Treasure HuntPlease complete the treasure hunt handout to become familiarized with the Common Core.

Big Ideas for DelawareBrainstorm in grade band groups the big ideas for Delaware (k-2, 3-5, 6-8, 9-12). We want you to do this from memory (so pick the band with which you are most familiar). Make a poster for each grade band.

What is a big idea anyway?Let’s check your work by completing the Frayer on a big idea.

How about the Common Core?In your grade band group, examine the narratives from Common Core. Complete the Notice/Wonder handout as you examine these narratives. Make a poster for each grade band (highlighting each individual grade).

Answering our prompt…With a partner, discuss how the big ideas from the prioritized Delaware standards compare to Common Core. You may want to use the posters created to help. Complete the Venn Diagram and be prepared to have a VERY BRIEF discussion.

What’s ‘common’ about the Common Core?

In your grade band group, pick your favorite grade.

Go through the bulleted Standards in the Common Core document for the grade you pick and highlight what is currently taught.

Share out what you discover. If more than one person examined a grade, come to consensus as well.Is there a lot highlighted (meaning a lot of

similarities)?Are there certain grades that have more

highlighting?

Math Common Core State Standards Analysis (ACHIEVE)

ACHIEVE Data – Strength of Match

ACHIEVE Data

How do our DE GLEs compare to the Common Core in high school?

Shifts in Content

States introduce content at different grade levels.

http://hechingerreport.org/content/interactive-academic-standards-are-all-over-the-map_3020/

Source:

Analyze the graphsWhat do you notice about the graphs? What

might your students notice?Make a list of your conclusions and

questions.What are some things that you can conclude

from looking at the graphs above? What are some things that your students might conclude? What might they overlook?

Think about questions that come to your mind as you study the graphs carefully. Think about your students -- what questions might they have?

Which Process Standards Did You Just Demonstrate? Standard 5 – Problem Solving 5.1 – Build new mathematical knowledge5.2 – Solve problems that arise in mathematics and in other contexts5.3 – Apply and adapt a variety of appropriate strategies to solve problems5.4 – Monitor and reflect on the process of mathematical problem solving Standard 6 – Reasoning and Proof 6.1 – Understand that reasoning and proof are fundamental aspects of mathematics6.2 – Make and investigate mathematical conjectures6.3 – Develop and evaluate mathematical arguments and proofs6.4 – Select and use various types of reasoning (such as: compare; analyze; make an inference-

inductively and deductively; evaluate) and methods of proof Standard 7 – Communication 7.1 – Organize and consolidate their mathematical thinking through communication7.2 – Communicate their mathematical thinking coherently and clearly to peers, teachers, and others7.3 – Analyze and evaluate the mathematical thinking and strategies of others7.4 – Use the language of mathematics to express mathematical ideas precisely Standard 8 – Connections 8.1 – Recognize and use connections among mathematical ideas8.2 – Understand how mathematical ideas interconnect and build on one another to produce a coherent

whole8.3 – Recognize and apply mathematics in contexts outside of mathematics

Mathematical Practices

  Read one of the eight Mathematical Practices from the Common

Core State Standards.

Select/Highlight the Delaware Process Standard GLE(s) that align with the intent of the Mathematical Practice. Come to consensus with your group regarding this selection.

Place a sticky dot on the wall chart next to the GLE(s) that your group selected.

Group Discussion- How did the Mathematical Practice go beyond the meaning of the Delaware Process Standards?

  Be ready to share out the group big ideas using the Creative

Circle Activity instructions.

Summary