PUTTING THE COMMON CORE STATE STANDARDS FOR MATHEMATICS INTO ACTION

Sandy ChristieMathematics Program Manager

September 16, 2013Fife Grades K-5

Where are we in our Experiences with CCSS-Mathematics?

Everyone stand up…..….Sit down if you are relatively new to the CCSS- Mathematics journey

….Sit down if you‘ve spent some time learning about & may have tried out some CCSS-M

….Sit down if you’ve done some in-depth preparation and are well on your way implementing

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WHAT’S THE SAME? WHAT’S DIFFERENT?

CCSS – Mathematics

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Same Different

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Standards will be assessed statewide for accountability and graduation purposes.

2013-2014 last year for 2008 WA State Standards by WA2014-2015 and beyond CCSS through Smarter Balanced Assessment Consortium (SBAC)

K-8 CCSS-M organized by grade level

HS CCSS-M not organized by grade or subject (ex. alg or geo)

WA State Core Process Standards (reasoning, problem solving, & communication) are included in CCSS standards

Now called CCSS Standards for Mathematical Practices

+Standards for 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 mathematics5. 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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Same Different

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“Strand” documents available to show all grade levels (K-8) around a common content theme (now called Domains) -such as Operations and Algebraic Thinking

HS CCSS-M are only organized in “strands”. These common content themes are called Conceptual Categories

Modeling embedded

The Common Core State Standards in mathematics began with progressions: narrative documents describing the progression of a topic across a number of grade levels, informed both by educational research and the structure of mathematics. These documents were then sliced into grade level standards K-8.

Standards by domain – this one goes to 5th grade –

The Progressions for the Common Core State Standards are updated versions of those early progressions drafts, revised and edited to correspond with the Standards by members of the original Progressions work team, together with other mathematicians and education researchers not involved in the initial writing. They note key connections among standards, point out cognitive difficulties and pedagogical solutions, and give more detail on particularly knotty areas of the mathematics.

Where to find CCSS–M Standards by domain & Progressions?

http://commoncoretools.me/tools/

Domains

Progressions

What progressions are available?

http://ime.math.arizona.edu/progressions/

+ Common Core Format/Language

K-8

GradeDomain

Cluster

Standards

(There are no pre-K Common Core Standards)

High School

Conceptual Category

Domain

Cluster

Standards

Structure of the CCSS

Cluster Heading

+The Three Shifts in Mathematics•Focus: Strongly where the standards focus•Coherence: Think across grades and link to major topics within grades•Rigor: Require conceptual understanding, fluency, and application

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Focus on the Major Work of the GradeTwo levels of focus

• What’s in/What’s out• The standards at each grade level are interconnected

allowing for coherence and rigor

+ OSPI Transition documents

http://www.k12.wa.us/CoreStandards/Mathematics/default.aspx

+ Last page(s) of OSPI Transition document

+ Focus on Major Work

• The materials should devote at least 65% and up to approximately 85% of the class time to the major work of the grade with Grades K–2 nearer the upper end of that range, i.e., 85%.

K-8 Publishers Criteria for CCSS-M

Focus is on clusters, not individual standards.

Content Emphasis by Cluster—Grade 3

CCSS-M Required Fluencies in K-6Grade Standard Required Fluency

K K.OA.5 Add/subtract within 5

1 1.OA.6 Add/subtract within 10

22.OA.2

2.NBT.5

Add/subtract within 20 (know single-digit sums from memory)

Add/subtract within 100

33.OA.7

3.NBT.2

Multiply/divide within 100 (know single-digit products from memory)

Add/subtract within 1000

4 4.NBT.4 Add/subtract within 1,000,000

5 5.NBT.5 Multi-digit multiplication

6 6.NS.2,3Multi-digit division

Multi-digit decimal operations

Algorithms in CCSS-M

Grade Standard Required Fluency

3 3.NBT.2 Add and Subtract within 1000- a range of algorithms

4 4.NBT.4Add and Subtract multi-digit whole numbers using standard algorithm

5 5.NBT.5 Multiply whole numbers using standard algorithm

6 6.NS.2 Divide multi digit numbers using standard algorithm

6 6.NS.3Add, sub, multi, divide multi-digit decimals using standard algorithm

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Coherence Across and Within Grades• It’s about math making sense.

• The power and elegance of math comes out through carefully laid progressions and connections within grades.

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Rigor: Illustrations of Conceptual Understanding, Fluency, and Application

• Here rigor does not mean “difficult problems.”• It’s a balance of three fundamental components that result in

deep mathematical understanding.• There must be variety in what students are asked to produce.

+ Turn and Talk• In groups of 2-3:

•From what we’ve looked at so far, what documents/resources would you like to spend more time with? Why?

SMARTER BALANCED ASSESSMENT SYSTEM (SBAC)

How is this different from our current assessments?

A Balanced Assessment System

School Year Last 12 weeks of the year*

DIGITAL CLEARINGHOUSE of formative tools, processes and exemplars; released items and tasks; model curriculum units; educator training; professional development tools and resources; scorer training modules; and teacher collaboration tools.

English Language Arts/Literacy and Mathematics, Grades 3-8 and High School

Computer AdaptiveAssessment and

Performance Tasks

Computer AdaptiveAssessment and

Performance Tasks

Scope, sequence, number and timing of interim assessments locally determined

*Time windows may be adjusted based on results from the research agenda and final implementation decisions.

PERFORMANCE TASKS

•ELA/Literacy•Mathematics

Re-take option

COMPUTER ADAPTIVE TESTS

•ELA/Literacy•Mathematics

Optional Interim

Assessment

Optional Interim

Assessment

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+ SBAC Assessment Claims for Mathematics

Overall Claim (Gr. 3-8)

Overall Claim (High School)Claim 1

Concepts and Procedures

Claim 2

Problem SolvingClaim 3

Communicating Reasoning

Claim 4

Modeling and Data Analysis

Claim 1 - Concepts and ProceduresStudents can explain and apply mathematical concepts and interpret and carry out mathematical procedures with precision and fluency.

Grade LevelNumber of

Assessment Targets

3 11

4 12

5 11

6 10

7 9

8 10

11 17

Assessment Targets = Clusters

Claim 2 – Problem Solving

Claim 3: Students can clearly and precisely construct viable arguments to support their own reasoning and to critique the reasoning of others.

Claim 2: Students can solve a range of complex well-posed problems in pure and applied mathematics, making productive use of knowledge and problem solving strategies.

Claim 4: Students can analyze complex, real-world scenarios and can construct and use mathematical models to interpret and solve problems.

Claim 4 – Modeling and Data Analysis

Claim 3 – Communicating Reasoning

SBAC – sample & practice test items

• Reflections on problem:

• How are these problems different/same from those in my instructional materials?

• What knowledge does my student need to answer these type of questions?

• What can I do so that student’s are prepared for and have the opportunity to experience these types of problems?

http://www.smarterbalanced.org

3.NF.A.3aUnderstand two fractions as equivalent (equal) if they are the same size, or the same point on a number line.

4.NF.B.4cSolve word problems involving multiplication of a fraction by a whole number

5.NF.C.7Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions

SBAC – sample & practice test items

• Reflections on problem:

• How are these problems different/same from those in my instructional materials?

• What knowledge does my student need to answer these type of questions?

• What can I do so that student’s are prepared for and have the opportunity to experience these types of problems? http://www.smarterbalanced.org/

Where can I find more CCSS-M aligned items, especially if I teach K-2?

Illustrative Mathematics (website on handout)

Inside Mathematics

What supports do you need from your district to implement

the CCSS-M?

Final Reflection

Thank You and Have a Great Day