Download Common Core Presentation-June 2012

Michelle White,
Executive Director
Department of Mathematics and Science
Office of Academics and Transformation
Annie Klian, District Instructional Supervisor
Helen Brown, District Curriculum Support Specialist
Shelley Werner, District Curriculum Support Specialist
Expected Outcomes
•
Enhance knowledge base of the Common Core
Standards for Mathematics.
•
Become familiar with the structure of the
Common Core State Standards for Mathematics.
Enhance knowledge of the Common Core
Standards for Mathematical Practice.
Become familiar with the key mathematical
concepts for students to learn at each grade
level.
Design and Organization
Standards for Mathematical Practice
 Carry across all grade levels
 Describe habits of mind of a mathematically expert student
Standards for Mathematical Content
 K-8 standards presented by grade level
 Organized into domains that progress over several grades
 Grade introductions give 2–4 focal points at each grade level
Design and Organization
Focal points at each grade level
Design and Organization
Grade Level Overviews



Domains are larger groups/categories of standards that
progress across grades
Clusters are groups of related standards
Content standards define what students should understand
and be able to do
Design and Organization
Grade 7 Overview
Domain
Cluster
Heading
Domain
Cluster
Heading
Domain
Cluster
Heading
Domain
Cluster
Headings
Domain
Cluster
Headings
Ratios and Proportional Relationships
•Analyze proportional relationships and use them
to solve real-world and mathematical problems.
The Number System
•Apply and extend previous understandings of
operations with fractions to add, subtract, multiply,
and divide rational numbers.
Expressions and Equations
•Use properties of operations to generate
equivalent expressions.
Geometry
•Draw, construct and describe geometrical figures
and describe the relationships between them.
•Solve real-life and mathematical problems
involving angle measure, area, surface area, and
volume.
Statistics and Probability
•Use random sampling to draw inferences about a
population.
•Draw informal comparative inferences about two
populations.
•Investigate chance processes and develop, use,
and evaluate probability models.
Domain
S
t
a
n
d
a
r
d
s
Cluster
Headings
Common Core
Content Standards
FLDOE Additional
Coding Scheme Features
Note: In the state of Florida, clusters will be numbered.
K-8:
 Subject
 -Grade Level

- Domain

-Cluster

-Standard
Florida Coding Scheme for Common
Core State Standards
MACC.
7.
EE.
1.
1
Subject
Grade-Level
Domain
Cluster
Standard
i.e: MACC.6.SP.2.5b
MACC-Math Common Core Standards
Grade 6
Domain is Statistics and Probability
2nd Cluster
Standard 5b
Florida’s Coding of
the Common Core State Standards
MACC.7.EE.1.1
Subject Grade Domain Cluster Standard
Subject
Mathematics Common Core
Grade
7
Domain
Expressions and Equations
Cluster
Use properties of operations to generate equivalent
expressions
Standard
Apply properties of operations as strategies to add, subtract,
factor, and expand linear expressions with rational coefficients.
Florida Coding Scheme for Common
Core State Standards
MACC.8.EE.3.7b
•
•
•
•
•
Identify the cluster
Identify the grade level
Identify the standard
Identify the domain
Locate in the CCSS
Getting to know the CCSSM
Navigating the document…
• Knowing where to find the information is
just as important as knowing the
information. A question can be answered
easily and effectively when one knows
how to use the available tools.
Getting started…
• Find your copy of the CCSSM.
• Search with others at your tables (groups of 2, 3, or 4)
to find the answers to the Scavenger Hunt.
• Keep track of your findings as best as you can in the
space provided – but feel free to use the back if
necessary.
Common Core
Standards for
Mathematical Practice
Standards for Mathematical Practice
“The Standards for Mathematical Practice are unique in
that they describe how teachers need to teach to ensure
their students become mathematically proficient. We were
purposeful in calling them standards because then they
won’t be ignored.”
- Bill McCallum
8 Standards for
Mathematical Practice
Make sense of problems
and persevere in solving
them
Use appropriate tools
strategically
Reason abstractly and
quantitatively
Attend to precision
Construct viable
arguments and critique
the reasoning of others
Look for and make
sense of structure
Model with mathematics
Look for and express
regularity in repeated
reasoning
Standards for Mathematical Practice
Overarching Habits of Mind of a
Productive Mathematical Thinker
1. Make sense of problems and persevere in solving them
6. Attend to precision
Reasoning
and
Explaining
Modeling
and
Using Tools
2. Reason abstractly
and quantitatively
3. Construct viable
arguments and
critique the reasoning
of others
4. Model with
mathematics
5. Use appropriate
tools strategically
Seeing
Structure and
Generalizing
7. Look for and make
use of structure
8. Look for and
express regularity in
repeated reasoning
26
Task
• Count off 1-8. Move to your new group.
Your Task is to:
• Read your assigned Mathematical Practice.
• Identify and underline the words (verbs) that
illustrate the student actions for this practice.
•Example: create analyze model describe demonstrate….
On chart paper:
-Summarize the practice using at most 25
words. Complete a 2-column table:
-What is the teacher doing?
-What are the students doing?
You may apply to instruction of a specific math concept.
http://www.wordle.net/show/wrdl/5360414/Mathematical_Practice_Actions
Standards for Mathematical Practice
• Develops dispositions and habits of mind
“Characteristic of an educated person”
• Precision in thought
• Precision in the use of language and terms
• Precision of argument
• Sense making happens through conversations
30
Give me a lever long enough
and a fulcrum to place it on,
and I can move the world.
‐‐Archimedes
Reflective Thoughts
List some key points and aha’s.
How can your department infuse the Common Core
Standards for Mathematical Practice to guide their
instruction?
Thank You!