K-5 Update Essential Standards -...

K-5 Update Essential Standards

October 29, 2009 NCCTM State Conference

NCDPI’s Response to Framework For Change

SBE’s Framework For Change

Blue Ribbon Commission Report

Vision into Mandate

Mission

Our Goal:

NC public schools will produce globally compe??ve students.

The Purpose of Standards: To define and communicate the knowledge and skills a student must master to be globally compe==ve.

ES

ES ES

ES ES

ES ES

ES ES

ES

Na?

onal & Interna?

onal

Standards

21st Cen

tury Skills

Revised Bloo

m’s Taxon

omy

Principles and Filters

•  Enduring •  Measurable

•  Clear and Concise •  Priori?zed and Focused •  Rigorous •  Relevant to the Real World

Criteria Filters Course Generalized goals Examples and processes to

achieve criteria Student Outcomes

Assessm

ent P

rototype

s

Clarifying Objec=ves Clarifying Objectives

Clarifying Objectives

Clarifying Objectives

Essen?al Standard

Understand the value of whole numbers and decimal representations from 0.01 to 100,000.

4.N.1

Example Represent whole numbers and decimals using models, words and numbers (symbolic).

Compare sets of two to six numbers, arranging them from least to greatest or greatest to least.

Illustrate the place value structure of decimals and whole numbers when multiplying and dividing by 10.

Assessment Prototypes

Essen=al Standard

Prototypical Assessment

Prototypical Assessment

Classroom

EOC-‐EOG

WriRen with assessment in mind.

Wri?ng The Essen?al Standards

Wri=ng Teams

Instruc?onal Coaches

Higher Ed Accountability Staff

EC & Curriculum Staff

School Readiness Staff

External Business

Teachers Curriculum Directors

Administrators

Na=onal and Interna=onal Standards

Achieve

NCTM

Focal Points

Singapore & Japan

TIMSS

NAEP

Revised Bloom’s Taxonomy

•  The Cognitive Processes (or verbs) in the RBT have very specific meanings.

•  The RBT helps in achieving key goals:

Depth

Focus

One Taxonomy for All Content Areas

Revised Bloom’s Taxonomy

• Revised Bloom’s Taxonomy is a taxonomy of both cognitive process and knowledge.

The Cognitive Processes (or verbs) in the RBT have very specific meanings.

•  Understand: Construct meaning from instructional messages, including oral, written, and graphic communication

•  Explaining: requires constructing a cause-and-effect model of a system (e.g. explain the recent downturn in the global economy)

Totals:

From the individual survey on draWs On wri?ng/review teams Collabora?ve LEA Feedback

4447 165

~7500 ~12,112 stakeholders

Stakeholder Involvement

All Feedback was read and considered. Much of it improved the current drafts.

Mathematics Strands / Formatting •  Number and Operations N •  Algebra A •  Geometry G •  Measurement M •  Statistics and Data Analysis S •  Discrete (High School Only) D

Grade level. Strand. ES. CO Example: Essential: 3.M.1 Clarifying: 3.M.1.1

Timelines for Mathematics K-5 6-12

Essential Standards and Objectives

Approved Sept. 2009 Approved Sept. 2009

Field Test Year 2010 – 2011 2010 – 2011 Testing Year for 2009 Essentials

2011 – 2012 2011 - 2012

Textbooks Adoption 2008-2009 In Place 2009-2010

Adoption list 2009 Purchases—when able

3 –5 Essential Standards Update

Questions? Your contact information

K-2

Questions 3-5

Questions

K-5 Essential Standards •  Standards reflect the growing amount of

research in the PreK-2 area. •  Standards reflect a more comprehensive

development of ratio and proportion in response to national and international reports.

•  Standards reflect a K-12 learning progression (trajectory) in developing concepts and skills.

K-2 Number & Operation Strengthened Number Concepts for K-2

Ope

ratio

ns

Cou

ntin

g N

umbe

r R

elat

ions

hips

K.N.1 Use counting to determine how many (to at least 30).

1.N.1 Represent the whole numbers from 0 through 100 by counting, reading, writing, and the use of physical models.

K.N.2 Understand that there are relationships between and among numbers (to at least 10).

1.N.2 Use strategies to compose and decompose numbers 0-100.

2.N.1 Represent whole numbers from 0 through 1,000 in terms of the base ten numeration system.

K.N.3 Understand the concepts of joining and separating through modeling (to at least 10).

1.N.3 Use efficient strategies to solve a variety of story problems and generate a justification for the reasonableness of the answer.

2.N.2 Use multiple strategies fluently to solve story problems involving addition and subtraction.

K-2 Number & Operations Continued

Equ

ipar

titio

ning

, Rat

ios

& P

ropo

rtion

s K.N.4 Share fairly (equipartition) collections of up to 10 items between 2 or 4 people, and reassemble.

1.N.4 Understand sharing fairly (equipartitioning) with collections of discrete items and single continuous wholes.

2.N.3 Understand the concept of division as fair shares (equipartitioning).

Algebra at Grades K-2 Strengthened Equality Standards

Cla

rifyi

ng

Obj

ectiv

e E

ssen

tial

Sta

ndar

d C

larif

ying

O

bjec

tive

K.A.1 Understand the concepts of equality.

K.A.1.1 Recognize that any given group of objects (up to 10) can be separated into sub groups in multiple ways that are equivalent in number to the original group.

1.A.2.2 Interpret simple number sentences as models and models as number sentences in order to solve.

1.A.2 Apply the concept of equality.

K.A.1.2 Explain equivalent relationships using words (and, minus/subtract, the same as), numbers and objects, rather than symbols (+, -, =).

1.A.2.1 Use the equal sign to show the relationship between one side of the equation and the other.

Kindergarten 1st Grade 2nd Grade

2.A.2 Represent situations found in story problems as number sentences with unknowns. 2.A.2.1 Understand how a verbal situation is translated into an equation.

2.A.2.2 Understand how a variable represents an unknown.

Research says this is 2nd most important strand at K-2

K.G.1 Classify two-dimensional figures as circles, rectangles (including squares) and triangles and three-dimensional shapes as spheres, cubes, cylinders and cones. K.G.1.1 Use geometric properties (open, closed, sides and angles) to identify and compare two-dimensional and three-dimensional figures. K.G.1.2 Construct a design or figure using its parts. K.G.1.3 Recognize parts of figures to identify sides and angles of 2-D figures.

1.G.1 Classify two-dimensional figures (polygons) as parallelogram, rhombus, trapezoid and hexagon and three-dimensional figures (polyhedra) as prism and pyramid according to geometric attributes. 1.G.1.1 Describe the attributes of the figures, such as: number of faces or edges, equal sizes of sides, numbers of angles. 1.G.1.2 Use the attributes of figures to recognize different variations of figures.

Kindergarten 1st Grade 2nd Grade

2.G.1 Classify the faces of polyhedra as polygons. 2.G.1.1 Classify angles as greater than, equal to, or less than a right angle. 2.G.1.2 Recognize faces of polyhedra (cube, triangular prism, rectangular prism, triangular pyramid, and rectangular/square pyramid) as polygons (triangles and rectangles, including squares).

Geometry at Grades K-2

Building the Concepts first, then Skills Afterward

Understand that larger units can be subdivided into equivalent units (partition).

Understand that the same unit can be repeated to determine the measure (iteration).

Measurement at Grades K-2

Compare objects in terms of appropriate non-standard units of measurement.

Understand the relationship between the size of a unit and the number of units needed (compensatory principal).

Tim

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Mon

ey

Mea

sure

men

t sy

stem

s an

d to

ol

sele

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n

K.M.2 Understand the concept of time as it relates to sequences and personal referents.

1.M.2 Use the names of the days of the week and the months of the year to describe special activities and events.

2.M.2 Understand how to tell time.

2.M.3 Use strategies to count money collections.

Build understanding that Statistics is a way of answering a question.

Collect data and organize it.

Use: tallies, tables, line plots, lists or concrete objects.

Analyze and interpret data.

Display data in: Line plots, picture graphs, Venn diagrams.

Statistics at Grades K-2

Start with a question.

Can be about categorical or numeric topics.

Answer the question.

Share the information.

Attr

ibut

es

Inve

stig

atio

ns

Kindergarten: Use one attribute to sort itmes. Be able to describe likenesses and differences.

1st Grade: Infer rules for sorting, for 2 attributes.

Number Relationship Grade 3: Understand the numerical value of whole numbers 0 to 10,000.

Grade 4: Understand the value of whole numbers and decimal representa?on from 0.01 to 100,000.

Grade 5: Understand the value of whole numbers, frac?ons and decimal representa?ons from 0.001 to 1,000,000.

3 – 5 Number and Operations Progressions

Opera=ons Grade 3: Understand mul?plica?on & division and their rela?onship using facts 1-‐10 Use strategies to solve mul?-‐digit addi?on & subtrac?on problems.

Grade 4: Use strategies to solve problems involving mul?-‐digit, addi?on, subtrac?on mul?plica?on and division of whole numbers.

Grade 5: Use combina?ons of whole number addi?on, subtrac?on, mul?plica?on and division to solve mul?-‐step problems in context.

Number and Operations Progressions

Equipar==oning and Ra=os Grade 3: Understand the meaning of frac?ons as sharing equally

(equipar??oning) using models.

Grade 4: Understand the concept of equivalence with models as it

applied to frac?ons, improper frac?ons, mixed

numbers and decimals. Use models to represent addi?on and subtrac?on of frac?ons and

decimals.

Grade 5: Use strategies to solve problems involving addi?on and

subtrac?on of frac?ons and decimals.

Use tables and graphs to compare ra?os.

Algebra Progressions Mathema=cal Rela=onship Grade 3: Illustrate the associa?ve, commuta?ve and the iden?ty proper?es of mul?plica?on.

Grade 4: Use mathema?cal proper?es to examine numerical rela?onships and solve problems.

Grade 5: Apply mathema?cal opera?ons to solve equa?ons.

Equality Grade 3: Use the concept of equality with unknown quan??es. Grade 4: Use models to write equa?ons and inequali?es with variables.

Grade 5: Apply the concept of inequality.

PaPerning Grade 3: Analyze numeric and non-‐numeric paRerns. Grade 4: Analyze paRerns to iden?fy rules. Grade 5: Analyze growing and repea?ng paRerns to solve problems.

Geometry Progressions

Shapes, Proper=es and Spa=al Rela=onships Grade 3: Classify figures according to their proper?es. Represent points, paths, lines and geometric figures on a rectangular

coordinate grid. Grade 5: Apply proper?es to classify polygons. Understand the rela?onship between rectangles and rectangular prism.

Transforma=ons Grade 4: Understand the concept of symmetry and transforma?ons.

Measurement Progressions Measurement System & Unit Selec=on Grade 3: Use metric units to measure length, weight, capacity and

temperature to solve problems. Grade 4: Use customary units to measure length, weight, capacity and

temperature to solve problems. Grade 5: Use a protractor to measure angles. * More properly mass, but most commonly understood as weight at this grade band.

Perimeter, Area and Volume Grade 3: Understand how to determine area. Grade 4: Understand the rela?onship between area and perimeter of polygons.

Money & Time Grade 3: Use clocks to tell ?me. Grade 5: Use measurement of temperature and of elapsed ?me to solve problems.

Statistics and Probability Progressions

Statistical Investigations (Distributions and Relationships) Grade 3: Interpret data from statistical investigations. Grade 4: Interpret data from investigations involving one or two sets

of data. Grade 5: Interpret trends in data from statistical investigations.

Probability

Grade 3: Explain results from simple probability experiments.

Grade 4: Predict the outcomes of simple probability experiments.

DPI On-line Resources

DPI Website •  http://math.ncwiseowl.org/home/

K-2 or 3-5 Resources •  Week-by-Week Essentials •  Classroom Strategies •  Indicators •  Observation Profile •  K-2 assessments Other DPI Resources •  Glossary •  Math Stars & Super Stars •  Testing Link

2009 Essential Standards

Crosswalk from 2003 to 2009 Standards

Implementation Guide

Essentials with Sample Prototypes

Coming Soon •  Elementary Math Certification Pilot

  July 9, 2009 – State Board approved proposal   18 hours of graduate level courses  Ready for statewide implementation beginning

summer 2011. •  K-1 Assessment Pilot •  Formative Assessment Staff

Development Online Modules  Coming in January

General Purpose of MSP

To improve academic achievement of students in mathematics and science by strengthening the quality of mathematics and science instruction

To encourage partnerships between institutions of higher education and high-needs schools

Partnerships must include

•  An institution of higher education science, technology, engineering, or mathematics department (STEM) at 2 or 4 year institutions.

AND •  A high-need local educational agency-

district, school.

Partnerships may include •  Another higher education institution,

department; •  Additional LEAs, charter schools, public or

private schools, or a consortium of schools;

•  A business; or •  An organization dedicated to improving the

quality of math/science teachers.

NC MSP Projects Next Cohort:

• RFP-Sept 2009 http://math.ncwiseowl.org/resources/

mathematics___science_partnership_grants/

• Proposals Due: January 22, 2010

• Funding: June 2010-June 2013

Everly Broadway, State Program Coordinator [email protected]

NAEP Questions Tool •  Provides access to over 2000 released questions from

NAEP assessments in nearly all subject areas, in grades 4,8, and 12

•  Reveals actual student responses and scorer comments •  Highlights student performance on a specific question by

race/ethnicity, gender, and other student groupings

•  Access it today for FREE at: http://www.dpi.state.nc.us/accountability/policies/naep/5

•  North Carolina NAEP Coordinator: Iris L. Garner, Ph.D. [email protected]

•  Highest recognition for a K-12 mathematics or science teacher

•  Teachers recognized for contributions to teaching and ability to help students make progress

Year Who Can Apply Nomination Deadline

Application Deadline

2009 Elementary Teachers Grades K - 6

April 1, 2010 May 1, 2010

2010 Secondary Teachers Grades 7 - 12

April 1, 2011 May 1, 2011

www.paemst.org

Presidential Awards for Excellence in Mathematics & Science Teaching

Elementary Consultants

Kitty Rutherford •  [email protected]

Renee Cunningham •  [email protected]

DPI Contact Information Kitty Rutherford Elementary Mathematics Consultant 919-807-3934 [email protected]

Renee Cunningham Elementary Mathematics Consultant 919-807-3839 [email protected]

Robin Barbour Middle Grades Mathematics Consultant 919-807-3841 [email protected]

Mary Russell Middle Grades Mathematics Consultant 919-807-3618 [email protected]

Carmella Fair Secondary Mathematics Consultant 919-807-3840 [email protected]

Johannah Maynor Secondary Mathematics Consultant 919-807-3842 [email protected]

Amy Scrinzi Primary Consultant 919-807-3852 [email protected]

Susan Hart Program Assistant 919-807-3846 [email protected]

Everly Broadway K – 12 Mathematics Section Chief 919-807-3838 [email protected]

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