Implementing the Common Core State Standards for Mathematics

Portland Public Schools Spring 2014

Common Core State Standards for Math Module 1: CCSS Basics

Slides 1 -18
Learning Targets

Participants will deepen their understandings about the development and intent of the CCSS Math
Participants will deepen their understandings around the basic structure and organization of the CCSS Math Participants will deepen their knowledge and understandings about the common core math standards for the grade level that they teach

In a global economy where the most valuable skill you can sell is your knowledge, a good education is no longer just a pathway to opportunity it is a pre-requisite.
The countries that out-teach us today will out-compete us tomorrow. President Barack Obama, Feb. 24, 2009

The standards will set the stage for US education not just beyond the next year, but for the next decade, and they must ensure all American students are prepared for the global economic workplace. Furthermore, the standards created will not lower the bar but raise it for all students.

For over a decade, research studies of mathematics education in high performing countries have pointed to the conclusion that the mathematics curriculum in the United States must become substantially more focused and coherent in order to improve mathematics achievement in this country. To deliver on the promise of common standards, the standards must address the problem of a curriculum that is a mile wide and an inch deep.

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

How to read the grade level standards

Standards define what students should understand and be able

to do.

Clusters summarize groups of related standards. Note that

standards from different clusters may sometimes be closely related because mathematics is a connected subject.

Domains are larger groups of related standards. Standards from

different domains may sometimes be closely related.

How to read the grade level standards

Standards emphasize big ideas

These Standards endeavor to follow such a design, not only by stressing conceptual understanding of key ideas, but also by continually returning to organizing principles such as place value or the properties of operations to structure those ideas.

Common Core Standards for Mathematics are Focused and Coherent

Shifts in Content
CCSS Grade Level % of content stayed at SAME grade 71% 61% 52% 48% 16% 41% 36% 30% 40% 26% 63% % of content moved from LOWER grade NA 4% 4% 0% 21% 11% 9% 18% 10% 2% 0% % of content moved from HIGHER grade 24% 7% 9% 32% 20% 26% 28% 43% 36% 43% NA % of content
NOT MATCHED

K 1 2 3 4 5 6 7 8 HS (nonadvanced standards) HS (Advanced Knowledge and Skills)

(brand new or presented in new way) 5% 29% 35% 20% 43% 22% 28% 8% 14% 29% 37%

Looking at the Content Standards for your Grade Level

Take the next 10 minutes to read the targeted Domain for

your grade level K CC (Counting and Cardinality)

1-5
6-8

OA (Operations and Algebraic Thinking)

Expressions and Equations

As you read highlight what it is that students need to know and understand

Balance understanding and procedural fluency

The Standards for Mathematical Content are a balanced combination of procedure and understanding.

Standards for Mathematical Practice

The Standards for Mathematical Practice describe ways in which developing student practitioners of mathematics increasingly ought to engage with the subject matter.

Standards for Mathematical Practice

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.

Mathematical Practices

What do the Mathematical Practices look like in the classroom

Read the handout of the Mathematical Practices for your grade

level
As you are reading consider and highlight

2
classroom

Math Practices that you have observed in your

Math Practice that you want to focus on in the next

Connecting the Standards for Mathematical Practice to the Standards for Mathematical Content
The Standards for Mathematical Content are a balanced combination of procedure and understanding. Expectations that begin with the word understand are often especially good opportunities to connect the practices to the content. Students who lack understanding of a topic may rely on procedures too heavily.

Implementing the Common Core State Standards for Mathematics

End of Module 1
Exit Card List 3 differences between the ODE content

standards and the Common Core State Standards

List 2 examples of a classroom practice/strategy that helps students gain proficiency with Reasoning and Explaining (MP # 2 and #3)

Common Core State Standards for Math Module 2: CCSS Content: Focus, Coherence and Rigor
Slides 20 - 29
Learning Targets

Participants will deepen their understandings about the focus, coherence, and rigor needed to implement the CCSS Math.
Participants will deepen their understanding about cognitive rigor and how it is assessed.(OAKS/Smarter Balanced) Participants will consider how deep conceptual understanding supports the development of cognitive rigor.

The CCSS Requires Three Shifts in Mathematics

1. Focus: Focus strongly where the standards focus. 2. Coherence: Think across grades, and link to major topics. 3. Rigor: In major topics, pursue conceptual understanding, procedural skill and fluency, and application.

21

Shift #1: Focus Strongly where the Standards Focus

Significantly narrow the scope of content and deepen how time and energy is spent in the math classroom. Focus deeply on what is emphasized in the standards, so that students gain strong foundations. Teach less, learn more.

Less topic coverage can be associated with higher scores on those topics covered because students have more time to master the content that is taught. Ginsburg et al., 2005

22

Shift #2: Coherence: Think Across Grades, and Link to Major Topics Within Grades

Carefully connect the learning within and across grades so that students can build new understanding on foundations built in previous years. Having solid conceptual understanding of core content develops a coherency in learning. Each standard is not a new event, but an extension of previous learning.
23

Shift #3

Rigor

The CCSS- Math require a balance of:

Solid conceptual understanding Procedural skill and fluency

Application of skills in problem solving situations

Pursuit of all three requires equal intensity in time, activities, and resources.

24

Hess Cognitive Rigor Matrix

Webbs Depth of Knowledge

Knowledge Level

Application Level

Cognitive Rigor Matrix

The Common Core State Standards require that the mathematical practices and mathematical content be connected. Students today are asked to learn at a higher level of cognitive demand than ever before. In a CCSS classroom students are asked to demonstrate a deeper level of conceptual understanding through the application of content knowledge and skills to new situations and tasks. The Smarter Balanced Assessment targets and identifies the depth(s) of knowledge (DOK) that the student needs to bring to the item/task .

Cognitive Rigor Matrix - task

Each person takes a question from the envelope. Reads it and determines what the DOK (Depth Of Knowledge) is for that specific task. Use your matrix and consider the verbs that are highlighted. Each person at the table shares his or her question and the DOK. Table groups organize the questions by their DOK.
As a table group, can you identify which questions are from the OAKS assessment and which questions are from the Smarter Balanced assessment?

Comparing and Contrasting Questions

K-2 teachers look at question 6 and question 8. Consider how these two questions differ while addressing similar math content.
3- 5 teachers look at question 10 and question 11. Consider how these two questions differ while addressing similar math content. 6-8 teachers look at question 18 and question 20. Consider how these two questions differ while addressing similar math content.

Solid Conceptual Understanding

Teach more than how to get the answer and instead support students ability to access concepts from a number of perspectives. Students are able to see math as more than a set of mnemonics or discrete procedures. Conceptual understanding supports the other aspects of rigor (fluency and application).

29

Implementing the Common Core State Standards for Mathematics

End of Module 2 Exit Card: Of the 3 Common Core Shifts in Mathematics discussed today, give 2 examples of how rigor can be supported in each of the four DOK levels.

Common Core State Standards for Math Module 3: CCSS Mathematical Practices and Enhancing Student Engagement Slides 31 - 42

Learning Targets
Participants will deepen their understandings about how to develop student proficiency with the Common Core Standards for Mathematical Practice. Participants will consider researched based student engagement and empowerment strategies that foster the development of the Common Core Mathematical Practices.

Common Core Standards for Mathematics include Standards for Mathematical Practice
Habits of Mind of a Productive Thinker: In all levels and

types of mathematics, students must be able to make sense of problems and persevere in solving them, and attend to precision.
Reasoning and Explaining: Students must also reason and

explain, justify, and construct a logical argument.

Modeling and Using Tools: Specific models are described in

the standards, as well as specific tools.

Seeing Structure and Generalizing: Find and use patterns to

see structure in the mathematics, and make predictions.

Standards of Student Practice in Mathematics Proficiency Matrix

Mathematical Practices Implications for Instruction

The Mathematical Practices describe the ways in which students engage with the subject matter
Grade level math content needs to be taught in such a way that allows students to make connections with the Math Practices Provide all students at all grade levels with ongoing opportunities to understand the mathematics manipulatives, concrete models, interactive games/tasks, etc.

Attaining the CCSS Mathematical Practices ENGAGEMENT

Review the three strategies listed under Engagement. How do these strategies provide students the opportunity to become more proficient with the Mathematical Practices?

Attaining the CCSS Mathematical Practices - EMPOWERMENT

There are four Empowerment strategies (Grouping & Engaging Problems, Using Questions, Allowing Struggle, and Encouraging Reasoning). At your table, Jigsaw the 4 strategies. Be ready to summarize for your group.

Mathematical Practice in the Classroom watching a video

Partner A: What Engagement and/or Empowerment Strategies do you see or hear?

Partner B: What Mathematical Practices do you see or hear?

Watching the Video

Video Debrief

With your partner, share the evidence you observed the teacher or students doing that supported: Engagement and Empowerment Strategies Mathematical Practices

Attaining the CCSS Mathematical Practices next steps

Choose one Math Practice to focus on over the next 2 -3 weeks.
Select 1 or 2 specific engagement or empowerment strategies that you will use to support student engagement with the mathematical practices.

Share out at table groups

Implementing the Common Core State Standards for Mathematics

End of Module 3
Exit Card: Consider the Math Practice and the Engagement and Empowerment Strategies that you have selected to focus on. What do you anticipate your students will say or do to demonstrate growth towards proficiency.