Common Core State Standards for
K-5 Mathematics
Wake County Public SchoolsElementary Mathematics Department
Spring 2012
K-5 Standards for Mathematical Content
Please find your assigned table.
A partnership between NCSU, Horizon Research, and WCPSS
Project AIM: All Included in Mathematics
WHAT IS PROJECT AIM?
A project to promote mathematics discourse in elementary-school classrooms as a viable approach to support all students in learning meaningful mathematics content.
Five year research and development grant funded by the National Science Foundation.
WHAT IS PROJECT AIM?
Proposed timeline for the project:
We are glad to report that…Nov. 2010: 33 coaches attended
informational meetingsSpring 2011: 28 coaches
attended project meetingsSchool Year 11-12:
8 coaches were selected to continue to work with AIM
26 second grade teachers in teams from 7 schools are participating
We are glad to report that…Our evaluator reported from one principal:
When I talked with one of the principals, she reported that she has seen changes in the teachers’ practice since they have been attending Project AIM. She particularly noted that she has observed more wait time and teachers’ asking students for more than one strategy. She added that their team has gotten closer, and although they were overwhelmed at first, they have gotten a great deal out of the professional development.
We are glad to report that…Teachers told our evaluator:Math was just standing in front of room and
giving direct instruction. [Now I am] giving children ownership, showing what they know.
Math talk does make them more thoughtful about their answers. They listen and think about their partner’s answer. Before some might shy away if they got a wrong answer, but now we talk about it. … It’s part of the process.
In the past I would say if you see these words you add; if you see these you subtract. The other day one of my weakest said, “You can either add or subtract”. They’re starting to see problems in different ways.
In the beginning, I was frustrated at having to explain my thinking. I am a visual learner. Now I am more comfortable in explaining. It helps me understand math more.
Of course, there are challenges:I’m trying to teach them how to listen to
each other, not to tattle on each other or say that is wrong. Most of them need marriage counseling to learn how to listen and communicate.
I don’t know if we could do it every day... It takes a long time. We want to hear everyone’s voice. Every day we’re not going to have that elaborate a math lesson.
I understand the different kind of discourse but can’t pick it out yet in my kids. I am a long ways from that.
What is next?12-13 School Year:Current coaches will work in pairs and become project facilitators
Recruit and select 80 second grade teachers (20 by coach team).
THIS IS WHERE WE NEED YOUR HELP!
What is next?12-13 School Year:SELECTION CRITERIA:
Teachers who come in teams from the same school (at least two, but preference to highest
percentage of the team) Teachers who work in schools with
high ELLSELECTION PROCESS:
Teachers complete and submit application form by April 30th (form will be posted on Wikki).
Teachers are notified of acceptance by May 31st.
What is next?12-13 School Year:PROGRAM REQUIREMENTS
Participate in Summer Institute Aug. 13-15 at the Friday Institute, NC State
Attend seven meetings from 4:30-7:45 during the school year (location TBD)
INCENTIVES4 CEUs for participation$800 for completion of data collection
What is next?RESEARCH COMPONENTData to be collected from participating
teachers: observations of professional development
sessions, videotapes of professional development
activities, written work in professional development
tasks, questionnaire, content knowledge assessment,interview, classroom practice data (observations,
teaching video, and artifacts packages).
Just like last year…WHAT DO WE NEED FROM PRINCIPALS?
Support!We need you to work with us, encouraging
teams of 2nd grade teachers to participate!We need you to support the work of
teachers as they strengthen Math Discourse in your schools!
Feedback from January +What did you find most beneficial?
Response # Response #Videos 21 Activities/
Tasks13
Overview of Practice
Standards
17 Posters 13
Outstanding Presentation
16 Info Posted to Wiki
9
Hands-on 8 Discussions 7
Variety of Examples
6 Wise Use of Time
6
Practical Info 5 Handouts 5
Feedback from January Δ
What could have been improved?
Response #More time for: Activities Discussion Processing Learning Watching all videos
22
Tables: Too many at a table Location of tables
6
Having access to videos w/o cost
11
You have been provided more time to focus on
the Common Core Standards for
Mathematical Content today.
You have been rearranged into groups of 5 or 6 to give you more room.
Free videos can be found at
www.insidemathematics.org
“Today’s Meet”http://www.todaysmeet.com/PrincipalsFeb23Back channel discussion throughout
today’s meeting.Items to Consider:Must enter your nameGet your questions
answered immediatelyAnyone with this URL can
see the question & response
Archived for one yearStay focused & professional
Desired Outcomes:By the end of the day, participants will have:
an understanding of the components of the Common Core State Standards for Mathematics.
an understanding of the critical areas within the CCSS for K-5 Mathematics.
an opportunity to view and discuss grade-specific activities from the critical areas.
an understanding of the curriculum work taking place to support the transition to the CCSS.
access to grade level videos to use when working with teachers on the content standards.
an understanding of the six shifts evident within the CCSS for Mathematics.
Overview of the CCSS-M
Today’s Training:
Critical Areas
Curriculum Development
Miscellaneous Math Topics
Grade Level Videos
Shifts in Mathematics
Content Standards:WHAT the students are
learning
Practice vs. Content Standards
Practice Standards:HOW the students are
learning
January
February
Content Standards
Content Standar
ds
Standards
ClustersDomains
Standards
Clusters
Domain
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 & Operations Base Ten Fractions
The Number System Number and Quantity
Measurement and Data Measurementand Data Geometry Geometry
Geometry Geometry
Statistics and Probability
Statistics and Probability
Ratio and Proportional Relationships
Functions Functions
Mod
elin
g
1.NBT.2a4.G.1
Nomenclature
1.NBT.2a4.G.1
Grade Level
1.NBT.2a4.G.1
Domain
1.NBT.2a4.G.1
Standard
Grade LevelOverviews
Mathematical Practices
Domain
Description of Critical Area
Overview of the CCSS-M
Today’s Training:
Critical Areas Curriculum Development
Miscellaneous Math Topics
Grade Level Videos
Shifts in Mathematics
Critical Areas SortAs a group, decide at which grade level each math concept would be taught.
Revisit the Critical Areas SortLet’s review the answers.What adjustments need to be made?
Critical Areas SortTake a moment to reflect on this activity.
What challenges did you face? What are some notable changes you see? How would this activity benefit teachers?
Critical Area Video
Complete the handout as you are viewing the video.
Critical Area VideoIdentify the Standards for Mathematical Practice
that correlate to this video/activity.
Identify the critical area that aligns with this video/activity.
Which instructional practices or strategies are evident?What is consistent from previous years?What changes do you notice?What challenges will teachers face?
Critical Areas ActivitiesUse the back of the
handout.Each table will be
responsible for one grade level.
Use the cards in the center of the table.
Focus on the analysis of the activity, not the answer to the problems!
Critical Areas ActivitiesTable Analysis
Read through the activity.Analyze using the guiding questions on the
handout.You will have 5 minutes to complete.
Critical Areas ActivitiesWhole Group Discussion
Choose a designated speaker for your table. Each grade level will share an overview of the
activity AND big ideas from the table discussions.
Overview of the CCSS-M
Today’s Training:
Critical Areas
Curriculum DevelopmentMiscellaneous Math Topics
Grade Level Videos
Shifts in Mathematics
Focus Group
s
Daily L&T
Guides
MathXAL
Time on
Pacing
Guides
Writers
Mar Apr Ma
y Jun1st Qtr. 2nd Qtr. 3rd Qtr. 4th Qtr.
Resources Available NowGrade Level Overviews
Resources Available NowSample Scope & Sequence
Resources Available NowChanges … At a Glance
What’s changed?
How can we eliminate the gaps?
Math Expressions/ SIOP Correlation
Overview of the CCSS-M
Today’s Training:
Critical Areas
Curriculum Development
Miscellaneous Math TopicsGrade Level Videos
Shifts in Mathematics
Daily Routines Calendar TimeDaily Routines were
established to maintain skills and support standards that are not covered as deeply.
Use daily routines from Math Expressions as indicated on pacing guide
Use supplemental daily routines as provided by WCPSS
There is NO Common Core Math Standard that directly aligns to calendar.
Great opportunity to review spiraling math concepts
Have teachers examine the learning outcome of calendar time. Which standard(s) am I teaching?
Morning meeting timeNo more than 15 minutes for BOTH
AssessmentsCurriculum Cycle:June 2010: North Carolina State Board
of Education adoption of the CCSS2010–2011: Item development for the
Next Generation of Assessments, Edition 42011–2012: Administration of stand-alone
field tests of Edition 4 assessments2012–2013: Operational administration of
Edition 4 assessments aligned to the CCSS2014-2015: National Assessment
http://www.ncpublicschools.org/acre/assessment/online/
AssessmentsCognitive Rigor and Item Complexity“Assessment items will be designed, developed, and
classified to ensure that the cognitive rigor of the operational test forms align to the cognitive complexity and demands of the Common Core State Standards (CCSS) for Mathematics. These items will require students to not only recall information, but also apply concepts and skills and make decisions.”
Types of ItemsMultiple choice, Paper & Pencil with online optionGrades 5 & beyond: up to 8 grid-in responses
http://www.ncpublicschools.org/acre/assessment/online/
AssessmentsDomain Grade 3 Grade 4 Grade 5
Operations and Algebraic Thinking 30–35% 12–17% 5–10%
Number and Operations in Base Ten 5–10% 22–27% 22–27%
Number and Operations—Fractions 20–25% 27–32% 47–52%
Measurement and Data 22–27% 12–17% 10–15%Geometry 10–15% 12–17% 2–7%
Total 100% 100% 100%
http://www.ncpublicschools.org/acre/assessment/online/
National Assessments4th Grade Sample Items
http://www.k12.wa.us/SMARTER/Resources.aspx
Overview of the CCSS-M
Today’s Training:
Critical Areas
Curriculum Development
Miscellaneous Math Topics
Grade Level VideosShifts in Mathematics
Sample Grade Level VideoOne video per grade levelPosted to C-MAPPStill in editing stagesAvailable by the end of FebruaryOnly 1 example today
Learning Trajectory Posters
$20 per poster or $50 for K-12How to order:
http://www.wirelessgeneration.com/posters
ReflectionClick HERE to provide feedback on today’s
training.
Overview of the CCSS-M
Today’s Training:
Critical Areas
Curriculum Development
Miscellaneous Math Topics
Grade Level Videos
Shifts in Mathematics
Common Core Shifts for MathematicsBefore CCSS-M:
“Mile-wide, inch deep”Silos
Memorizing procedures without understanding“Naked” math“Math Wars”
Adapted from http://engageny.org/ and http://www.ode.state.or.us/
Next Steps
Crosswalks versus Unpacking documentsFocus on Standards for Mathematical Practice
NOWFocus on Content Standards LATERAll IRTs will learn to facilitate an unpacking
during the afternoon learning focus topics Unpacking documents can be found at:
http://www.ncpublicschools.org/acre/standards/common-core-tools/#unmath
“Teach Less, Learn More!”-Dr. Phil Daro
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