COMMON CORE STANDARDS MATHEMATICS Overview and Implementation - - PowerPoint PPT Presentation

COMMON CORE STANDARDS MATHEMATICS

Overview and Implementation Proposal for Hall Middle School May 20, 2013

OUR COMMITMENT:

 To provide a math curriculum that challenges all

students.

 To implement the Common Core standards with

fidelity.

 To ensure that all students are provided with a

solid math background that fully prepares them for success in high school and beyond.

 To collaborate with our partner middle and high

schools for consistent preparation for all students and opportunities for teacher professional development.

COMMON CORE STATE STANDARDS MATHEMATICS DEVELOPMENTCORE DEVELOPMENT

 Common Core State Standards were developed in an

effort to bring US standards in line with high performing international countries.

 Written by 3 math educators as opposed to a

committee of bureaucrats, like most previous state standards.

 Most states have adopted them in order to qualify for

Race to the Top funds.

CHARACTERISTICS OF COMMON CORE MATH

 Fewer and more rigorous topics  Aligned with college and career expectations  Internationally benchmarked  Rigorous content and application of higher-

• rder skills

 Builds on strengths and lessons of current state

standards

 Research based  Intent is to be coherent, focused, clear and

specific

OVERVIEW OF COMMON CORE MATH

Greater opportunities for differentiation Focus on mathematical thinking rather

than a discrete set of skills that result in simply correct or incorrect answers.

Students can access this mathematical

thinking at many different levels.

Standards of Mathematical Practices are

the same K-12.

MATHEMATICAL PRACTICES

1.

Make sense of problems and persevere in solving them.

2.

Reason abstractly and quantitatively.

3.

Construct viable arguments and critique the reasoning of others.

4.

Model with mathematics.

5.

Use appropriate tools strategically.

6.

Attend to precision.

7.

Look for and make use of structure.

8.

Look for and express regularity in repeated reasoning.

CURRENT VS. SBAC TESTING

 Grades 2-11, writing at

4th and 7th

 Only paper & pencil

• ption

 Only multiple choice  Part of the state and

federal accountability system

• Grades 3-8 and 11, Grades 9

and 10 available for states that choose to use them

• Delivered via computer and

are computer adaptive

• 60% will be assessed using

performance assessment and scored using an analytic point scoring rubric (fashioned after MARS rubrics)

• 40% selected response will

be machined scored

Current STAR Assessments Proposed SBAC Assessments

THE 8TH GRADE

PENDULUM SWING WHERE WE’VE BEEN:

• Increase number of

students taking Algebra in 8th grade

• Select students take

Geometry in 8th grade

• Goal - to take

Calculus in 12th grade

• Reality - not all

students are successful

WHERE WE’RE GOING:

• CC Math 8 and Algebra

1 courses are more rigorous and deep course than previous Algebra course

• Developmentally

designed for high school students who have had a strong foundation in middle school math

• Carefully select

students taking Algebra in 8th grade

Pathways for Common Core Math K-12

K-6 7th grade 8th grade 9th grade: 10th grade: 11th grade 12th grade CCSSM CCSSM 7th grade math (Math 7) CCSSM 8th grade math (Math 8) CCSSM Algebra 1 CC SSM Geometry CCSSM Algebra 2 PreCalculus /AP Statistics /Business Math CCSSM 7th grade math (Math 7) CCSSM Algebra 1 CCSSM Geometry CCSSM Algebra 2 PreCalculus/

AP Statistics AP Calculus/ AP Statistics

• These pathways are fluid. It is possible that students could move to a

different pathway during or at the end of the school year.

• Pathways in 11th and 12th grade may vary

NO GEOMETRY IN MIDDLE SCHOOL?

 The CCSSM are more rigorous & comprehensive

than previous standards.

 “Skipping over material to get students to a

particular point in the curriculum will create gaps in the students’ mathematical background.”

 “Acceleration will require compaction and not the

former strategy of deletion.”

 “In order to accelerate, students must prove that

they are proficient in the CCSSM for grades K-8.”

 (California Draft Mathematics Framework, April,

2013)

PREPARATION FOR HIGH SCHOOL MATH

 “The standards from Grade 7, Grade 8, and the

Algebra I (or Mathematics I) course could be compressed into an accelerated pathway for students in grades 7 and 8, allowing students to enter the Geometry (or Mathematics II) course in grade 9.” (California Draft Mathematics Framework (April, 2013)

 “Skimming over existing materials in order to

rush ahead to more advanced topics will no longer be considered good practice” (Wu 2012).