Transition to CCSS Math

What it means and what are the expectations for learning?

Middle School Parent MeetingMarch 26, 2014

•Prepare students to be college and career ready upon graduation

•Assist students in becoming competitive in a global economy.

Goal of the Common Core State Standards for Mathematics

Background

•Adopted by the California State Board of Education August 2, 2010

•The result of a state-led movement by the National Governors Association and the Council of Chief State School Officers

•Currently, most states have adopted the Common Core State Standards for Mathematics.

•The Common Core State Standards for Mathematics provide for rigorous curriculum and instruction, conceptual understanding, procedural skill and fluency, and the ability to apply mathematics.

About the Common Core Math Standards

These standards provide focus, coherence, and rigor.

Focus implies that instruction should focus deeply on concepts emphasized in the standards so that students can gain strong foundational conceptual understanding, a high degree of procedural skill and fluency, and the ability to apply the mathematics they know to solve problems.

Coherence arises from mathematical connections. Some of the connections in the standards knit topics together at a single grade level. Most connections are vertical, as the standards support a progression of increasing knowledge, skill, and sophistication across the grades.

These standards provide focus, coherence, and rigor.

These standards provide focus, coherence, and rigor.

Rigor requires that conceptual understanding, procedural skill and fluency, and application be approached with equal intensity.

Two types of standards:

•Standards for Mathematical Practice that are the same in each grade level and high school mathematics course.

•Mathematical Content Standards for each grade level.

Eight Standards for Mathematical Practice

•Develop skills in problem solving, reasoning, justification and proof, communication, critiquing the reasoning of others, multiple representations, and making connections.

•Allow students to understand and apply mathematics with confidence

K 1 2 3 4 5 6 7 8 HS

Counting and

Cardinality         

Ratios and Proportional Relationships

Functions

Algebra and

Functions

Operations and Algebraic Thinking Expressions and Equations

Number and Operations in Base Ten

The Number SystemNumber

and Quantity

     Number and Operations

Fractions

Measurement and Data Statistics and ProbabilityStatistics

and Probability

Geometry Geometry

Content Domains Grades K – 12

Critical Areas of Instruction- Grade 6• (1) Connecting ratio and rate to whole number

multiplication and division, and using concepts of ratio and rate to solve problems

• (2) Completing understanding of division of fractions and extending the notion of number to the system of rational numbers, which includes negative numbers

• (3) Writing, interpreting, and using expressions and equations

• (4) Developing understanding of statistical thinking

Math 6 Units of Study•Unit 1: The Number System•Unit 2: Ratios and Proportional

Relationships•Unit 3: Expressions•Unit 4: Equations and Inequalities•Unit 5: Geometry (Area and Volume)•Unit 6: Statistics•Unit 7: The Number System (Rational

Explorations: Numbers and their Opposites)

Critical Areas of Instruction- Grade 7• (1) Developing understanding of and applying

proportional relationships• (2) Developing understanding of operations with

rational numbers and working with expressions and linear equations

• (3) Solving problems involving scale drawings and informal geometric constructions, and working with two- and three-dimensional shapes to solve problems involving area, surface area, and volume

• (4) Drawing inferences about populations based on samples

Math 7 Units of Study•Unit 1: Ratios and Proportional

Relationships •Unit 2: Rational Numbers •Unit 3: Expressions and Equations •Unit 4: Percent and Proportional

Relationships •Unit 5: Statistics and Probability •Unit 6: Geometry

Critical Areas of Instruction- Grade 8• (1) Formulating and reasoning about expressions

and equations, including modeling an association in bivariate data with a linear equation, and solving linear equations and systems of linear equations

• (2) Grasping the concept of a function and using functions to describe quantitative relationships

• (3) Analyzing two- and three-dimensional space and figures using distance, angle, similarity, and congruence, and understanding and applying the Pythagorean Theorem

Math 8 Units of Study•Unit 1: Congruence and Similarity•Unit 2: Functions•Unit 3: Linear Relationships•Unit 4: Linear Equations•Unit 5: Exponents•Unit 6: Radicals and Irrational

Numbers•Unit 7: Pythagorean Theorem•Unit 8: Simultaneous Linear Equations

New Assessments

•Developed by Smarter Balanced Assessment Consortium (SBAC)

•Very different from the old STAR tests in terms of the test structure, the rigor of the mathematical content, and the delivery system.

Grade 6 Sample question:

Grade 6 Sample question:

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Grade 7 Sample question:

Grade 7 Sample question:

Grade 8 Sample question:

Grade 8 Sample question:

Math Pathways

Grade 6 Grade 7 Grade 8 Grade 9 Grade 10 Grade 11 Grade 12

Math 7 Math 8 Mathematics I

Mathematics II

Mathematics III

PreCalculus or Statistics

Math 6

Math 7 Accelerated (Includes all of Math 7 and ½ of Math 8)

Math 8 Accelerated (Includes ½ of Math 8 and all of

Mathematics I)

Mathematics II

Mathematics III

PreCalculus or Statistics

Calculus or Statistics

Common Core State Standards for Mathematics•“These Standards are not intended to be new

names for old ways of doing business. They are a call to take the next step. It is time for states to work together to build on lessons learned from two decades of standards based reforms. It is time to recognize that these standards are not just promises to our children, but promises we intend to keep.”

▫National Governors Association Center for Best Practice and Council of Chief State of School Officers (2010)