Peachtree Charter Middle School

Curriculum Night September 11, 2012

Mathematics From GPS to CCGPS

Why?

 In the typical U.S. mathematics each school year.

 students score at the top mathematically International Mathematics and Science  school year.

U.S. students are being introduced to many topics each year but failing to fully international comparisons.

Design Principles for the Common Core

Focus attending to fewer topics in greater depth at any given grade level, giving teachers and students time to complete that grade’s learning Coherence attending to the structure of mathematics and the natural pathways through that structure, where “natural” means taking into account both the imperatives of logic and the imperatives of cognitive development in designing the sequence of ideas Rigor balancing conceptual understanding, procedural fluency, and meaningful applications of mathematics

Focus

  Taking focus seriously means delaying favored topics until their time, which will be a difficult shift for the educational system in the U.S.

“There is a world of difference between a student who can summon a mnemonic device to expand a product such as (a + b)(x + y) and a student who can explain where the mnemonic comes from. The student who can explain the rule understands the mathematics.” – Common Core State Standards in Mathematics, p. 5

Coherence flows from focus

Operations and Algebraic Thinking Expressions and Equations Number and Operations – Base Ten Algebra Number and The Number System Operations – Fractions K 1 2 3 4 5 6 7 8 High School

Standards for Mathematical Practice

        make sense of problems and persevere in solving them reason abstractly and quantitatively construct viable arguments and critique the reasoning of others model with mathematics use appropriate tools strategically attend to precision look for and make use of structure look for and express regularity in repeated reasoning

MP7. Look for and make use of structure

CCGPS CRCT Content Weights

Content

Number and Operations Geometry and Measurement Geometry Algebra Data Analysis and Probability

6 th

28% 19% 35% 18%

7 th

23% 23% 36% 18%

8 th

20% 20% 48% 12%

ELA Common Core-



Four Strands

Reading

Organization

2 Major Sections

  Language Writing • English Language Arts (6-12)  Speaking and Listening College and Career Readiness (CCR) Anchor Standards in each strand • Literacy in History/Social Studies, Science and Technical Subjects (6-12)

1.

ELA Common Core: Key Features

Increased Text Complexity-

Building knowledge through content rich nonfiction 2.

Reading, writing, and speaking grounded in evidence from text, both literary and informational 3.

Shared responsibility with literacy: Regular practice with complex text and its academic language

ELA Common Core - Text Complexity

• Increase in the complexity of what students read as well as how well they read the material  Develops more sophisticated comprehension skills to apply to more complex texts

Increase in Text Complexity

Grade Band

6-8 9-10 11-CCR

Old Lexile Range

860L –1010L 960L –1115L 1070L-1220L

Common Core Lexile Range

925L –1185L 1050L –1335L 1215L-1355L A Lexile Score measures either an individual's reading ability or the difficulty of a text, like a book or magazine article. The Lexile measure is shown as a number with an "L" after it — 880L is 880 Lexile.

ELA Common Core Content-Rich Nonfiction

 Much of our knowledge base comes from informational text  Informational text makes up vast majority of required reading in college/workplace (80%)  Currently students are asked to read very little of it in elementary (7 - 15%) and middle school  CCSS moves percentages to  50:50 at elementary level  75:25 at secondary level (includes ELA, science, social studies)

ELA Common Core Shared Responsibility

   College and Career reading consists of sophisticated, informational texts in a variety of areas. Common Core emphasizes that Science and Social Studies teachers address content literacy inside their classes.

This focus is in addition to literary texts.

ELA Common Core Grounding in Evidence

 Most college and workplace writing is evidence- based and expository in nature (not narrative)  Reading standards require students to respond to text-dependent questions with evidence based claims  Writing standards require students to respond to evidence-based writing prompts (inform/argue)  Speaking and Listening standards require students to prepare for and refer to evidence on ideas under discussion

 ELA Common Core Complex Text and its Academic Language Huge gap between complexity of college and high school texts is huge  What students can read, in terms of complexity is greatest predictor of success in college (ACT study)  Too many students reading at too low a level (<50% of graduates can read sufficiently complex texts)  Standards include a staircase of increasing text complexity from elementary through high school  Standards also focus on building vocabulary that is shared across many types of complex texts and many content areas

ELA Common Core- Writing Shifts

 Old standards focus on persuasive and narrative writing  Common Core focuses on

narrative

,

argument and informative/explanatory texts.

– promotes critical thinking and deep consideration of other viewpoints and opinions – As students progress towards high school greater focus on writing to argue, inform and explain using evidence from sources • Focus on research to build and present knowledge

ELA Common Core Research & Speaking and Listening

 Research and Media Skills integrated CCGPS. – Students will do research and utilize a variety of media in ALL content areas  Speaking and Listening – Comprehension and collaboration – Presentation of knowledge and ideas

The Partnership for Assessment of Readiness for College and Careers (PARCC)

 Goals  Assessment Design  Development Process  Time Frame  Sample Questions

Goals of PARCC

 Create high-quality assessments  Build a pathway to college and career readiness  Technology-based assessments  Increased accountability at all levels  Develop a sustainable assessment that is affordable

Diagnostic Assessment Early indicator of student knowledge/skill to inform instruction Mid-Year Assessment -Performance Based -Emphasis on hard to measure standards Performance Based Assessment on extended task Application of Concepts And Skills End-of-Year Assessment Computer based

Development Process

  Build engagement and develop expertise on the CCSS and PARCC.

Support implementation of the CCSS development of Frameworks    Implementation of the CCSS in schools (2012 2013) Encourage and allow for the sharing of ideas.

Development of PARCC tools. (Summer 2012)

Development Process

  Develop online warehouse for all PARRC tools (Spring 2013) Develop professional development modules focused on assessment (Fall 2013)

Transition to PARCC

    Georgia will continue to administer state assessments until PARCC is implemented in 2014-2015.

State assessments will transition to measure CCGPS in 2012-2013.

The CRCT, CRCT-M, GAA, and EOCT will measure the CCGPS.

Writing Assessment will remain as currently structured.

6

th

Grade Math

Suppose Tom wrote check #556 on November 5, 1995, and check #953 on September 26, 1997.

What is a good guess for when Tom wrote check #678? Explain how you arrived at your guess.

Deep understanding:

Requires students to deeply understand the proportions and ratios using two variables (check number and timing). Students are scored not only on their answer but on the way in which they used their understanding to answer the question. Students are asked to explain their thinking.

Application:

Requires that students apply their understanding of proportions to explain their thinking in a real-life scenario using two variables. Students are not prompted to use ratios/proportions, but they need to apply that thinking.