Common Core Standards for mathematics

Transcript Common Core Standards for mathematics

Grade 7 Please sign in and try to sit next to someone from a different school this morning.

This is an opportunity that we do not often get to have.

 Create common understanding around Common Core State Standards and Smarter Balanced Assessment Consortium  Build an awareness of the Secondary plan for transition to the Common Core State Standards for Mathematics  Develop a common understanding of the Common Core State Standards for Mathematics  Develop a common understanding of the Standards for Mathematical Practice (embedded within the CCSS-M)  Examine connections between instructional practice and the Standards for Mathematical Practice

           Honor your responsibilities Participate fully and actively Honor each person’s place of being Assume positive intent Learn from and encourage each other Share airtime Avoid judgmental comments Honor confidentiality Communicate your needs If you need to attend to something else, step out of the room Laptops: When instructed to do so go to half mast or close lid

Summative Assessments Teacher Resources for use in Formative Assessment A More Smartly Balanced Assessment System Interim Assessments

Tab 1: CCSS-M Grades 5-8 Tab2: Understanding CCSS-M Grade 7 Tab 3: SBAC Claims and Item Specifications Tab 4: Curriculum Guide RSD Documents

Math 7 Binder

Tab 5: Supplemental Lessons and Common Assessment

Washington State Transition Plan Department Heads RSD Transition Plan to Common Core DMLT Principals District Leadership

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Big Picture Focus for 2012-2013:

  Build common awareness of the CCSS-M, the Standards for Mathematical Practice, and the transition plan at the secondary level for teachers and leaders Create and implement one unit at each course Math 6 though Algebra 2 

2012-2013 unit to be aligned and implemented:

 7 th Grade: Probability using How Likely Is It, What Do You Expect and aligned gap lessons

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Grades 6-12 Math Teachers

Create an awareness of the CCSS-M and begin to think about instructional implications In Spring 2013, implement with fidelity first CCSS-M aligned unit along with remaining 2008 WA standards Track and report feedback on CCSS M aligned unit       

District Math Leaders

Define effective mathematics instruction for the RSD Analyze alignment of existing curriculum guides and materials with the CCSS-M Select CCSS-M unit to implement in 2012-2013 Draft curriculum map, scope and sequences, and pacing guides for Math 6 through Algebra 2 Establish Course Work Teams Plan for and implement professional development by course Establish system for feedback and adjustment as units are being taught     

Math Course Work Teams

Develop understanding of mathematical progressions within each domain Refine the scope and sequence and pacing guide for course and units to be implemented Develop CCSS-M aligned secondary units Participate in the planning and presentation of professional development Collect feedback on CCSS-M aligned unit and modify unit as needed

Professional Development

In Winter 2013 and Spring 2013:  Develop awareness of CCSS-M, district transition plan, and changes from 2008 WA Standards  Build awareness of the key instructional shifts to the Standards of Mathematical Practice and of the connections between the CCSS-M, RSD VOI, and Definition of Effective Mathematics Instruction  Develop content understanding of first unit mathematical progression  Introduce curriculum materials for unit(s) to be implemented    Deepen understanding of the CCSS M and apply the Standards for Mathematical Practice In Fall 2013 and Winter 2014, Questions to think about while you read: M aligned units along with remaining 2008 WA standards Track and report feedback on CCSS M aligned units • •    Continue 2012-2013 process with next unit identified by DMLT Refine professional development plan in response to establishment of a definition of effective mathematics instruction Plan for upcoming course professional development    Refine the scope and sequence and pacing guide for course and units to be implemented based on teacher feedback Continue to develop CCSS-M aligned secondary units Participate in the planning and presentation of professional What is the role at the district level?

 Collect feedback on CCSS-M I wonder why…is not in the plan?

needed We will share out after you have had some time to look at the plan.

In Fall 2013 and Winter 2014 :  Develop content understanding of next unit mathematical progression  Introduce curriculum materials for next units to be implemented   Deepen understanding of the key instructional shifts to the Standards of Mathematical Practice Continue connecting Standards of Mathematical Practice to RSD Vision of Instruction and Definition of Effective Mathematics Instruction

CCSSM 2012-2013 Units Units 2008 Standards CCSSM 7.NS.1, 7.NS.2

7.RP.2a, 7.RP.2d,7.EE.3, 7.EE.4 Accentuate the Negative Inv. 1 4 7.1.A, 7.1.B, 7.1.C, 7.1.D

Moving Straight Ahead Inv 1-4 7.1.E, 7.1.F, 7.1.G, 7.2.E, 7.2.F, 7.2.G

7.RP.2, 7.G.1

2013-2014 Units 2008 Standards 2014-2015 Units CCSSM Stretching and Shrinking Inv 1-4 and scale drawings 7.2.B, 7.2.C, 7.2.H CCSS-M Aligned: Fraction to Decimal Comparing/Scaling Inv 1-4 (7 CC Inv 1 covers parts ofComparing and Scaling Inv 1 and 2) 7.2.B, 7.2.E, 7.2.G, 7.2.H

CCSS-M Aligned: Stretching and Shrinking Inv 1-4 and scale drawings 7.NS.2d

7.RP.2, 7.G.1, 7.RP.2, 7.G.1

Stretching/Shrinking Inv 1-4 Comparing/Scaling Inv 1-4 7.2.B, 7.2.C, 7.2.H

7.SP.6, 7.SP.7, 7.SP.8

Probability using What Do You Expect Inv 1-2 and supplements (HLII) 7.4.A, 7.4.B

7.2.B, 7.2.E, 7.2.G, 7.2.H

7.NS.1a, 7.NS.1b, 7.NS.1c, 7.NS.1d 7.NS.2a, 7.NS.2b, 7.NS.2c, 7.NS.2d, 7.NS.3

Number System using Accentuate the Negative Inv. 1-4 7.1.A, 7.1.B, 7.1.C, 7.1.D

CCSS-M Aligned: What Do You Expect Inv 1-2 7.SP.3, 7.SP.5, 7.SP.6, 7.SP.7a, 7.SP.7b, 7.SP.8a, 7.SP.8b, 7.SP.8c, CCSS-M Aligned: 7 CC Inv 1 7.RP.1, 7.RP.2a, 7.RP.2d

7.G.6

7.SP.4

7.SP.6, 7.SP.7, 7.SP.8

Filling and Wrapping Inv 3-5 Data Distributions Inv 2 and building specific materials Probability using What Do You Expect Inv 1-2 and supplements (HLII) 7.3.A, 7.3.B, 7.3.C, 7.3.D

7.4.C, 7.4.D, 7.4.E

7.4.A, 7.4.B

7.RP.2a, 7.RP.2b, 7.RP.2c, 7.RP.2d, 7.EE.3, 7.EE.4a, 7.G.6

7.SP.4

Moving Straight Ahead 1-3 7.1.E, 7.1.F, 7.1.G, 7.2.E, 7.2.F, 7.2.G

CCSS-M Aligned: Accentuate the Negative Inv. 1-4 7.NS.1a, 7.NS.1b, 7.NS.1c, 7.NS.1d 7.NS.2a, 7.NS.2b, 7.NS.2c, 7.NS.2d, 7.NS.3

Filling and Wrapping Inv 3-5 Data Distributions Inv 2 and building specific materials 7.3.A, 7.3.B, 7.3.C, 7.3.D

CCSS-M Aligned: Moving Straight Ahead 1-3 7.RP.2a, 7.RP.2b, 7.RP.2c, 7.RP.2d, 7.EE.3, 7.EE.4a, 7.4.C, 7.4.D, 7.4.E CCSS-M Aligned: 7 CC Inv 2 and 3 with extended lessons (possibly SWIS) 7.EE.1, 7.EE.2, 7.EE.4b

CCSS-M Aligned: 7 CC Inv 4 and Covering and Surrounding Inv 5 7.G.1, 7.G.2, 7.G.4, 7.G.5, CCSS-M Aligned: Filling and Wrapping Inv 3 or extended unit 7.G.6

CCSS-M Aligned: Data Distributions Inv 1 and 2 7.SP.4

CCSS-M Aligned: Samples and Populations 1-3 7.SP.1, 7.SP.2, 7.SP.3

 With your elbow partner, find 1-2 common understandings you currently have around the CCSS-M  The actual math standards  Identify 1-2 questions you both hope to have answered today

Focus Rigor

CCSS M

Coherence Grade 6 through 8 standards

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Domains

- larger groups that progress across grades

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Clusters

- groups of related standards

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Content standards

- what students should understand and be able to do

 From your binder, take out the yellow packet of standards that spans grades 5-8  Turn to page 48

Cluster Standards Domain

Current WA State Learning Standards for Grade 7 Probability • What key differences do you see between the writing of the current WA State Learning Standards and the Common Core State Standards for Mathematics?

 In the yellow standards packet, please read the Grade 7 synopsis on page 46  Highlight details that jump out at you while you read about the four critical areas 

We will share out what is new, similar, or deeper than our current standards

Developing understanding of and applying proportional relationships Developing understanding of operations with rational numbers and working with expressions and linear equations Solving problems involving scale drawings and informal geometric constructions, and working with two- and three-dimensional shapes to solve problems involving area, surface area, and volume Drawing inferences about populations and samples

What’s Going?

Compare and order rational numbers Determine slope of a line corresponding to a graph and similar triangles

What’s Staying?

Solve problems involving proportional relationships Sample space, theoretical probability of compound events, and predicting experimental outcomes Define and determine absolute value of a number Solve problems with conversions between measurement systems Surface area and volume of cylinders Write an equation for a given situation and describe situation for given equation Add, subtract, multiply, and divide integers and rational numbers Solve two-step linear equations Volume of pyramids and cones Construct and interpret histograms, stem-and-leaf plots, and circle graphs Graph ordered pairs of rational numbers is all quadrants Prime factorization Connecting unit rate to slope Effects of scale factor on volume

What’s Coming?

Likelihood and probability of simple events including experimental probability Develop a probability model and use it to determine probabilities of events. Compare the observed frequencies Design and use simulations to generate frequencies for compound events Solve two-step inequalities and graph solution Area and circumference of circles Solve multi-step word problems with rational values Scale factor, scale drawings, and effect of scale factor on length, perimeter, area & surface area Proportional relationships using graph, table, and equation Cross-sections of three-dimensional figures Angle relationships and properties and constructing triangles with constraints Apply properties of operations to multiply & divide rational numbers Word problems involving area, surface area, and volume Determine unit rate in a proportional relationships and whether a relationships is proportional Applying properties of operations Describe data set using measures of center and variability Constant of proportionality Rewriting expressions in different forms (combine like terms) Use random sampling to draw inferences about a population Draw informal inferences about two populations

 Take a few minutes to think about the following questions and write your response on the notes page. You may want to browse through the standards on 48-51.

 What connections are you making between the 2008 and Common Core Standards for Grade 7?

 How might instruction look different with these new standards?

 Stand up  Stretch  See you in 10 minutes

“The Standards for Mathematical Practice describe varieties of expertise that mathematics educators at all levels should seek to develop in their students. These practices rest on important “processes and proficiencies” with longstanding importance in mathematics education.” (CCSS, 2010)

http://www.youtube.com/watch?v=m1rxkW8u cAI&list=PLD7F4C7DE7CB3D2E6  As you watch the video, think about the following two questions:   How do the math practices support student learning?

How will the math practices support students as they move beyond middle school and high school?

Standards for Mathematical Practice As a mathematician,

Make sense and persevere in solving problems. I can try many times to understand and solve problems even when they are challenging.

Reason abstractly and quantitatively.

Construct viable arguments and critique the reasoning of others.

I can show what a math problem means using numbers and symbols.

I can explain how I solved a problem and discuss other student’s strategies too.

Model with mathematics.

Use appropriate tools strategically.

I can use what I know to solve real-world math problems.

I can choose math tools and objects to help me solve a problem.

Attend to precision.

Look for and make use of structures.

Look for and express regularity in repeated reasoning.

I can solve problems accurately and efficiently. I can use correct math vocabulary, symbols, and labels when I explain how I solved a problem.

I can look for and use patterns to help me solve math problems.

I can look for and use shortcuts in my work to solve similar types of problems.

 Take out the “Student Look-Fors” within the second tab of your binder

 While you watch the video:  Script the student actions   What are they saying?

What are they doing?

   Look at the Student Look-Fors page Choose a specific math practice to focus on during the video  Look for evidence of students engaging in your specific mathematical practice Let’s watch the video again   What evidence showed students engaging in a math practice?

What did the teacher do to promote student engagement in the content and math practices?

 Take a few minutes to think about the following questions and write your response on the notes page:  Which math practice(s) are your students already engaged in during a math lesson or unit?

 How do we get students to engage in these practices if they are not already?

Content Standards Standards for Mathematical Practice

 See you in an hour  Please sit by school when you return from lunch  If you are the only one from your school, join any school you want

 Develop understanding of the progression of the Statistics and Probability domain and the cluster of standards being aligned for the first unit to be implemented  Connect the Statistics and Probability progression to the first CCSS-M aligned unit that will be taught after the training  Discuss the implementation and feedback plan for the first unit to be aligned with the CCSS-M

Headings are clusters within a domain Common Core Standards within progression description and sometimes examples of the standard Description of how students develop understanding of cluster and standards

Key Mathematical Concepts Developed in 7 th Grade Probability (7.SP.5-7.SP.8) Vocabulary of Probability Simulations: Process for Developing a Simulation

Write key concepts students must learn within this cluster of standards Collect vocabulary terms and definitions students may need to use and understand Identify and describe a student’s process for designing a simulation • • • • Read independently When finished, discuss as a group key concepts and vocabulary students will learn in unit Then, create a poster based on the bolded title on your graphic organizer Poster should include essential learning for students during probability unit

In the United States, approximately 10% of the population has type B blood. If 20 donors came to a particular blood center in one day, what is the probability of at least 4 type B blood donors? Questions students should be able to answer:  What are the key components and assumptions?

   What type of random device might be used for the simulation?

What is an appropriate number of trials to run? How do you know?

How does the simulation help make a prediction in the real-life situation?

 Process:      Read SBAC Claim 1 item specifications (more on this next) Looked at prior and recently developed probability assessments Drafted test Analyzed the draft test and revised based on balance of questions for each standard Discussed solutions and possible point values

Claim #1 - Concepts & Procedures Claim #2 - Problem Solving

“Students can explain and apply mathematical concepts and interpret and carry out mathematical procedures with precision and fluency.” “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 #3 - Communicating Reasoning

“Students can clearly and precisely construct viable arguments to support their own reasoning and to critique the reasoning of others.”

Claim #4 - Modeling and Data Analysis

“Students can analyze complex, real-world scenarios and can construct and use mathematical models to interpret and solve problems.”

 Currently based on current WA state standards and CCSS-M 7.SP.5-7.SP.8

 Pilot assessment items during unit  Feedback on:     Clarity of directions Timing Alignment to CCSS-M 7.SP.5 7.SP.8

Length of grading time

 The supplemental lessons created by the Math 7 Work Group include:           Mathematical Practices Content and Language Objectives Connections to Prior Knowledge Questions to Develop Mathematical Thinking Common Misconceptions/Challenges Launch Explore with Teacher Moves to Promote the Mathematical Practices Summarize Solutions Feedback

 Under the “Resources” Tab, let’s look at Estimating Probability using a Number Line together

 In your PLC, you many want to look at and discuss:    What Do You Expect Investigation 2.2

How Likely Is It Investigation 3 Gap Lesson: Modeling with Random Devices

 Email  PLC meetings

 Please take a few minutes to fill out the exit ticket.

 Your feedback will be used to help plan the next Math 7 training  Clock hour information next

 Title and Number of In-service Program  Math 7 Common Core Training #4282  Instructor  Deborah Sekreta  Clock Hours  6.5

 Clock Hour Fee    $13.00

Checks made out to Renton School District Must have check in order to submit paperwork