Common Core State Standards

Implications for Mathematics Instruction

Dale W. Vigil, Ed.D. Local District 4 Superintendent October 12, 2011

4/28/12 11

Why Common Core State Standards?

o o o

Internationally Competitive Continuity Across States New Emphasis on Math Reasoning

4/28/12

22

Table Conversation
o

What do you know about the Common Core State Standards for Mathematics? What math instructional practices at your school would you like to see continued, refined or eliminated?

4/28/12

33

Objectives
o

Gain a deeper knowledge of the structure and content of the Common Core State Standards for Mathematics Connect the CCSS to our LD4 goals Reflect on the implications of instructional practice
4/28/12 44

Common Click Standards forto edit Master subtitle style Core Mathematical Mathematical + Content State = Practice Standards Standards for Math

4/28/12

Organization Overview
The CCSS for Mathematics are comprised of two corresponding and connected sets of standards: Standards for Mathematical Practice A set of 8 standards that describe the ways in which the mathematics content standards should be approached Recurring through the grades

4/28/12

66

Organization Overview
The CCSS for Mathematics are comprised of two corresponding and connected sets of standards: Standards for Mathematical Content These standards define what students should understand and be able to do in their study of mathematics Different at each grade level

4/28/12

77

Tab the following:

o o o o

LAUSD introduction I-VI (LAUSD Website) Introduction P.2 Standards for Math Practice P.5 Grade level:
P.7 4th P.208th P.40 5th P.25HS P.54 6th P.30Glossary P. 87 7th P.36Tables 1-5 P.90-92
88

1st P.11 2nd P.15 3rd P.15

4/28/12

Organization Overview
Page 5 Standards for Mathematical Practice Kindergarten through High School

______ Standard title

4/28/12

[ ]Narrative description
99

Organization Overview
Standards for Mathematical Content Kindergarten through Grade 8 5th Grade Example: o Introduction P.25-26
o

Domain P.27 Clusters/Cluster Heading P.27 Standards 4/28/12 P.27

1010

Format of K-8 Standards

Grade 5
Operations and Algebraic Thinking
5. OA Write and interpret numerical expressions. 1. Use parenthesis, brackets, or braces in numerical expressions, and evaluate expressions with these symbols. 2. Write simple expressions that record calculations with numbers, and interpret numerical expressions without evaluating them. For example, express the calculation add 8 and 7, then multiply by 2 as 2 x (8+7). Recognize that 3 x (198932 +932) is three times as large as 18932+921, without having to calculate the indicated sum or product. 2.1 Express a whole number in the range 2-50 as a product of its prime factors. For example, find the prime factors of 24 and express 24 as 2x2x2x3.

Domain Cluster

Standard

Analyze patterns and relationships. 3. Generate two numerical patterns using two given rules. Identify apparent relationships between corresponding terms. 4/28/12 1111 Form ordered pairs

Organization Overview
Standards for Mathematical Content Kindergarten through Grade 8 Introduction (P.25-26; 5th Grade Sample) Provides important contextual information and calls out and describes critical areas of focus. Note: Math Practice Standards are also on the introduction page for each grade level.
o

Domain Large groups of related standards; connects topics and content between and among grade levels.
o

4/28/12

1212

Organization Overview
Standards for Mathematical Content Kindergarten through Grade 8 Clusters/Cluster Heading Smaller set of related standards within the domain; identifies the primary idea.
o

Standards Describes what students should know and be able to do for that cluster heading, domain and grade level.
o

4/28/12

1313

CCSS Domain Progression

K
Counting & Cardinality Number and Operations in Base Ten Number and Operations Fractions Ratios and Proportional Relationships The Number System Expressions and Equations Operations and Algebraic Thinking Functions Geometry Measurement and Data Statistics and Probability Functions Geometry Statistics & Probability Number & Quantity Algebra

HS

CA Algebra

4/28/12

1414

Standards for Mathematical Practice P. 5

o

Similar to Mathematical Reasoning Standards Front of document and beginning of each grade level Describe Habits of Mind of a mathematically expert student across all grade levels Foster 21st Century Skills Consistent with Local District 4 goals with an emphasis on reasoning and student voice 4/28/12 1515

Why are 21st Century Skills and Habits of Mind Important?

o o

Work in pairs One person be the expert in 21st Century Skills The other be the expert in Habits of Mind After reading, share your insights and then discuss similarities to LD4 goals Share out
4/28/12

Diving Deeper into 8 Standards for Math Practice

o

Divide into 2 groups at your table Each group becomes expert at one of these two Standards for Math Practice (Standard 1 or Standard 3) Discuss and clarify the meaning of the standards
4/28/12 1717

Implications for Practice Making Conjectures

1. What does this look like? 2. What does this sound like?

3. What will EL and SEL students need in order to do this?

4. What will teachers need in order to do this?

5. Implications for assessments?

6. Implications for grading?

4/28/12

1818

Contextualizing the Eight Standards for Math Practice - EDCs Proposal

o

Read authors proposal Revisit your conjecture poster. Any revisions or additions?

4/28/12

1919

Reflection
o

What insights did you gain about the Math CCSS? What are the implications for math instructional practice? Reflect on your opening conversation during the Table Talk. Any revisions for math practices youd want to see continued, refined or eliminated at your school?
4/28/12 2020

Our two cents - Implication for practice

o o o

Working and solving challenging non-routine problems; Explaining methods and justifying conclusions; Predicting and conjecturing about: n Unknown numbers n Measurements n Quantitative relations n Behavior of functions n How well a model fits reality Looking for patterns and structure in places like diagrams, equations, number systems, proofs, problems, tables, graphs, and real-world objects.
4/28/12 2121