CCSS Math Breakout Session. Where Are You? Get a Post-It Note Write your favorite math topic on it...

CCSS MathCCSS Math

Breakout Breakout SessionSession

Where Are You?Where Are You?

Get a Post-It Note Get a Post-It Note

Write your favorite math topic on itWrite your favorite math topic on it

Find the Consensograph on the wallFind the Consensograph on the wall

Place your post-it above where you feel Place your post-it above where you feel your level of understanding is about the your level of understanding is about the CCSS Math StandardsCCSS Math Standards

““Building A Box” ActivityBuilding A Box” Activity

Find the math problem on your tableFind the math problem on your table

With a partner work out the problemWith a partner work out the problem

Consider the following question:Consider the following question:““What does it look like when students What does it look like when students

are doing math?”are doing math?”

Be ready to shareBe ready to share

Session ObjectivesSession Objectives

To deepen understanding of CCSS Math To deepen understanding of CCSS Math StandardsStandards

To become familiar with the Mathematical To become familiar with the Mathematical Practice StandardsPractice Standards

To understand the coding of the standardsTo understand the coding of the standards

To explore the glossary and appendix of To explore the glossary and appendix of the math standardsthe math standards

First StepFirst StepStandards are essential, but inadequate. Along Standards are essential, but inadequate. Along

with standards,with standards,Educators must be given resources, tools, and Educators must be given resources, tools, and time to adjust classroom practice.time to adjust classroom practice.Instructional materials aligned to standards are Instructional materials aligned to standards are needed.needed.Assessments must be developed to measure Assessments must be developed to measure student progress.student progress.Federal, state, and district policies need to be Federal, state, and district policies need to be reexamined to ensure they support alignment of reexamined to ensure they support alignment of the CCSS with student achievement.the CCSS with student achievement.

CCSSI 2010, www.corestandards.orgCCSSI 2010, www.corestandards.org

Key AdvancesKey AdvancesFocus and coherenceFocus and coherence

Focus on key topics at each grade level.Focus on key topics at each grade level.

Coherent progressions across grade levels.Coherent progressions across grade levels.

Balance of concepts and skillsBalance of concepts and skillsContent standards contain both conceptual Content standards contain both conceptual understanding and procedural fluency.understanding and procedural fluency.

Mathematical practicesMathematical practicesFoster reasoning and sense-making in mathematics.Foster reasoning and sense-making in mathematics.

College and career readinessCollege and career readinessLevel is ambitious but achievable.Level is ambitious but achievable.

Standards, Curriculum and Standards, Curriculum and PedagogyPedagogy

“ “For over a decade, research studies of For over a decade, research studies of mathematics education in high-performing mathematics education in high-performing countries have pointed to the conclusion countries have pointed to the conclusion that the mathematics curriculum in the US that the mathematics curriculum in the US must become substantially more focused must become substantially more focused and coherent in order to improve and coherent in order to improve mathematics achievement in this country.”mathematics achievement in this country.”

CCSS 2010, p. 3CCSS 2010, p. 3


“… “…the development of these standards the development of these standards began with research-based learning began with research-based learning progressions detailing what is known progressions detailing what is known today about how students’ mathematical today about how students’ mathematical knowledge, skill, and understanding knowledge, skill, and understanding develop over time.”develop over time.”

CCSS 2010, p. 4CCSS 2010, p. 4


““One hallmark of mathematical One hallmark of mathematical understanding is the ability to justify, in a understanding is the ability to justify, in a way appropriate to the student’s way appropriate to the student’s mathematical maturity, why a particular mathematical maturity, why a particular mathematical statement is true or where a mathematical statement is true or where a mathematical rule comes from….. mathematical rule comes from….. Mathematical understanding and Mathematical understanding and procedural skill are equally important, and procedural skill are equally important, and both are assessable using mathematical both are assessable using mathematical tasks of sufficient richness.”tasks of sufficient richness.”

CCSS 2010, p. 4CCSS 2010, p. 4


“ “No set of grade-specific standards can No set of grade-specific standards can fully reflect the great variety in abilities, fully reflect the great variety in abilities, needs, learning rates, and achievement needs, learning rates, and achievement levels of students in any given classroom. levels of students in any given classroom. However, the Standards do provide clear However, the Standards do provide clear signposts along the way to the goal of signposts along the way to the goal of CCR for all students.”CCR for all students.”

CCSS 2010, p. 4CCSS 2010, p. 4


“ “These standards do not dictate curriculum These standards do not dictate curriculum or teaching methods. For example, just or teaching methods. For example, just because Topic A appears before Topic B because Topic A appears before Topic B in a given grade, it does not mean that in a given grade, it does not mean that Topic A must be taught before Topic B.”Topic A must be taught before Topic B.”

CCSS 2010, p. 5CCSS 2010, p. 5


“ “One promise of common state standards One promise of common state standards is that over time they will allow research is that over time they will allow research on learning progressions to inform and on learning progressions to inform and improve the design of standards to a much improve the design of standards to a much greater extent than is possible today.”greater extent than is possible today.”

CCSS 2010, p. 5CCSS 2010, p. 5


“ “It is time for states to work together to It is time for states to work together to build on lessons learned from two build on lessons learned from two decades of standards based reforms. decades of standards based reforms. It is time to recognize that standards It is time to recognize that standards are not just promises to our children, are not just promises to our children, but promises we intend to keep.”but promises we intend to keep.”

CCSS 2010, p. 5CCSS 2010, p. 5

Building from past workBuilding from past work

NCTM process standards:NCTM process standards:

Problem solvingProblem solving

Reasoning and proofReasoning and proof

CommunicationCommunication

RepresentationsRepresentations

ConnectionsConnections

Building from past workBuilding from past work

Five Strands of Mathematical Proficiency:Five Strands of Mathematical Proficiency:Adaptive reasoningAdaptive reasoningStrategic competenceStrategic competenceConceptual understandingConceptual understanding – – comprehension of comprehension of math concepts, operations and relations.math concepts, operations and relations.

Procedural fluency –Procedural fluency – skill in carrying out procedures skill in carrying out procedures flexibly, accurately, efficiently and appropriately.flexibly, accurately, efficiently and appropriately.

Productive disposition –Productive disposition – habitual inclination to see habitual inclination to see math as sensible, useful, and worthwhile, coupled with a belief in math as sensible, useful, and worthwhile, coupled with a belief in diligence and one’s own efficacy.diligence and one’s own efficacy.

Adding It Up, NRC 2001Adding It Up, NRC 2001

Mathematical PracticesMathematical Practices

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

2.2. Reason abstractly and quantitatively.Reason abstractly and quantitatively.

3.3. Construct viable arguments and critique Construct viable arguments and critique the reasoning of others.the reasoning of others.

4.4. Model with mathematics.Model with mathematics.


5.5. Use appropriate tools strategically.Use appropriate tools strategically.

6.6. Attend to precision.Attend to precision.

7.7. Look for and make use of structure.Look for and make use of structure.

8.8. Look for and express regularity in Look for and express regularity in repeated reasoning.repeated reasoning.


They are what students “do” with They are what students “do” with the content standards.the content standards.

Go across Go across allall grades. grades.

Describe expertise or proficiencies Describe expertise or proficiencies expected for expected for allall students. students.

How do your comments from earlier match How do your comments from earlier match the Practice Standards?the Practice Standards?

Focus on UnderstandingFocus on Understanding

“ “The standards for Mathematical content The standards for Mathematical content are a balanced combination of procedure are a balanced combination of procedure and understanding. Expectations that and understanding. Expectations that begin with the word ‘understand’ are often begin with the word ‘understand’ are often especially good opportunities to connect especially good opportunities to connect practices to the content.”practices to the content.”

CCSS 2010, p.8CCSS 2010, p.8

K-8

Grade Level

Domain

Grade-Specific Standard

4.G.1

High School

Conceptual Category

G-C.1

Practice Standards

Describe an expertise that college & career ready math students at all levels should develop in

order to effectively engage mathematical concepts.

Math StructureMath Structure

Domain

Content-Specific Standard

Design and OrganizationDesign and Organization

Content standardsContent standards define what students define what students should understand and be able to doshould understand and be able to do

ClustersClusters are groups of related standards are groups of related standards

DomainsDomains are larger groups that progress are larger groups that progress across gradesacross grades



Take a look at the laminated Take a look at the laminated “posters” to help with learning the “posters” to help with learning the

coding process for the Math coding process for the Math CCSS.CCSS.

Design and OrganizationDesign and OrganizationCritical AreasCritical Areas













GlossaryGlossary

AppendixAppendix Course DevelopmentCourse Development

(Traditional vs. Integrated)(Traditional vs. Integrated) Accelerating StudentsAccelerating Students

Where is Michigan?Where is Michigan?

Fordham Institute’s Article – “The State of Fordham Institute’s Article – “The State of the State Standards”the State Standards”

MI GLCE vs. CCSS VisualMI GLCE vs. CCSS Visual

OverviewOverview

MI “Crosswalk” DocumentsMI “Crosswalk” Documents

Dig InDig In

Time to Explore Time to Explore

& Ask Questions& Ask Questions

Exploration ActivityExploration ActivityUsing the “Exploration” handout and the CCSS Using the “Exploration” handout and the CCSS document, correlate the standards from CCSS document, correlate the standards from CCSS with the “Building A Box” activity.with the “Building A Box” activity. Identify the big idea of the lesson.Identify the big idea of the lesson. Which standard does this lesson target?Which standard does this lesson target? What are students doing throughout the lesson?What are students doing throughout the lesson? Which standards were necessary for the student to Which standards were necessary for the student to

understand this lesson?understand this lesson? Which standards will the knowledge from this lesson Which standards will the knowledge from this lesson

lay a foundation for?lay a foundation for?

Be ready to share.Be ready to share.

Level of UnderstandingLevel of Understanding

What more do we need to What more do we need to know/do?know/do?

Does the consensograph Does the consensograph change?change?

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