Common Core State Standards for Mathematics Webinar Series – Part two Office of Superintendent of...

transcript

Common Core State Standards

for Mathematics

Webinar Series – Part two

Office of Superintendent of Public InstructionRandy I. Dorn, State Superintendent

Welcome!Agenda for today’s webinar…

Vision for the state and highlights from previous webinar

Statewide efforts to build capacity Classroom transition supports that will be

available Smarter Balanced Assessment Consortium New resources that are now available

January 2012CCSS Webinar Series Part 2: Mathematics

But First…About You We’d like to know a little about who is out

there.

Time for a poll.

January 2012CSS Webinar Series Part 2: Mathematics

Washington’s Vision for Education

Every Washington public school student will graduate from high school globally competitive for

work and postsecondary education and prepared for life in

the 21st century.Class of 2011: Bridgeport High School

January 2012

Implementing the Common Core State Standards in Washington State

Our Vision: Every student will have access to the CCSS standards through high quality instruction aligned with the standards every day; and that all teachers are prepared and receive the support they need to implement the standards in their classrooms every day.

Our Purpose: To develop a statewide system with aligned resources that supports all school districts in their preparation of educators and students to implement the CCSS. Our Core Values: This vision can only occur through core values of clarity, consistency, collaboration, coordination, and commitment from classrooms, schools, and communities to the state level.

A Review of Progressions, Shifts, Design, and Focus

Common Core State Standards for Mathematics

January 20127 CCSS Webinar Series Part 2: Mathematics

CCSS Webinar Series Part 2: Mathematics

Content Progressions and Major Shifts

January 2012

Major ShiftsFocus• 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

CCSS Design and Organization

9 CCSS Webinar Series Part 2: Mathematics

GradePriorities in Support of Rich Instruction and Expectations of Fluency and Conceptual Understanding

K–2Addition and subtraction, measurement using whole number quantities

3–5Multiplication and division of whole numbers and fractions

6Ratios and proportional reasoning; early expressions and equations

7Ratios and proportional reasoning; arithmetic of rational numbers

8 Linear algebra

Critical Areas of Focus

Next Steps in Building Statewide Capacity

Focusing on the Foundation…Washington’s Implementation Timeline & Activities

2010-11 2011-12 2012-13 2013-14 2014-15

Phase 1: CCSS Exploration

Phase 2: Build Awareness & Begin Building Statewide Capacity

Phase 3: Build Statewide Capacity and Classroom Transitions

Phase 4: Statewide Application and Assessment

Ongoing: Statewide Coordination and Collaboration to Support Implementation

January 2012

Implementation Partnerships

PLUS…Large School DistrictsHigher EducationStatewide Education and Content Associations

Washington

Continue Building Statewide Awareness

CCSS Webinar Series

Web resources

CCSS Symposia for School District Teams

CCSS Overview Presentations and Support (OSPI and ESD partners)

Begin Building Statewide Capacity

January 201215

CCSS Overview and Content-Specific Learning Opportunities

Opportunities in each ESD region for professional learning focused on Math and ELA CCSS – consistent content, no charge to attend.

Time: Spring and summer 2012

CSS Webinar Series Part 2: Mathematics

Establish Statewide CCSS“Specialist Cadres” of Educators

Commit to building district capacity at the system and content-level through regional training opportunities

3-5 school district teams per ESD region selected to serve as “lighthouse” districts in their region for system-level implementation efforts

Funds provided to attend spring and summer 2012 CCSS professional development

Applications in February 2012 through iGrants

Classroom Transition Supports

Standards for Mathematical Practice

Make sense of problems and persevere in solving them Reason abstractly and quantitatively Construct viable arguments and critique the reasoning of

others Model with mathematics Use appropriate tools strategically Attend to precision Look for and make use of structure Look for and express regularity in repeated reasoning

Standards for Mathematical Practices

Graphic

Exploring These Standards

Read the first mathematical practice.

List the words that illustrate the student actions for this practice

1. Make sense of problems and persevere in solving them.

Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, “Does this make sense?” They can understand the approaches of others to solving complex problems and identify correspondences between different approaches.

1. Make sense of problems and persevere in solving them.

Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, “Does this make sense?” They can understand the approaches of others to solving complex problems and identify correspondences between different approaches.

Observations

What do you notice?

What will students be doing differently?

What will teachers be doing differently?

Discuss with your group.

Three-Year Transition Plan for Common Core State Standards for Mathematics by Grade Level

Professional Development Plan CCSS-M

Three-year transition plan focuses on one or two domain areas for each year.

Domain of focus for year one aligns to the current testing of the MSP.

Each year additional domains will be added, but the process can be repeated each year of the transition.

Step 0: Introduction and Overview of the Common Core State Standards for Mathematics (CCSS-M) - (approx. 1-2 hours)

Step One: Decoding the Language of the Common Core State Standards for Mathematics (CCSS-M) – (approx. 3 hours)

During this training, educators will dig into the language of the standards and examine the student expectations within the content standards.

What does this mean?The 2008 standards asks students to:

3.3.A Represent fractions that have denominators of 2, 3, 4, 6, and 8 as parts of a whole, parts of a set, and points on the number line.

In the Common Core State Standards students will need to:3.NF Develop understanding of fractions as numbers. 2. Understand a fraction as a number on the number

line; represent fractions on a number line diagram. A. Represent a fraction 1/b on a number line diagram by defining

the interval from 0 to 1 as the whole and partitioning it into b equal parts. Recognize that each part has size 1/b and that the endpoint of the part based at 0 locates the number 1/b on the number line.

B. Represents a fraction a/b on a number line diagram by marking off a lengths 1/b from 0. Recognize that the resulting interval has size a/b and that its endpoint locates the number a/b on the number line.

Step Two: Deepening Your Understanding of the Mathematics in the Common Core State Standards (CCSS–M) - (approx. 4 hours) Educators will further unpack the standards by looking at examples and connecting content standards to the Standards of Mathematical Practices.

Your Turn

Draw a point on the number line to show where 2/3 belongs. Be as exact as possible.

Work the problem alone.

Discuss how you solved this with an elbow partner.

Step Three:

Connecting the Common Core State Standards for Mathematics (CCSS-M) to Instructional Materials – (approx. 1.5 hours) Educators will have an opportunity to link the Common Core State Standards for Mathematics to instructional materials and other resources. Teachers will examine the cognitive complexity of tasks within their materials and consider the amount of scaffolding that is appropriate.

Instructional Material Examples Tell what point each fraction represents.1. 1/3

0/3 1/3 2/3

2. 2/5

A B C D 0/5 1/5 2/5 3/5

Instructional Material Examples

Draw and label a number line showing four fractions.

Explain how you would determine where a fraction is on a number line.

Name point A on the number line.

Updates from the SMARTER Balanced Assessment Consortium

New Assessments: What We Know So Far

A Balanced Assessment System

Information and tools to improve

teaching and learning

Interim assessments

Flexible, open, used for actionable

feedback

Summative assessments

Benchmarked to college and career

readiness

Teacher resources for formative

assessment practices

to improve instruction

Two Performance Assessments per

Content Area

Computer Adaptive

Comprehensive Assessments

Computer Adaptive

Performance Tasks

Assessment PD

Assessment Exemplars

Released Items/ Tasks

Resources

Washington State Educational Service Districts Math Coordinator Network Team

2011-2012

ESD Location Math Coordinator Phone Email

NEW ESD 101 Spokane Erik Wolfrum (509) 789-3551 ewolfrum@esd101.net

ESD 105 Yakima Ann Sipe (509) 853-1100 ann.sipe@esd105.org

ESD 112 Vancouver Sue Bluestein (360) 750-7500, Ext. 143

sue.bluestein@esd112.org

ESD 113 Olympia Heather Dorsey (360) 464-6704 hdorsey@esd113.org

Olympic ESD 114 Bremerton Katy Absten (360) 782-5061 kabsten@oesd.wednet.edu

Puget Sound ESD 121 Renton Sandy Christie (425) 917-7934 schristie@psesd.org

ESD 123 Pasco Cathey Bolson (509) 544-5736 cbolson@esd123.org

North Central ESD 171 Wenatchee Mary Jane Ross (509) 667-3633 maryr@ncesd.org

Northwest ESD 189 Anacortes Jeanette Grisham (360) 299-4716 jgrisham@nwesd.org

Cheryl Lydon Statewide ESD Math/Science Director

425-917-7866 clydon@psesd.org CSS Webinar Series Part 2:

Mathematics

Current Resources for TeachersWashington State created documentshttp://www.k12.wa.us/Corestandards/default.aspx

Three-year transition plan Transition documents T&L monthly “newsflashes” and list-serve

http://k12.wa.us/CoreStandards/default.aspx

State Documents Arizona – examples and explanations, Mathematics

Practices by grade level Ohio – model lessons

Current Resources for Teachers

The Illustrative Mathematics Project

Progressions for the Common Core State Standards in Mathematics – support for formative assessment

Inside Mathematics

NCTM Mathematical Practices

CCSS Webinar Series Part 2: Systems Update

43 January 2012

Thank you.Common Core Questions:

Email: corestandards@k12.wa.us OR Greta Bornemann, OSPI CCSS Project Lead, E-mail: Greta.Bornemann@k12.wa.us