CCSS Community Forum: Elementary Mathematics

Presented by: Brian Byrne SPS Curriculum Associate for Elementary Math [email protected]

www.spselementarymath.blogspot.com

@SPSMathK5

Results from research show:

• “Opportunity to learn is widely considered the single most important predictor of student achievement.” • “Teaching and learning is the product of interactions among the teacher, the students, and the mathematics.” -(Digging Deeper into the CCSS)

CCSS: Mathematics Three Major Shifts

• • •

Focus

strongly where the standards focus

Coherence

: Think across grades and link to major topics within grades

Rigor

: Require conceptual understanding, fluency, and application

Focus

• • Significantly

narrow the scope

of content and deepen how time and energy is spent in the math classroom Focus

deeply only on what is emphasized

in the standards, so that students gain strong foundations

Focus

Operations and Algebraic Thinking  Expressions and Equations  Number and Operations— Base Ten Number and Operations— Fractions   The Number System  Algebra

Focus

K 1 2 3 4 5 6 7 8 High School

Coherence

Think across grades, and link to major topics within grades

 Learning is connected within and across grades so that students can

build new understanding

onto foundations built in previous years.  Begin to count on solid

conceptual understanding of core content

and build on it.

 The standards are

developmentally appropriate

. Students are ready to learn the concepts. Each standard is not a new event, but an extension of previous learning.

Rigor

 The CCSM require a balance of:  Solid

conceptual understanding

 Procedural skill and

fluency



Application

of skills in problem solving situations  This requires equal intensity in time, activities, and resources in pursuit of all three

Rigor

• • •

(a) 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) • •

(b) Fluency

The standards require speed and accuracy in calculation.

Teachers structure class time and/or homework time for students to practice core functions such as single-digit multiplication so that they are more able to understand and manipulate more complex concepts

CCSS Math Practices

Quick Video

http://www.youtube.com/watch?v=1IPxt794 yU&feature=related

CCSS Sample Problems

 CCSS:  Suggest moving away from multiple choice  Encourage multiple response questions  Find additional sample problems on the Smarter Balanced website  http://www.smarterbalanced.org/sample-items-and performance-tasks/

CCSS Sample Problems

Weak Example of 2.NBT.2-4 Strong Example of 2.NBT.2-4

CCSS Sample Problems

CCSS Sample Problems

CCSS Sample Problems

SPS Implementation Plan

 2012-13 Curriculum Changes to grades K-2    2013-14 Curriculum Changes to grades 3-5  Aligned all assessment questions to CCSS Domains Changed assessments to reflect the content of CCSS Aligned all assessments to the CCSS Domains  Curriculum changes will be ongoing, continuously modified, and updated

 SPS Elementary Math Curriculum:  Twitter: @SPSMathK5

Communication

 Web:

www.spselementarymath.blogspot.com

 Email:

[email protected]

Questions