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Common Core State Mathematics Standards

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Robin Rann

on 15 October 2012

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Transcript of Common Core State Mathematics Standards

The Journey Begins... Common Core is Here! Jay Walking! "These Standards define what students should understand and be able to do in their study of mathematics. Asking a student to understand something means asking a teacher to assess whether the student has understood it. But what does mathematical understanding look like? One hallmark of mathematical understanding is the ability to justify, in a way appropriate to the student’s mathematical maturity, why a particular mathematical statement is true or where a mathematical rule comes from. There is a world of difference between a student who can summon a mnemonic device to expand a product…and a student who can explain where the mnemonic comes from. The student who can explain the rule understands the mathematics, and may have a better chance to succeed at a less familiar task…Mathematical understanding and procedural skill are equally important, and both are assessable using mathematical tasks of sufficient richness." Tri-State Rubric A \$15,000 Math Mistake! http://engageny.org/wp-content/uploads/2012/04/Tri-State-Math-Rubric-V2-Slides-04-12-2012.pdf http://engageny.org/wp-content/uploads/2012/04/Tri-State-Math-Rubric-V2-04-12-2012.pdf http://engageny.org/wp-content/uploads/2012/03/nys-math-emphases-k-hs.pdf Content Emphases Don’t
- Neglect any material in the standards. (Instead, use the information provided to connect Supporting Clusters to the other work of the grade.)

- Sort clusters from Major to Supporting, and then teach them in that order. To do so would strip the coherence of the mathematical ideas and miss the opportunity to enhance the major work of the grade with the supporting clusters.

- Use the cluster headings as a replacement for the standards. All features of the standards matter — from the practices to surrounding text to the particular wording of individual content standards. Guidance is given at the cluster level as a way to talk about the content with the necessary specificity yet without going so far into detail as to compromise the coherence of the standards. Do …
- Use the guidance to inform instructional decisions regarding time and other resources spent on clusters of varying degrees of emphasis.

- Allow the focus on the major work of the grade to open up the time and space to bring the Standards for Mathematical Practice to life in mathematics instruction through sense-making, reasoning, arguing and critiquing, modeling, etc.

- Evaluate instructional materials taking the cluster-level emphases into account. The major work of the grade must be presented with the highest possible quality; the supporting work of the grade should indeed support the major focus, not detract from it.

- Set priorities for other implementation efforts taking the emphases into account, such as staff development; new curriculum development; or revision of existing formative or summative testing at the state, district or school level. Major clusters – areas of intensive focus, where students need fluent understanding and application of the core concepts (approximately 70%) Supporting clusters – rethinking and linking; areas where some material
is being covered, but in a way that applies core understandings (approximately 20%) Additional Clusters – expose students to other subjects, though at a distinct, level of depth and intensity (approximately 10%) Six Shifts in Mathematics Assessments

Shift 1: Focus Priority standards will be the focus of the assessments. Other standards will be de-emphasized.

Shift 2: Coherence Assessments will reflect the progression of content and concepts as depicted in the standards across grade levels.

Shift 3: Fluency It will be assumed that students possess the required fluencies as articulated through grade 8; as such, students will not be allowed to use calculators in grades 3-5. Students will be allowed to use four-function calculators with a square root key or scientific calculators in grade 6 and scientific calculators in grades 7-8.

Shift 4: Deep Understanding Each standard will be assessed from multiple perspectives, while not veering from the primary target of measurement for the standard.

Shift 5/6: Application & Dual Intensity: Students will be expected to know grade-level mathematical content with fluency and to know which mathematical concepts to employ to solve real-world mathematics problems. http://schools.nyc.gov/NR/rdonlyres/49162FEC-37E2-4A96-93C1-6671664FACD5/0/NYCDOEHSMathCompanyLogo_Final.pdf NYC DOE Tasks, Units, & Student Work
Common Core Mission Statement

The Common Core State Standards provide a consistent, clear understanding of what students are expected to learn, so teachers and parents know what they need to do to help them. The standards are designed to be robust and relevant to the real world, reflecting the knowledge and skills that our young people need for success in college and careers. With American students fully prepared for the future, our communities will be best positioned to compete successfully in the global economy. From Commissioner King (Jan 2012)

"This Spring semester, we have asked all teachers in the state to teach at least one unit that is aligned to the Common Core. You can work in teams to think through the ways each shift should impact a unit of instruction and plan these learning experiences together. You also could adopt or augment one of our curriculum exemplars. In every math classroom (or any classroom where math plays a significant role), the Common Core calls for us to create classroom time to dive deeply into the math fluencies and applications necessary for every student to reach deep understanding of a priority math concept. In every ELA classroom (or any classroom where literacy plays a significant role), the Common Core calls for thoughtful learning experiences around rigorous texts – you should conduct close readings of those texts with your students and ask deep and thought-provoking, evidence-based questions about the texts to facilitate evidence-dependent conversations and build students’ ability to marshal arguments about the texts." Mathematics Assessment Project