Download Standard - Schoolwires.net

Module B (Day 1): Unpacking Gr. 9-12 Math CCSS
through “Rich” Lesson Activities/Tasks
Teacher Trainers for Content Sessions:
Frannie Apel
Deborah Arrington
Wendy Bartlett
Greg Fisher
Stacy Goodson
Rachel Kowalcheck
Beth Layton
Denise Poore
Deeper Dive into
the “Core”
Fred Thompson
K-12 Math Program Manager: Velvet M. Simington
9-12 Math Coach: Melisa Hanks
October 31, 2011
Session Goals




Review the Common Core State
Standards for Mathematical Practice
Review the structure of the CCSS for
Gr. 9 – 12 Mathematics
Understand certain critical ideas from
CCSS for Gr. 9 – 12 Mathematics
Explore rich tasks that lend themselves
to the implementation of the CCSS for
Gr. 9 – 12 Mathematics
Norms & May the “Horse”
Rest in Peace….


Courtesy & Respect
Open mindset





Professional conversations
Deep thinking
Active participation


New ideas
New information
“Can-do” spirit…
Collaboration
1. a) How many Standards for Mathematical Practice are
there in the new CCSS?
Eight SMPs
b) List them.
1. Make sense of problems and perserve 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.
2. The NCSCOS uses different labels for various
components of the standards. What is the
CCSS equivalent for the following?
GOAL
Strand
OBJECTIVE
INDICATORS
Cluster
Domain
Standard
“Unpacking” documents
3. a) How many conceptual categories are there in the High
School CCSS?
Six Conceptual Categories
b) List them.
Number and Quantity; Algebra; Functions;
Modeling; Geometry; Statistics and Probability
4. What is unique about the “modeling” Conceptual Category?
There is no list of standards for this category; it is
integrated within the five remaining conceptual
categories. It does not stand alone.
5. Why are some standards labeled with a “+”?
Standards labeled with a “+” indicate additional
mathematics that students should learn in order to
take advanced courses like AP Calculus, AP Statistics,
or discrete mathematics.
6. a) How many model pathways are there in high
school?
Two model pathways
b) List them.
Traditional Pathway
“International” Integrated Pathway
7. What is in Appendix A?
Appendix A contains model course pathways
that include the organization of CCS standards
to be taught in high school mathematics
courses. It also contains pertinent information
concerning middle school accelerated
pathways and their associated standards.
8. What does the label F.IF.7 represent?
HS Conceptual Category: Functions
Domain: Interpreting Functions
Standard #7
9. What are an “Ah Ha” and an “Oh No” you
have about the CCSS?
_____________________________________
_____________________________________
Design of CCSS for K-12 Mathematics
Number
Data &
Statistics
Measurement
Probability
Algebra
Geometry
Mathematical Practices
Mathematical Content
Standards for Mathematical Practice
Standards for Mathematical Practice


Carry across all grade levels (K-12)
Describe habits of a mathematically proficient student
Standards for Mathematical Content




K-8 presented by grade level
Organized into domains that progress over several grades
Grade introductions give 2-4 focal points at each grade level
High school standards presented by conceptual theme
(Number & Quantity, Algebra, Functions, Modeling, Geometry,
Statistics & Probability)
Format of High School Standards
Algebra
Seeing Structure in Expressions
Interpret the structure of expressions.
1.
Code
A-SSE
Interpret expressions that represent a quantity in terms of its context. 
a. Interpret parts of an expression, such as terms, factors, and coefficients.
Modeling Symbol
b. Interpret complicated expressions by viewing one or more of their parts as a single entity. For example, interpret P(1+r)n as
the product of P and a factor not depending on P.
2.
Use the structure of an expression to identify ways to rewrite it. For example, see x4 – y4 as (x2)2 – (y2)2, thus recognizing it as a
difference of squares that can be factored as (x2 – y2)(x2 + y2).
Write expressions in equivalent forms to solve problems.
3.
Standard
Choose and produce an equivalent form of an expression to reveal and explain properties of the quantity represented by the
expression.
a. Factor a quadratic expression to reveal the zeros of the function it defines.
A.SSE.2
b. Complete the square in a quadratic expression to reveal the maximum or minimum value of the function it defines.
c. Use the properties of exponents to transform expressions for exponential functions. For example the expression 1.15t can be
rewritten as (1.151/12)12t ≈ 1.01212t to reveal the approximate equivalent monthly interest rate if the annual rate is 15%.
4.
Derive the formula for the sum of a finite geometric series (when the common ratio is not 1), and use the formula to solve
problems. For example, calculate mortgage payments.
CCSS Math Grades 9 - 12

Grades 9 – 12 require the application
of mathematics to real world situations
and issues.

Modeling is a requirement under the
Standards for Mathematical Practice.
Common Core State Standards Adopted June, 2010
Year
Standards To Be Taught Standards To Be Assessed
2010 - 2011 2003 NCSCOS
2003 NCSCOS
2011 - 2012 2003 NCSCOS
2003 NCSCOS
2012 - 2013 CCSS
CCSS*
2013 - 2014
2014 - 2015
CCSS
CCSS*
CCSS
CCSS**
* - NC Tests & ** - National Tests
Focus

Key ideas, understandings, and skills are
identified

Deep learning of concepts is emphasized

That is, time is spent on a topic and on
learning it well. This counters the “mile wide,
inch deep” criticism leveled at most current
U.S. standards.
CCSS WSFCS Math Wiki (K-12)
http://vsimington.pbworks.com
To gain access to our WSFCS Math Wiki for CCSS

Go to the above website.

Click on Request access.

Complete the steps on the webpage.

Within 24 - 48 hours, requestors should receive
an email that grants them access to the wiki.
Standards for Mathematical
Practice Reflection
Why?


Students who do not understand the
mathematics cannot engage in the
mathematical practices.
They rely too much on memorizing
procedures.
Standards for Mathematical
Practice Reflection Activity
Mathematical Practices
1. Make sense of problems &
persevere in solving them.
2. Reason abstractly &
quantitatively.
3. Construct viable arguments &
critique reasoning of others.
4. Model with mathematics.
5. Use appropriate tools
strategically.
6. Attend to precision.
7. Look for & make use of
structure.
8. Look for and express
regularity of repeated reasoning.
Specific Concept
Reasoning (Activity)
Essential Question
What kinds of tasks support the implementation
of the CCSS in developing student
practitioners of mathematics as they grow in
mathematical maturity and expertise?
Information and Technology
Essential Standards
Are to be taught
THIS SCHOOL YEAR
by ALL classroom teachers
in ALL subject areas
NC ITES (Information and
Technology Essential Standards)





Sources of Information
Informational Text
Technology as a Tool
Research Process
Safety and Ethical Issues
Purpose of NC ITES




To access and gather information;
To organize information;
To communicate information;
To utilize technology as a tool to
accomplish these tasks
NC ITES



ALL classroom teachers are responsible
for these standards.
http://www.ncpublicschools.org/acre/st
andards/new-standards/#it
Collaborate with Media Coordinators
and Technology Facilitators to fully
integrate these standards into your
content area instruction.