Common Core What does it look like

in action?ESC South Instructional Support Meeting

Reggie Brookens, Secondary Mathematics Coordinator

August 19, 2013

CCSS Implementation2013-14

O Grades 2nd ,3rd ,7th ,8th and 10th O Deep understanding of the standards

for the grade levelO Understanding of the progression

through the gradesO Implementation of one math unitO Mathematical Practices 1,3, and 4O Grades 6th and 9th – one lesson per

unit

CCSS Mathematics Instruction

The CCSS expects a blend of student demonstrations of conceptual understanding with procedural fluency.

One should not exist without the other

Five CCSS paradigm shifts

1. Professional development as a PLC

The CCSS require a paradigm shift in the grain size of change beyond the single isolated teacher

Five CCSS paradigm shifts

2. Instruction

The CCSS require a paradigm shift to daily lesson design that accommodates a focus on the process of learning and developing deep student understanding of the standards.

Five CCSS paradigm shifts

3. Content

The CCSS require a paradigm shift to a “less (fewer standards) is more (deeper rigor with understanding)’’ at every grade level.

Number of Mathematics topics Intended

Grade 1 2 3 4 5 6 7 8 9

Japan 7 10 17 19 26 20 14 19 16

Germany 4 6 11 16 21 26 23 21 5

U.S. 12 17 21 25 27 32 32 33 27

California(Standards)

30 35 49 44 38 50 55 29 (Algebra)

22 (Geo)

U.S. Timms Study

CommonCore

23 27 33 34 34  29  24  28 31(Alg)

Five CCSS paradigm shifts4. AssessmentThe CCSS require a paradigm shift toward assessment as a multifaceted process of formative assessment development.

“How will you know if each student is learning?” becomes a significant question for you and your team.

Five CCSS paradigm shifts

5. InterventionThe CCSS require a paradigm shift toward a team and school response to intervention

How will your team respond and act on evidence (or lack of) of student learning?

Content StandardsO Read the Introduction for your

chosen level.O Highlight or underline important

ideasO Compare your highlights with your

partner

New and GoneO Create a chart which describes which

concepts are new at that level and what concepts are no longer at that level.

O “What should a student in Grade ___________ know and understand when they complete that level?”

Understanding Mathematics

O What does mathematical understanding look like?

“One hallmark of mathematical understanding is the ability to justify why a particular mathematical statement is true or where a mathematical rule comes from. Mathematical understanding and procedural skill are equally important and both are accessible using mathematical task of sufficient richness.”

Content standard OMath 7NS 1c

c. Understand subtraction of rational numbers as adding the additive inverse, p – q = p + (–q). Show that the distance between two rational numbers on the number line is the absolute value of their difference, and apply this principle in real-world contexts.

What does it look like?O VideoO How do manipulatives deepen

understanding of integer operations even for students who find the traditional algorithm easy?

O What Mathematical Practices were evident in the video?

O Is this an example of effective instruction? Why or why not?

Content standard OMath 8.EE. C. 7a

a. Give examples of linear equations in one variable with one solution, infinitely many solutions, or no solutions. Show which of these possibilities is the case by successively transforming the given equation into simpler forms, until an equivalent equation of the form x = a, a = a, or a = b results (where a and b are different numbers).

What does it look like?O VideoO What structures does Ms. Warburton

create to facilitate strong collaboration?

O How does Ms. Warburton encourage deep understanding through questioning, encouragement, and reflection?

O Is this an example of effective instruction? Why or why not?

Content StandardO Math G. 2

O Represent transformations in the plane using, e.g., transparencies and geometry software; describe transformations as functions that take points in the plane as inputs and give other points as outputs. Compare transformations that preserve distance and angle to those that do not (e.g., translation versus horizontal stretch)

What does it look like?O VideoO How does this lesson address auditory,

kinesthetic and visual learners? O What is Ms. Mojocoa looking for as she

walks around and monitors group work?O How does student discovery of angle

relationships aid retention more than being told the angle relationship?

O Is this an example of effective instruction? Why or why not?

During the 2013-14 school year, what is the paradigm shift your teams most need to focus on?1. The instruction?2. The content? 3. The assessment as a formative

process?4. Coherent and required intervention

procedures?