let’s do some math…

• Individually work the problem…

• Illustrative math project… http://illustrativemathematics.org/standards/k8

•Solving the task

How did you solve it?Share with partners

Whole group discussion…

Mathematical Practices

What math practice did you use?Share with partners

Whole group discussion…

•CCSS Grade Overview•Grade level overview… Read

• What do you notice?

• Share with partners

Focusing on the Domain

Individual… Read and HighlightAs you read, what language might someone (parent or colleague) have trouble understanding?

Highlight those areas

Small group… Discuss areas of concern

Creating Personal Connections•On the provided sheet…

• Personal description or definition • Example or non-example

• Small group posters……..• Descriptions, definitions, examples….illuminate!• ready for Gallery Walk at

• Finished?… • Continue process with another grade level domain

•Lunch!

•Gallery Walk

Mixed groups: Go around and review posters together.• Comment on post-it notes about the new language

and examples represented. • Add ideas and new examples

Individual: Return to seat and Make revisions/edits for personal notes

• Do task….individual think time then small group• Find related standards in your grade or grade band

• K-5 OA 6-8 EE HS - functions• Be ready to share standards with all

•Digging Deeper…. Math Task

Digging Deeper…..classroom videoNumber Talks

http://insidemathematics.org/index.php/classroom-video-visits/public-lessons-numerical-patterning/219-numerical-patterning-introduction-part-a

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Teacher and Student Look Fors

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Mathematical PracticesWhat are the students doing? What is the teacher doing?

Mathematical ContentWhat are the students doing? What is the teacher doing?

Jigsaw: Mathematical Content OR Standards for Mathematical Practice

• Predict

• Observe

• Walk to Talk

• Small Groups:

• Review the samples of student work from 5th grade Buttons task

• What different methods did students use?• Can you add to your list ? Content or Practices?

•Digging Deeper…..student work

• http://insidemathematics.org/index.php/classroom-video-visits/public-lessons-numerical-patterning/222-numerical-patterning-problem-1?

• Record additional connections to Mathematics Content and Standards for Mathematical Practice

Small group work•Digging Deeper…..classroom video

• Share evidence you saw in the videos of mathematics content or practices standards.

• Were there any surprises for you?• Were there missed opportunities?

• Create a poster to represent the standards and your examples

•Focus Groups

• Discussion @ selecting a task to try in your classroom between now and our next session!

•Planning an experience

• What is your current reality around the Common Core Standards and Mathematical Practices? (Where are we going? Where are we now? How are we going to get there?)

• • From our learning today, how are you going to move forward in

implementing the critical area of focus for your grade level and the mathematical practices?

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•Reflection Questions

• Review the structure and shifts of the CCSS math• Understand the language of the grade specific CCSS domain at a

deeper level • Analyze content and process standards• Share a process that can be replicated to review any CCSS

domain

Review Todays Goals:•

Share classroom experiences

Understand the learning progression for a critical area of focus

Determine if the content of instructional materials is deep enough.

Compare and contrast the cognitive complexity of tasks and the Mathematical Practices

Adjust existing problems/tasks to increase content depth and support Mathematical Practices.

Bring instructional materials!•Next Session

• Evaluation

• Final Questions

•Closure

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Resources for Implementation

• All things Common Core – in the state of Washington http://www.k12.wa.us/CoreStandards/ • All things Common Core – Nation wide

http://www.corestandards.org/ • Latest news, tools, thinking by the top “guys”

http://commoncoretools.wordpress.com

ESD/OSPI Created Materials: Mathematicshttp://k12.wa.us/CoreStandards/Mathematics/default.aspx

• Mathematical Practices By Grade Level (not yet online)

• Three Year Transition plan

•Grade Level Transition Documents

CCSS Math Resources

• Illustrative Mathematics http://illustrativemathematics.org

• Inside Mathematics http://www.insidemathematics.org • Common Core Toolbox http://www.ccsstoolbox.org • Education Northwest A Closer Look at the Common Core State Standards for Mathematics http://educationnorthwest.org/resource/1800