CCSS and Implication for Instruction October 10 3pm ES & MS

8/3/2019 CCSS and Implication for Instruction October 10 3pm ES & MS

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Common Core State StandardsImplications for Mathematics Instruction

Dale W. Vigil, Ed.D.Local District 4 Superintendent

October 12, 2011

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Why Common Core State

Standards?

o Internationally Competitiveo Continuity Across Stateso

New Emphasis on Math Reasoning

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Table Conversation

o What do you know about the CommonCore State Standards for Mathematics?

o What math instructional practices at yourschool would you like to see continued,refined or eliminated?

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Objectives

o Gain a deeper knowledge of thestructure and content of the CommonCore State Standards for Mathematics

o Connect the CCSS to our LD4 goals

o Reflect on the implications ofinstructional practice

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Click to edit Master subtitle style

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CommonCoreState

Standards forMath

Standards forMathematical

Practice

MathematicalContent

Standards

+ =


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Organization Overview

The CCSS for Mathematics are comprised of twocorresponding and connected sets of standards:

Standards for Mathematical Practiceq A set of 8 standards that describe the ways in

which the mathematics content standardsshould be approached

q Recurring through the grades

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The CCSS for Mathematics are comprised of twocorresponding and connected sets of standards:

Standards for Mathematical Contentq These standards define what students should

understand and be able to do in their study ofmathematics

q Different at each grade level

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Tab the following:

o LAUSD introduction I-VI (LAUSD Website)o Introduction P.2o

Standards for Math Practice P.5o Grade level:K P.7 4th P.208th P.40

1st P.11 5th P.25HS P.542nd P.15 6th P.30Glossary P. 87

3rd P.15 7th P.36Tables 1-5 P.90-92

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Page 5

Standards for Mathematical Practice

Kindergarten through High School

______Standard title

[ ]Narrative description99


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Standards for Mathematical Content

Kindergarten through Grade 8

5th Grade Example:o Introduction P.25-26

o Domain P.27

o Clusters/Cluster Heading P.27

o

Standards P.27 1010


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Format of K-8 Standards

Grade 5

Operations and Algebraic Thinking 5. OAWrite and interpret numerical expressions.1. Use parenthesis, brackets, or braces in numerical

expressions, and evaluate expressions with these symbols.2. Write simple expressions that record calculations withnumbers, and interpret numerical expressions withoutevaluating them. For example, express the calculation add 8and 7, then multiply by 2 as 2 x (8+7). Recognize that 3 x(198932 +932) is three times as large as 18932+921,without having to calculate the indicated sum or product.2.1 Express a whole number in the range 2-50 as aproduct of its prime factors. For example, find theprime factors of 24 and express 24 as 2x2x2x3.

Analyze patterns and relationships.3. Generate two numerical patterns using two given rules.

Identify apparent relationships between corresponding terms.Form ordered pairs

Domain

Cluster

Standard

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Standards for Mathematical Content

Kindergarten through Grade 8

o

Introduction (P.25-26; 5th Grade Sample)Provides important contextual information and callsout and describes critical areas of focus.

Note: Math Practice Standards are also on theintroduction page for each grade level.

o DomainLarge groups of related standards; connects topics

and content between and among grade levels.

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Standards for Mathematical ContentKindergarten through Grade 8

o Clusters/Cluster Heading

Smaller set of related standards within the domain;identifies the primary idea.

o Standards

Describes what students should know and be ableto do for that cluster heading, domain and grade level.

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CCSS Domain Progression

K 1 2 3 4 5 6 7 8 HS

Counting &Cardinality

Number and Operations in Base TenRatios and Proportional

Relationships Number &QuantityNumber and Operations

FractionsThe Number System

Operations and Algebraic Thinking

Expressions and Equations Algebra

Functions Functions

Geometry Geometry

Measurement and Data Statistics and ProbabilityStatistics &

Probability

CA

Algebra

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Standards for Mathematical

Practice P. 5

o Similar to Mathematical Reasoning Standards

o Front of document and beginning of each grade level

o Describe Habits of Mind of a mathematically expert studentacross all grade levels

o Foster 21st Century Skills

o Consistent with Local District 4 goals with an emphasis onreasoning and student voice

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Why are 21st Century Skills and

Habits of Mind Important?

o Work in pairso One person be the expert in 21st

Century Skillso The other be the expert in Habits of

Mindo After reading, share your insights and

then discuss similarities to LD4 goalso Share out


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Diving Deeper into 8 Standards for

Math Practice

o Divide into 2 groups at your table

o

Each group becomes expert at one ofthese two Standards for Math Practice(Standard 1 or Standard 3)

o Discuss and clarify the meaning of thestandards

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Implications for Practice -

Making Conjectures1. What does this look like? 2. What does this sound like?

3. What will EL and SEL students

need in order to do this?

4. What will teachers need in order

to do this?

5. Implications for assessments? 6. Implications for grading?

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Contextualizing the Eight Standards

for Math Practice - EDCs Proposal

o Read authors proposal

o Revisit your conjecture poster. Anyrevisions or additions?

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Reflection

o What insights did you gain about theMath CCSS?

o

What are the implications for mathinstructional practice?o Reflect on your opening conversation

during the Table Talk. Any revisions for

math practices youd want to seecontinued, refined or eliminated atyour school?

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Our two cents - Implication for

practice

o Working and solving challenging non-routineproblems;

o Explaining methods and justifying conclusions;o Predicting and conjecturing about:

n Unknown numbersn Measurementsn Quantitative relationsn Behavior of functionsn How well a model fits reality

o Looking for patterns and structure in places likediagrams, equations, number systems, proofs,problems, tables, graphs, and real-world objects.

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CCSS and Implication for Instruction October 10 3pm ES & MS

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