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## Transitioning to California Common Core State Standards

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**Transitioning to CaliforniaCommon Core State Standards**Secondary Math Training Presented by: Elk Grove Unified School District**7-12 Common Core Workshop**Part 1: Intro to standards: Why new standards, what is the structure of the standards? Part 2: Assessment: What might assessment look like under Smarter Balance and how might we start preparing for 2015? Part 3: What are the shifts/implications for instruction? Part 4: What does CCSS instruction/classroom look like?**STATE STANDARDS**45 States, DC, & the Virgin Islands have adopted the CCSS Aug 2010 3**Transitioning to the Common core…**It’s more like a dimmer switch. Is not a light switch that you can just turn on.**Norms**• Be an active learner. • Avoid sidebar conversations during explanations. • Set your phone to silent; please do not text unless you have an emergency. • Collaborate with colleagues. • Support an environment that encourages risk taking.**Outcomes for Session 1:**• Understand why there was a need for new math standards • Understand the structure of the 7-12 content standards for mathematics (CCSS-M) • Know the 8 mathematical practices and where to find support for their implementation**Why new standards?**http://www.youtube.com/watch?v=9IGD9oLofks (Hunt Institute Video: Intro to Common Core) http://www.youtube.com/watch?v=JOdvdPnFXTQ On your teacher response form write down 3 things you know about the CCSS. Now write down 3 questions you have about the implementation of the CCSS.**Here are 2 charts that compare when topics are taught in the**curriculum A+ CountriesUnited States**Here are 2 charts that compare when topics are taught in the**curriculum A+ CountriesUnited States Common Fractions taught in 3rd – 6th grades Common Fractions taught in 1st – forever! Mastery Learning Spirals**Here are 2 charts that compare when topics are taught in the**curriculum A+ CountriesUnited States**When your students look at these problems what procedural**fluencies and conceptual understandings do you expect your students bring to these problems? 200 x 300 = What kinds of questions might you ask your students to build their number sense and conceptual understanding?**A balanced approachCommon core authors: Bill McCallum and**Jason Zimba • http://www.youtube.com/watch?v=ZFUAV00bTwA Procedural FluencyConceptual Understanding Application/Modeling**How can we balance conceptual understanding with procedural**fluency?**+2**+20 +45 178 245 Using the number line to “add on”245 – 178= 67 180 200 How far is it from 178 to 245 on the number line?**How can we balance conceptual understanding with procedural**fluency? 413 428**California Common Core Standards Documents**Including California’s additions Available at http://www.cde.ca.gov/ci/cc/**There are 2 kinds of math standards**Standards for Mathematical Practice Content Standards Tell us what students should learn and understand in the math classroom. Set expectations for student behaviors/skills. These are things your students should do to successfully interact with the math content. These standards are not meant to be taught in isolation. You cannot teach content without teaching the mathematical practices and you cannot teach the mathematical practices without content. Content Standards Mathematical Practices**The content standards are interwoven with standards for**mathematical practices**Standards for Mathematical Practice**Implications for guiding our instruction. Content Standards What are the implications for guiding our instruction? We will look at this in session three of our training.**Phil Daro video**http://serpmedia.org/daro-talks/**Let’s open up the content standards**Including California’s additions Available at http://www.cde.ca.gov/ci/cc/**Bill McCulum Video:**http://www.youtube.com/watch?v=83Ieur9qy5k&feature=BFa&list=UL83Ieur9qy5k Why is coherence important? What is something you agree with? What is something you want to know more about? Teacher talk: Discuss these three questions with your partner.**CCSSM High SchoolThere are 5 conceptual categories**• Number and Quantity (N) • Algebra (A) • Functions (F) • Modeling (*) • Geometry (G) • Statistics and Probability (S) *The big ideas that connect mathematics across high school mathematics (algebra1 through algebra 2)**(see page 75)**DOMAIN Conceptual Category Cluster Headings DOMAIN Cluster Headings DOMAIN Cluster Headings DOMAIN Cluster Headings**Algebra**(see page 77) Conceptual Category Cluster Headings Standards Domain**Middle School**(see page 48) Grade Level DOMAIN Cluster Headings Standards**Now let’s open the standards for mathematical practices**(Page 69) Available at http://www.cde.ca.gov/ci/cc/ Mathematical Practices**The California Framework:**A helpful document! http://www.cde.ca.gov/be/cc/cd/draftmathfwchapters.asp**Standards for Mathematical Practice**• Make sense of problems and persevere in solving them. • Reason abstractly and quantitatively. • Construct viable arguments and critique the reasoning of others. • Model with mathematics. • Use appropriate tools strategically. • Attend to precision. • Look for and make use of structure. • Look for and express regularity in repeated reasoning.**Standards for Mathematical Practice**Turn to page 69 in your standards packet. • NCTM Process Standards • National Research Council Report With your table partners: Read and summarize your assigned SMP, make a poster with the key ideas and what would students do to demonstrate this practice? (15 minutes)**Setting the Stage for Our Leap into CCSS**CCSS implementation for 2013-14 will focus on the standards of mathematical practices and the implications for classroom instruction.