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Stamford Public Schools

Stamford Public Schools. CCSS Community Forum: Elementary Mathematics Presented by: Brian Byrne SPS Curriculum Associate for Elementary Math bbyrne@ci.stamford.ct.us www.spselementarymath.blogspot.com @SPSMathK5 Results from research show :

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Stamford Public Schools

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  1. Stamford Public Schools CCSS Community Forum:Elementary Mathematics Presented by: Brian Byrne SPS Curriculum Associate for Elementary Math bbyrne@ci.stamford.ct.us www.spselementarymath.blogspot.com @SPSMathK5 Results from research show: “Opportunity to learn is widely considered the single most important predictor of student achievement.” “Teaching and learning is the product of interactions among the teacher, the students, and the mathematics.” -(Digging Deeper into the CCSS)

  2. CCSS: MathematicsThree Major Shifts • Focusstrongly where the standards focus • Coherence: Think across grades and link to major topics within grades • Rigor: Require conceptual understanding, fluency, and application

  3. Focus • Significantly narrow the scope of content and deepen how time and energy is spent in the math classroom • Focus deeply only on what is emphasized in the standards, so that students gain strong foundations

  4. Focus

  5. Focus

  6. Coherence Think across grades, and link to major topics within grades • Learning is connected within and across grades so that students can build new understanding onto foundations built in previous years. • Begin to count on solid conceptual understanding of core content and build on it. • The standards are developmentally appropriate. Students are ready to learn the concepts. Each standard is not a new event, but an extension of previous learning.

  7. Rigor • The CCSM require a balance of: • Solid conceptual understanding • Procedural skill and fluency • Application of skills in problem solving situations • This requires equal intensity in time, activities, and resources in pursuit of all three

  8. Rigor • Solid Conceptual Understanding • Teach more than “how to get the answer” and instead support students’ ability to access concepts from a number of perspectives • Students are able to see math as more than a set of mnemonics or discrete procedures • Conceptual understanding supports the other aspects of rigor (fluency and application) (b) Fluency • The standards require speed and accuracy in calculation. • Teachers structure class time and/or homework time for students to practice core functions such as single-digit multiplication so that they are more able to understand and manipulate more complex concepts

  9. CCSS Math Practices

  10. Quick Video http://www.youtube.com/watch?v=1IPxt794-yU&feature=related

  11. CCSS Sample Problems • CCSS: • Suggest moving away from multiple choice • Encourage multiple response questions • Find additional sample problems on the Smarter Balanced website • http://www.smarterbalanced.org/sample-items-and-performance-tasks/

  12. CCSS Sample Problems Weak Example of 2.NBT.2-4 Strong Example of 2.NBT.2-4

  13. CCSS Sample Problems

  14. CCSS Sample Problems

  15. CCSS Sample Problems

  16. SPS Implementation Plan • 2012-13 Curriculum Changes to grades K-2 • Aligned all assessment questions to CCSS Domains • Changed assessments to reflect the content of CCSS • 2013-14 Curriculum Changes to grades 3-5 • Aligned all assessments to the CCSS Domains • Curriculum changes will be ongoing, continuously modified, and updated

  17. Communication • SPS Elementary Math Curriculum: • Twitter: @SPSMathK5 • Web: www.spselementarymath.blogspot.com • Email: bbyrne@ci.stamford.ct.us

  18. Questions

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