Aligning Curriculum to the Common Core State

Standards for Mathematics

Math & Science Collaborativeat the Allegheny Intermediate Unit

Goals

Develop a deeper understanding of the content and practices in the Common Core Standards in mathematics and how understanding of a concept is developed and deepened through the grades

Become familiar with Common Core State Standards and PA Common Core Standards for Mathematics

Become familiar with a process for writing curriculum

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What’s different about CCSS?

These Standards are not intended to be new names for old ways of doing business. They are a call to take the next step. It is time for states to work together to build on lessons learned from two decades of standards based reforms. It is time to recognize that standards are not just promises to our children, but promises we intend to keep.

— CCSS (2010, p.5)

Why do we need common standards? Why now?

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Disparate standards across states Today’s jobs require different skills Global competition For many young people, a high school

degree isn’t preparing them for college or a good job.

Standards for Mathematical Practice

Take a few minutes and reread the Standards for Mathematical Practice. What are the implications for student

learning?

Structuring the Practices

Grade 7 Big Idea

CCSS Mathematical Practices

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

2. Reason abstractly and quantitatively.3. Construct viable arguments and critique the

reasoning of others.4. Model with mathematics.5. Use appropriate tools strategically.6. Attend to precision.7. Look for and make use of structure.8. Look for and express regularity in repeated reasoning.

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What mathematical content is needed to complete the task?

Solve real-life and mathematical problems using numerical and algebraic expressions and equations Solve multi-step real-life and mathematical problems posed

with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. relate and compare different forms of representation for a

relationship Use variables to represent quantities in a real world or ‐

mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities.

• Y = 6n + 2

CCSS Mathematics | Grade 7

In Grade 7, instructional time should focus on four critical areas:

(1) 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; and

(4) drawing inferences about populations based on samples.

Standards

Must be coherent, focused on important mathematics, and well articulated across the grades

Mathematical Understanding

A learning progression through tasks Look at tasks from kindergarten – sixth

grade. Match each task with the CCCSS

Mathematics Standard to which the task aligns

Use the task sheet to mark your choices.

Progressions or Flows within and across Domains

Daro, 2010

Number and Operations ―Fractions

Algebra

Expressionsand

Equations

The NumberSystem

Operations andAlgebraic Thinking

Number andOperations―Base Ten

K- 5 6-8 High School

Learning Progression

What new insights do you have about the progression of Operations and Algebraic Thinking to Expressions and Equations? How is understanding being developed and

deepened across the grades?

Resources

http://msccommoncore.wikispaces.com http://www.pdesas.org/Standard/CommonCore http://

www.pdesas.org/Standard/AnchorsDownloads Scroll down to Mathematics Assessment Anchors (Draft

Versions) – aligned to PA Common Core Standards

www.mathsciencesuccess.org www.illustrativemathematics.org www.insidemathematics.org

Acknowledgement

This material is based on work supported by the SW PA MSP 2010 funds administered through the USDOE under Grant No. Project #: RA-075-10-0603. Any opinions, findings, conclusions, or recommendations expressed in this publication are those of the authors and do not necessarily reflect the views of the granting agency.