Transcript Document

Common Core State Standards
Math
A Parent’s Guide
Agenda
• Overview of the Common Core State Standards
(CCSS) for Mathematics
• Shifts for Math with Examples
• What CREC is Doing to Implement the CCSS
• Parent Resources
CREC SCHOOLS
Math Energizer
CCSS: Myth or Fact?
• Teachers were involved in writing the standards.
• The standards tell teachers what to teach. This will
result in a national curriculum.
• Key math topics are missing or are taught in the
wrong grade.
• There are textbooks available now that are aligned
to the standards.
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Common Core State Standards Initiative
•
State-led, beginning in 2009
•
Coordinated by
– Council of Chief State School Officers (CCSSO)
– National Governors Association (NGA)
• Adopted by Connecticut in 2010
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We are in Good Company!
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Why Now?
• NAEP Results
– Only 23% of nation reads above proficiency (NAEP Report, 2010)
– Only 40% of grade 4 students and 35% of grade 8 students scored
above proficiency in math (NAEP Report, 2011)
• International Comparisons
– Only 19 of 100 students entering college graduate; US is now 16th
internationally in terms of college completion rates (Calkins, 2011)
• Expectations among States
– Academic Standards
– AYP
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Features of the CCSS
• Aligned with college and work expectations
• Focused and coherent
• Include rigorous content and application of knowledge
through high-order thinking skills
• Build upon strengths and lessons of current state
standards
• Based on evidence and research
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Features of the CCSS
• Internationally benchmarked so that all students are
prepared to succeed in our global economy and
society
• Provide opportunity to significantly improve the quality
and usefulness of large-scale assessments, professional
development, and resources
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CCSS for Mathematics
• Two sets of equally important standards
– Content Standards
• Grade level specific
• Focus areas for each grade level
– Practice Standards
• Consistent Kindergarten through Grade 12
• Describe the mathematically proficient student
• Mathematical “habits of mind”
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Key Points for CCSS Mathematics
K-5 Standards
Middle School Standards
These standards provide
students with a solid
foundation in whole numbers,
addition, subtraction,
multiplication, division,
fractions and decimals—which
help young students build the
foundation to successfully
apply more demanding math
concepts and procedures,
and move into applications.
These standards provide a
coherent and rich preparation
for high school mathematics.
Having built a strong
foundation K-5, students can
do hands on learning in
geometry, algebra and
probability and statistics.
Students who have completed
and mastered the content and
skills of 7th grade will be wellprepared for algebra in grade
8.
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Key Shifts in Mathematics
• Focus
– Focus strongly where the Standards focus
• Coherence
– Think across grades, and link to major topics
within grades
• Rigor
– Require fluency, application, and deep
understanding
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Examples of the Shifts
Focus
Grade Level
Number of Grade Level
Expectations (GLEs)
under the 2005 CT
Framework
Number of Standards
under the Common Core
State Standards
Percent Change
Kindergarten
35
22
-37%
Grade 1
38
21
-45%
Grade 2
42
26
-38%
Grade 3
43
25
-42%
Grade 4
44
28
-36%
Grade 5
42
26
-38%
Grade 6
46
29
-37%
Grade 7
46
24
-48%
Grade 8
46
28
-39%
Examples of the Shifts
Coherence
Grade 1
Grade 2
Grade 3
•
•
•
Partition circles and rectangles
into two or four equal shares,
describe the shares using the
words halves, fourths, and
quarters, and use the phrases
half-of, fourth of, and quarter
of. Describe the whole as two
of, or four of the shares.
Understand for these examples
that decomposing into more
equal shares creates smaller
shares.
Partition circles and rectangles
into two, three, and four equal
shares, describe the shares
using the words halves, thirds,
half of, a third of, etc., and
describe the whole as two
halves, three thirds, four
fourths. Recognize that equal
shares of identical wholes need
not have the same shape.
Partition shapes into parts with
equal areas. Express the area
of each part as a unit fraction
of the whole.
Grade 1
Grade 3
•
•
Tell and write time in hours
and half-hours using analog
and digital clocks.
Recognize area as an attribute
of plane figures and
understand concepts of area
measurement
Examples of the Shifts
Rigor
Grade
Required Fluency
K
Add/subtract within 5
1
Add/subtract within 10
2
3
Add/subtract within 20
Add/subtract within 100 (pencil and paper)
Multiply/divide within 100
Add/subtract within 1000
4
Add/subtract within 1,000,000
5
Multi-digit multiplication
6
Multi-digit division
Multi-digit decimal operations
7
Solve px + q = r, p(x + q) = r
8
Solve simple 22 systems by inspection
Examples of the Shifts
Rigor
Traditional U.S. Problem
Which fraction is closer to 1: 4/5 or 5/4 ?
Same Problem with CCSS integration
4/5 is closer to 1 than is 5/4.
Using a number line, explain why this is so.
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Examples of the Shifts
Rigor
Traditional U.S. Problem
What is the area of figure Q?
Same Problem with CCSS integration
Mia said Figure Q and R have equal areas and equal
perimeters. She supported her thinking by saying that any
two figures made of an equal number of unit squares
always have equal areas and equal perimeters.
Is Mia correct? Use pictures, numbers and words to explain
why or why not.
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CCSS: What CREC Is Doing
• Learning the CCSS
– Looking at grade level standards and identifying
similarities, differences, concerns at each grade
level
– Unwrapping new standards and instructional
practices that best support the new standards
– Professional development through workshops
and a book study
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CCSS: What CREC Is Doing
• Curriculum Changes
– Kindergarten changed last year
– Grades 1 – 5 this year
– Common resources were purchased for teachers
to supplement Everyday Math
– Teachers meet with me prior to each unit
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Resources for Parents
• Common Core
– www.corestandards.org
• Parent Brochures from the National PTA
– www.pta.org/4996.htm
• Parent Brochures from the Council of the Great City
Schools
– www.cgcs.org/site/Default.aspx?PageID=244
• Mathematics CCSS with examples of tasks, activities
– illustrativemathematics.org
• Progression Documents
– ime.math.arizona.edu/progressions/
• Smarter Balanced Assessment Consortium
– www.smarterbalanced.org
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Questions?
• Patricia Allen, [email protected]
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