Begin with the End in Mind: Begin with the End in Mind: Common Core State Standards Common Core State Standards

For MathematicsFor Mathematics

What will our Students need to:What will our Students need to:

KnowKnow DoDo

Of Walmart’s 6,000 suppliers, 5,000 are in China

Source: National Academy of Science

IBM’s PC business is now owned by a Chinese

company

Source: National Academy of Science

U.S. Economy

• There were 32 unemployed individuals competing for each opening in the Construction Industry

• 7 competing for each Manufacturing Job

June 2010:

Source: National Academy of Science

U.S. Economy

• 4,755,000 private sector jobs eliminated

• 676,000 government jobs added

In Past 5 Years:

Source: National Academy of Science

U.S. Economy

• Over half of U.S. workforce

• Work hours reduced

• Took pay cut

• Forced to take unpaid leave

• Work part time

June 2010:

Source: National Academy of Science

Economic Growth

• Innovation

• Entrepreneurship

Source: National Academy of Science

The great majority of newly created jobs are the indirect

or direct result of advancements in science

and technology

Source: National Academy of Science

China graduates more English-speaking engineers than the

U.S.

Source: National Academy of Science

Schools are Improving

School Improvement

Schools are Improving

School Improvement

Changing World

Why – WHAT - How

Common Core Standards Criteria

Set the stage for US education not just beyond next year, but for the next decade,

Ensure all American students are prepared for the global economic workplace.

Raise the bar for all studentsAll students are prepared for all entry-level, credit-

bearing, academic college courses in English, mathematics, the sciences, the social sciences, and the humanities.

All students enter these classes ready for success (defined for these purposes as a C or better).

Common Core Standards Criteria

• Rigorous

• Clear and specific

• Teachable and learnable

• Measurable

• Coherent

• Grade by grade standards

• Internationally benchmarked

Standards Development Process

College and career readiness standards developed in summer 2009

Based on the college and career readiness standards, K-12 learning progressions developed

Multiple rounds of feedback from states, teachers, researchers, higher education, and the general public (9,600 comments)

Validation CommitteeFinal Common Core State Standards

released on June 2, 2010

Common Core Standard/Vision

Establishes a vision of what it means to be a literate person in the twenty-first century.

Students who readily undertake the close, attentive reading that is the heart of understanding and enjoying complex works of literature.

They habitually perform the critical reading necessary to pick carefully through the staggering amount of information

Common Core Standard/Vision

• They actively seek wide, deep and thoughtful engagement with high-quality literary and informational text that builds knowledge, enlarges experiences and broadens worldviews.

• They demonstrate cogent reasoning and use evidence that is essential for deliberations and responsible citizenship

www.corestandards.org

STANDARDS FOR

MATHEMATICS

JUNE 2010

Characteristics

• Fewer and more rigorous. • Aligned with college and career expectations – prepare all

students for success upon graduating from high school.• Internationally benchmarked, so that all students are

prepared for succeeding in our global economy and society.

• Includes rigorous content and application of higher-order skills.

• Builds upon strengths and lessons of current state standards.

• Research based

Coherence

• Articulated progressions of topics and performances that are developmental and connected to other progressions

• Conceptual understanding and procedural skills emphasized equally

• NCTM states coherence also means that instruction, assessment, and curriculum are aligned

Focus

• Key ideas, understandings, and skills are identified

• Deep learning of concepts is stressed– That is, time is spent on a topic and on learning it

well. This counters the “mile wide, inch deep” criticism leveled at most current U.S. standards.

Clarity and Specificity

• Skills and concepts are clearly defined

• Being able to apply concepts and skills to

new situations is expected

Mathematical Practices

• The Common Core proposes a set of Mathematical Practices that all teachers should develop in their students. These practices are similar to NCTM’s Mathematical Processes from the Principles and Standards for School Mathematics.

Intent of Common Core

• The same goals for all students

• Coherence

• Focus

• Clarity and Specificity

Grade-Level Standards

K-8 grade-by-grade standards organized by domain

9-12 high school standards organized by conceptual categories

The K-5 standards: whole numbers addition subtraction multiplication

division fractions and decimals

6-8 standards:

geometry

algebra

probability and statistics

High school standards:

Number & Quantity Algebra Functions Modeling Geometry Statistics & Probability

Standards for Mathematical Practice/Proficiency Describe mathematical “habits

of mind” Standards for mathematical

proficiency: reasoning, problem solving, modeling, decision making, and engagement

Connect with content standards in each grade

Mathematical Practices

• The Common Core proposes a set of Mathematical Practices that all teachers should develop in their students. These practices are similar to NCTM’s Mathematical Processes from the Principles and Standards for School Mathematics.

Mathematics/Standards for Mathematical Practice

1. Make sense of problems and persevere in solving them

2. Reason abstractly and quantitatively3. Construct viable arguments and critique the

reasoning of others4. Model with mathematics5. Use appropriate tools strategically6. Attend to precision7. Look for and make use of structure8. Look for and express regularity in repeated

reasoning

Mathematical Practices

1. Make sense of problems and persevere in solving them:– Use concrete objects or pictures to help solve

problems– Proficient students can explain the meaning of

the problem – Identify how to enter the problem– Make a plan on how to solve the problem– Monitor progress

Mathematical Practices

2. Reason abstractly and quantitatively:– Make sense of quantities and their

relationship in problems– Use concrete manipulatives to demonstrate

an understanding of the problem• Units involved• Understanding the meaning of quantities• Knowing and using different properties of

operations

Mathematical Practices

3. Construct viable arguments and critique the reasoning of others:– Can construct solutions using concrete

objects such as drawings, diagrams and actions

– Students develop strategies to solve problems, question them to understand their thinking and understanding

Mathematical Practices

4. Model with mathematics:– Apply the math they know to solving problems– Being able to write equations to describe a

situation

Mathematical Practices

5. Use appropriate tools strategically– Students use a variety of methods and tools

to compute, including objects, mental computation, estimation, paper and pencil, and calculators.

Mathematical Practices

6. Attend to Precision– Communicate clearly how they solved the

problem– Know the symbol– Check answers– Ask lots of question to understand how

students are tackling the problem

Mathematical Practices

7. Look for and make use of structure

– Recognize patterns or structure (3+7 is the same as 7+3)

Mathematical Practices

8. Look for and express regularity in repeated reasoning:– Watch for repeated patterns, numbers– Able to identify shortcuts

Universal Design for Learning

• UDL is a blueprint for:– creating instructional goals, – methods, – materials, and – Assessments – flexible approaches that can be customized

and adjusted for individual needs.

What will our Students need to Know and Do:What will our Students need to Know and Do:

Learning with Learning with

THE END THE END (in mind)(in mind)