WebinarCommon Core State Standards for Mathematics

What, How, When and How about YOU!

February 9, 2011

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2011

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Common Core State StandardsWhere are we and what’s next?

Francis (Skip) FennellProfessor of Education

Project Director,Elementary Mathematics Specialists and Teacher Leaders Project

mathspecialists.orgMcDaniel CollegeWestminster, MDFebruary 9, 2011February 9, 2011

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Mathematics is Mathematics is ImportantImportant

New!

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“Seeding”

Focus and Coherence

Step 1: NCTM

Step 2: NMAP

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Why Focus and Coherence?

• Long lists of state learning expectations• “Mile wide, inch deep” math curriculum • Identify the mathematics that should be the focus

of instruction and student learning, preK-8• Mobility• International Comparisons• Common Core Curriculum Clamoring - for a

while now• NCTM and NMAP…

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Common Core StandardsWho did this????

http://www.corestandards.org/

Visit this site

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Standards Criteria

• Fewer, clearer, and higher• Aligned with college and work expectations• Include rigorous content and application of

knowledge through high-order skills• Build upon strengths and lessons of current

state standards• Internationally benchmarked, so that all students

are prepared to succeed in our global economy and society

• Must be evidence and/or research based

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So far…

• College and Career Readiness Standards (fall, 2009) – but has drifted away

• K-8 Standards Grade-by-grade• High School Standards – by topic• To come (important):

– Progressions – by topic– Examples

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Standards for Mathematical Practice

Understanding as points of intersection between expectations and practices

Mathematical PracticesMathematical Practices NCTM ProcessesNCTM Processes

Make sense of problems and persevere in solving them.

Problem Solving

Reason abstractly and quantitatively. Reasoning and Proof

Construct viable arguments and critique the reasoning of others.

Reasoning and Proof, Communication

Model with mathematics. Connections

Use appropriate tools strategically. Representation

Attend to precision. Communication

Look for and make use of structure. Communication, Representation

Look for and express regularity in repeated reasoning.

Reasoning and Proof

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Domains

• 3, 4, 5– Operations and Algebraic Thinking– Number and Operations in Base Ten– Number and Operations - Fractions– Measurement and Data– Geometry

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Domains

• 6, 7– Ratios and Proportional Relationships– The Number System– Expressions and Equations– Geometry– Statistics and Probability

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Grade 7

Critical Areas1. Developing understanding of and applying proportional

relationships;2. Developing understanding of operations with rational

numbers and working with expressions and linear equations;

3. Solving problems involving scale drawings and informal geometric constructions, and working with two- and three-dimensional shapes to solve problems involving area, surface area, and volume;

4. Drawing inferences about populations based on samples.

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High School

• Number and Quantity• Algebra• Functions• Modeling • Geometry• Statistics and Probability• Note on courses and transitions: course

sequence, K-7 standards prepare students for Algebra I in grade 8, etc.

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High School Pathways

1. U.S. typical route: Two algebra courses, a geometry course, with some data, probability and statistics included in each course;

2. International route (integrated): A sequence of three courses, each of which includes number, algebra, geometry, probability and statistics;

3. U.S. “compacted” version: Students complete the content of 7th grade, 8th grade, and the High School Algebra I course in grades 7 (Compacted 7th Grade) and 8 (8th Grade Algebra I), which will enable them to reach Calculus or other college level courses by their senior year. While the K-7 CCSS effectively prepare students for algebra in 8th grade, some standards from 8th grade have been placed in the Accelerated 7th Grade course to make the 8th Grade Algebra I course more manageable;

4. Integrated “compacted” version: Students would complete the content of 7th grade, 8th grade, and the Mathematics I course in grades 7 (Compacted 7th Grade) and 8 (8th Grade Mathematics I), which will enable them to reach Calculus or other college level courses by their senior year. While the K-7 CCSS effectively prepare students for algebra in 8th grade, some standards from 8th grade have been placed in the Accelerated 7th Grade course to make the 8th Grade Mathematics I course more manageable.

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A glimpse…probably not fair

Cluster ExpectationsK 241 232 273 324 345 346 417 378 33

• Don’t let the number of understandings and skills be the whole story…• Issues: Focus, Understandings and Skills (and impact on assessment),

Language* of the Content Domains and Standards and throughout, other?

*Student should apply the principle of transitivity of measurement to make indirect comparisons, but they need not use this technical term.

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State Adoption

• State adoption is voluntary;

• Upon adoption of the common core, the organizations will encourage consortia of states in the development of assessments and curricular materials. This is now done.

Note: Each state who received the RTTT award accepted the Common Core State Standards

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44 States as of February 6th

Expectation:40 by the end of August?

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Math Groups Support Common Standards

TO THE EDITOR:

The final set of common academic standards released June 2 by the Common Core State Standards initiative are a welcome milestone in the standards movement that began more than 20 years ago when the National Council of Teachers of Mathematics published its “Curriculum and Evaluation Standards for School Mathematics.” The new common standards provide the foundation for more-focused and coherent instructional materials and assessments that measure students’ understanding of mathematical concepts and acquisition of fundamental reasoning habits, in addition to fluency with math skills. …

Letter co-signed by NCTM, NCSM, AMTE, ASSM; June 14, 2010

Additional efforts forthcoming by NCTM and NCSM – stay tuned

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Typical - CCSSImplementation Timeline

• Spring, Summer, Fall, 2010 – State Adoption

• 2010-2011 School Year – states develop and begin implementing a transition plan – for both curriculum and assessment

• 2010-2014 – States assist local districts in transition• Teacher development• Local curriculum revision• Test development

• 2014-2015 – Full implementation of Common Core State Standards

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CCSS – Think About

• Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method…(2.NBT7)

• Solve word problems involving multiplication of a fraction by a whole number, e.g., by using visual fraction models and equations to represent the problem. For example, if each person at a party will eat 3/8 of a pound of roast beef, and there will be 5 people at the party, how many pounds of roast beef will be needed? Between what two whole numbers does your answer lie? (4.NF4c)

Conceptual understanding is not an option, it’s an expectation!

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Challenges, Wonder Abouts…

• 100% of the common core K-12 standards in mathematics to be adopted within 3 years. Who will confirm?

• Adoption of the common core either in its entirety or in its entirety with up to an additional 15% added (“85% rule”). What gets added?

• Fidelity of adoption and implementation• Wonder about: Intervention, Special Education,

ESEA Reauthorization

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What about teacher needs?

• Professional Development– Language– Content

• Assessments – Recently Supported– Smarter Balanced– Achieve’s Partnership

for Assessment…

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PARCC - Achieve

• Partnership for the Assessment of Readiness for College and Careers (PARCC or Partnership) for the development of a K-12 assessment system aligned to the Common Core State Standards in English language arts and mathematics, which will help states dramatically increase the number of students who graduate high school ready for college and careers.

• The 11 governing states that will lead the 26-state Partnership in assessment development are: Arizona, the District of Columbia, Florida, Illinois, Indiana, Louisiana, Maryland, Massachusetts, New York, Rhode Island and Tennessee. Florida will serve as PARCC's fiscal agent.

From Achieve press release

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SMARTER

• The SMARTER Balanced Assessment Consortium (SBAC) is a collection of more than 30 states that have been working collaboratively since December 2009 to develop a student assessment system aligned to a common core of academic content standards.

• Governing co-leads: Tony Alpert (Oregon), Judy Park (Utah)

• Project manager partner: WestEd • Policy advisor: Sue Gendron • Senior research advisor: Linda Darling-Hammond

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What I think and see…

• Potential and Power of the Mathematical Practices– Interesting– Beyond planning and teaching

• Transition beginnings at K-2• Consider the Critical Areas (aka Focal Points) first?• Seemingly less talk/angst high school, much more K-8 – easy as to

why…• CCSS+ approach for a while…• Assessment planning and rollout?• Will SMARTER and PARCC determine the scope and sequence?• Need for discussion, sharing of ideas, etc.• Some concern about what materials when; need it yesterday

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Construct viable arguments and critique the reasoning of others.

Mathematical Practice - 3

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from the ems&tl look for’s

• Students: Understand and use prior learning in constructing arguments

• Teacher: Provides opportunities for students to listen to or read the conclusions and arguments of others

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• Can you represent the area of a rectangle that measures 5 cm by 8 cm? Use grid paper of tiles for your representation.

• What if the rectangle measured 5.5 cm by 7.5 cm? How would you represent the area? Would the area for this rectangle be the same as for the rectangle above?

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Before you can ‘look for’

• Teacher content background

• Teacher pedagogical background

• Issues:– Is the problem appropriate?

• Does it build from prior experiences?

– Representations appropriate?– Access to materials?

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Before you can ‘look for’

• Instructional Issues– Do the students have enough TIME to consider the

problems, solve them, and discuss them – including similarities and differences?

• Classroom norms for:– Discussing?– Engaging others – engaging all?– Presenting and accepting arguments?

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Recent Developments…

• Education Week – • “GOP Gains Could

Prompt Funding, Policy Shifts”– Is the time right for ESEA

Reauthorization?• Math NOW – remember?

• RtI issues

– Additional funds for RttT?– …and more

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Reality…

• No set of standards has much meaning without equitable resources to ensure that teachers are trained well enough to reach kids who live in widely different circumstances.

• …it is important to remember that neither these standards nor any other single effort will be the silver bullet some mistakenly believe is out there…

Valerie Strauss, June 7, 2010

QUESTIONS?

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