1 Summer Conference Sara Wright STEM Division,ODCTE [email protected] Information compiled from Dr. Eric Milou And many CCSS.

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Summer ConferenceSara Wright

STEM Division,[email protected]

Information compiled fromDr. Eric Milou

http://ericmilou.comAnd many CCSS resources

The Common Core:A Challenge & an

Opportunity

Common Core State Standards

http://www.CoreStandards.org/ The Council of Chief State School Officers and The National Governors

Association Center for Best Practices Fewer, clearer, and higher, to best drive effective policy and

practice; But definitely not fewer for grades 9-12! Clearer? Have you read these things?

Aligned with college and work expectations, so that all students are prepared for success upon graduating from high school;

Does math for college = math for work?

Inclusive of rigorous content and application of knowledge through high-order skills, so that all students are prepared for the 21st century;

Internationally benchmarked, so that all students are prepared for succeeding in our global economy and society; and

Singapore. Singapore. Singapore.

Research and evidence-based. The research they liked.

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Key Instructional Shifts in Mathematics

The Common Core State Standards emphasize coherence at each grade level – making connections across content and between content and mathematical practices in order to promote deeper learning.

The standards focus on key topics at each grade level to allow educators and students to go deeper into the content.

The standards also emphasize progressions across grades, with the end of progression calling for fluency – or the ability to perform calculations or solving problems quickly and accurate.

The Standards for Mathematical Practice describe mathematical “habits of mind” or mathematical applications and aim to foster reasoning, problem solving, modeling, decision making, and engagement among students.

Finally, the standards require students to demonstrate deep conceptual understanding by applying them to new situations.

3Source:

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The K- 8 standards:The K-5 standards provide students with a

solid foundation in whole numbers, fractions and decimals

Overview of K-8 Mathematics Standards

The 6-8 standards describe robust learning in geometry, algebra, and probability and statistics Modeled after the focus of standards from high-performing nations, the standards for grades 7 and 8 include significant algebra and geometry contentStudents who have completed 7th grade and mastered the content and skills will be prepared for algebra, in 8th grade or after

CCSS Domain Progression

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Overview of High School Mathematics

Standards

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The high school mathematics standards:Call on students to practice applying mathematical ways of thinking to real world issues and challenges

Require students to develop a depth of understanding and ability to apply mathematics to novel situations, as college students and employees regularly are called to do

Emphasize mathematical modeling, the use of mathematics and statistics to analyze empirical situations, understand them better, and improve decisions

Identify the mathematics that all students should study in order to be college and career ready

People are the next step

• If people just swap out the old standards and put the new CCSS - in the old boxes– into old systems and procedures– into the old relationships– Into old instructional materials formats– Into old assessment tools,

• Then nothing will change8

What mathematics do we want students to walk away with

from this chapter?• Content Focus of professional learning

communities should be at the chapter level• When working with standards, focus on clusters. Standards are ingredients of

clusters.Coherence exists at the cluster level across grades

• Each lesson within a chapter or unit has thesame objectives….the chapter objectives

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Big Bang Theory

http://youtu.be/TIYMmbHik08

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Mathematical Practices

http://www.okcareertech.org/educators/science-technology-engineering-and-mathematics-stem-1/mathematics-1/mathematical-practices-information-examples

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Mathematical Practices

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.

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The Other Mathematical Practices

Use appropriate tools strategically.

Attend to precision.

Look for and make use of structure.

Look for and express regularity in repeated reasoning.

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Mathematical Practices Explained

http://www.okcareertech.org/educators/science-technology-engineering-and-mathematics-stem-1/mathematics-1/mathematical-practices-unpacked

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Illustrative Mathematics

Algebra 2 Informationhttp://www.okcareertech.org/

educators/science-technology-engineering-and-mathematics-stem-1/mathematics-1/algebra-2-information

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National Assessments(Center for K–12 Assessment &

Performance Management at ETS)

Two Comprehensive Assessment Consortia: the Partnership for Assessment of Readiness for College and Careers (PARCC) and the Smarter Balanced Assessment Consortium (Smarter Balanced)

Two Alternate Assessment Consortia: the Dynamic Learning Maps (DLM) Consortium and the National Center and State Collaborative (NCSC) Consortium

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National Assessments 2014-15

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

24 states + DC, AchieveSMARTER Balanced Assessment

Consortium (SBAC)26 states, West Ed

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PARCC & SBAC Online assessments for Grades 3-8 and high school Use of a mix of item types, including selected

response, constructed response, technology enhanced and complex performance tasks.

Two components, both given during final weeks of the school year.

Use of both electronic and human scoring, with results expected within two weeks.

Approximately $20 per pupil per year for all summative assessment components

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CRD score from Jr. year tests

Level 5-Superior Command, Academically well prepared for entry level credit bearing college course, Exempt from placement tests

Level 4-Solid command, academically prepared / exempt

Level 3-partial command, will likely need academic support, not exempt

Level 2-Limited command, will need academic support, not exempt

Level 1-very limited command, will need extensive academic support, not exempt

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What's next:•Prototype tasks will be released at the end of August

•Math assessment will be about 4 hours in two parts due to need for constructive response not just multiple choice

•The face of English 101 and college algebra will change as students come in more prepared. More content less remediation – exciting time for higher ed.

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Bill Daggett Assessment Example for 8th grade

mathMs. J had new insulation installed

and windows sealed $600Contractor told Ms. J that heating

bill would decrease by at least 10%In 2007 spent $1500 on heatingExpected to save $150 each winterJanuary bill in 2008 was $235

compared to last year of $24023

Assessment question continued

Assess the cost-effectiveness of Ms. J’s new insulation and window sealing. You will need to research “heating degree days” on the internet. In your response, you must do the following:

Compare Ms. J’s gas bills from Jan. 2007 and Jan 2008 Explain Ms. J’s savings after the insulation and sealing Identify circumstances under which M. J’s Jan 2008 would

have been at least 10% less than 2007 Decide if insulation and sealing was cost-effective and

provide evidence for this decision.

Full problem provided on your flash-drive24

Differences

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Suggested Practice for Assessments

http://map.mathshell.org.uk/materials/tasks.php

http://nces.ed.gov/nationsreportcard/itmrlsx/landing.aspx

Free benchmark tests available from SDE in September (CCSS content)

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Big IdeasElementary K-2: Place Value & 10Grades 3-6+: Fractions!Grades 7-8: Transition to AlgebraHigh School: Modeling

Modeling links classroom mathematics and statistics to everyday life, work, and decision-making.

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Dan Meyer

The formulation of a problem is often more essential than its solution, which may be merely a matter of mathematical or experimental skill—Albert Einstein

TED Talks video by Dan Meyer

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High School The high school standards specify the mathematics that

all students should study in order to be college and career ready.

Additional mathematics that students should learn in order to take advanced courses such as calculus, advanced statistics, or discrete mathematics is indicated by (+), as in this example: Represent complex numbers on the complex plane in rectangular

and polar form (including real and imaginary numbers).

The high school standards are listed in conceptual categories: Number and Quantity, Algebra, Functions, Modeling, Geometry,

Statistics and Probability

Appendix A Updated PARCC Framework included on flash drive

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Appendix A Four model course pathways are included:

1. An approach typically seen in the U.S. (Traditional) that consists of two algebra courses and a geometry course, with some data, probability and statistics included in each course;

2. An approach typically seen internationally (Integrated) that consists of a sequence of three courses, each of which includes number, algebra, geometry, probability and statistics;

3. A “compacted” version of the Traditional pathway where no content is omitted, in which students would complete the content of 7th grade, 8th grade, and the High School Algebra I course in grades 7 and 8

4. A “compacted” version of the Integrated pathway where no content is omitted, in which students would complete the content of 7th grade, 8th grade, and the Mathematics I course in grades 7 and 8.

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Intended Uses of the Model Content Frameworks

Assist in transitioning to the CCSS –Help inform curriculum, instruction,

and assessment –Educator engagement and

awareness Assist in evaluating resources; provide

awareness and quality of other resources

Provide awareness on the balance of tasks Help educators think more deeply about

the standards, especially foundational structures

Grade level analyses 31

Releasing the Content Frameworks

Frameworks are available on http://www.parcconline.org/sites/parcc/files/PARCCMCFforHighSchoolMathematicsDraftSummer2012.pdf

•Frameworks intended to be dynamic and responsive to evidence and on-going input –PARCC collected feedback until July 11,2012 and will refine frameworks as necessary

•PARCC will develop additional model instructional tools and supports that build on the frameworks –Model Instructional Units –Educator Leader Cadres –Item specifications –Item and task prototypes

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Algebra 2

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Timeline of Implementation

Oklahoma C3 Standards

Date of Full Implementation

Common Core Language Arts

Standards 2013-2014PARCC Assessed 2014-2015PASS Assessed 2013-2014

Common Core Mathematics

Standards 2013-2014PARCC Assessed 2014-2015PASS Assessed 2013-2014

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High School Modeling

10 mg Zrytec daily50% of Zrytec is eliminated dailyWhat % is in the body

after 7 days10 daysn days?

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10mg Daily of Zrytec

Day Mg. of Zyrtec

1

234

56

10

1517.518.75

19.37519.6875

iGeneration

They have NEVER known a world without the internet or cell phones.

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Engage meVirtual Games (online play)

http://www.arcademicskillbuilders.com/

Videos & Music (youtube)Clickers & Cell Phones

http://www.polleverywhere.com/

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Resourceshttp://www.edutopia.org/common-

core-state-standards-resources

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http://ericmilou.com/

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Fact #1

A

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Fact #2

B

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Fact #3

C

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Fact #4

D

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Fact #5

E

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Fact #6

F

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Fact #7

G

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Fact #8

H

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Fact #9

I

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What is this?

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What is this?

F A C E

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What If?

A B C

D E F

G H I

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Try Again

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Try Again

D E C A D E

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What’s the Point?Do NOT:

Isolate Skills

Do:Connect mathematicsModel mathematicsEngage students with Technology

Things to Consider in Summary

Is modeling and contexts a part of daily instruction?

Depth of content.Be wary of extraneous context.Embedded Mathematical Practices

including discourse, scaffolding, and reasoning. (Not word problems at the end of the lessons.)

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Thank You

If you have never received information from me:

Please send me an email:[email protected]