Central Carolina RESA Meeting January 10, 2012. Triangle High Five Math Collaborative Chapel Hill-Carrboro Durham Johnston Orange Wake.
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Collaborate on the development of dissemination materials with the help of business partners
Seek agreement on middle and high school course names, essential content, and pre-requisites
Agree to phase in High School coursesSeek agreement on Gifted course offerings and
pathway adjustment due to the increased rigor of the CCSS
Collaborate on the development of middle school compacted curriculum
Seek agreement on pacing and unit content for courses
Share resources and materials developed for teachers to implement the new standards
FocusCoherence Computational and Procedural FluencyDeep Conceptual UnderstandingApplications (Modeling)Balanced Emphasis
Adapted from: http://www.ode.state.or.us/ andhttp://engageny.org/resource/common-core-shifts/
Describe the characteristics and habits of mind of a Describe the characteristics and habits of mind of a mathematically proficient student mathematically proficient student
Carry across all grade levelsCarry across all grade levels1.1. Make sense of problems and persevere in Make sense of problems and persevere in
solving them.solving them.2.2. Reason abstractly and quantitatively.Reason abstractly and quantitatively.3.3. Construct viable arguments and critique the Construct viable arguments and critique the
reasoning of others.reasoning of others.4.4. Model with mathematics.Model with mathematics.5.5. Use appropriate tools strategically.Use appropriate tools strategically.6.6. Attend to precision.Attend to precision.7.7. Look for and make use of structure.Look for and make use of structure.8.8. Look for and express regularity in repeated Look for and express regularity in repeated
reasoning.reasoning.
Organized into domains that progress over several grades
K-8 standards presented by grade level High school standards presented by conceptual
category: Number and Quantity Algebra Functions Modeling Geometry Statistics and Probability
Each grade level or conceptual category has an introduction and overview
K 1 2 3 4 5 6 7 8 9-12
Counting and
Cardinality
Operations and Algebraic Thinking
Operations and AlgebraicThinking
Expressions and Equations
Algebra
Number & Operations in Base Ten
Number & OperationsBase TenFractions
The Number SystemNumber and
Quantity
Measurement and DataMeasurement
and Data Geometry Geometry
Geometry Geometry
Statistics and Probability
Statistics and Probability
Ratio and Proportional Relationships
Functions Functions
DomainDomain
ClusteClusterr
StandardStandard
Standards define what students should understand and be able to do
Clusters are groups of related standards
Domains are larger groups that progress across grades
Precalculus, Calculus, Advanced Statistics, Discrete Math, Advanced Quantitative Reasoning, etc.
1st threeyears of
high schoolmathematics
Name change heralds the shift in the philosophy, content, and instructional expectations for math students
Numerous names across the state that do not communicate the content of the course clearly
Helps parents understand, monitor, and advocate for the needs of their children
Helps deal with issues of a mobile student population
“PLUS” in the course title reflects the nomenclature used in the CCSS
Multi-district work day Dec. 9th Math I standards divided into 8 unitsSequencing agreed uponNext work day Feb. 3rd Curriculum writers will collaborate across
districts
Unit 1: One-Variable StatisticsUnit 2: One-Variable Equations & InequalitiesUnit 3: FunctionsUnit 4: Linear FunctionsUnit 5: Exponential FunctionsUnit 6: Quadratic FunctionsUnit 7: Systems of Equations & InequalitiesUnit 8: Two-Variable Statistics
Determine which standards to place in Common Core Math II and Common Core Math III
Determine which plus standards to place in CC Math II PLUS and CC Math III PLUS
Develop resources to supplement Geometry and Algebra II so that students taking Algebra I in 8th grade are prepared to take the SBAC test when they are juniors
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