Common Core State Standards Math

1. Common Core State Standards Math Adapted from a presentation by Rachel Eifler Regional Mathematics Coordinator

2. Common Core State Standards • Define the knowledge and skills students need for college and career • Developed voluntarily and cooperatively by states; more than 46 states have adopted • Provide clear, consistent standards in English language arts/Literacy and mathematics Source: www.corestandards.org

3. Why Shift? Almost half of eighth-graders in high achieving countries showed they could reach the “advanced” level in math, meaning they could relate fractions, decimals and percent to each other; understand algebra; and solve simple probability problems. In the U.S., 7 percent met that standard. • Results from the 2011 TIMMS (Trends in International Mathematics and Science Study)

4. Who was involved in the Common Core Standards Initiative and how were they written? • States across the country collaborated with teachers, researchers, and leading experts to design and develop the Common Core State Standards. • Each state independently adopted the standards beginning in 2010. The federal government was NOT involved in the development of the standards.

5. The standards were written by building on the best and highest state standards in existence, examining the expectations of other high performing countries around the world, and careful study of research and literature available on what students need to know and be able to do to be successful in college and careers.

6. The CCSSM Requires Three Shifts in Mathematics Focus: strongly where the standards focus Coherence: Think across grades and link to major topics within grades Rigor: In major topics, pursue conceptualunderstanding, procedural skill and fluency, and application with equal intensity

7. Traditional U.S. Approach Number and Operations Measurement and Geometry Algebra and Functions Statistics and Probability

8. CCSS-M Focus Attention Within Number and Operations Operations and Algebraic Thinking Expressions and Equations Algebra Number and Operations in Base Ten Number Systems Number and Operations- Fractions K 1 2 3 4 5 6 7 8 High School

9. Smarter Balanced Assessment Consortium A Peek at the Assessment System

10. SBAC Timeline • 2013/2014: • Comprehensive field exams available • Digital library created • Item writing opportunities • 2014/2015: • Full implementation of SBA for Grades 3 – 8 and 11(EOC continues as graduation requirement)

11. Computer Adaptive Testing Administered by computer, a Computerized Adaptive Test (CAT) dynamically adjusts to the trait level of each examinee as the test is being administered.

12. A Balanced Assessment System Summative assessments Benchmarked to college and career readiness Teachers and schools have information and tools they need to improve teaching and learning All students leave high school college and career ready Common Core State Standards specify K-12 expectations for college and career readiness Teacher resources for formative assessment practices to improve instruction (Optional) Interim assessments Flexible, open, used for actionable feedback (Optional)

13. “Students can demonstrate progress toward college and career readiness in mathematics.” Assessment Claims for Mathematics • “Students can demonstrate college and career readiness in mathematics.” Overall Claim (Gr. 3-8) • “Students can explain and apply mathematical concepts and interpret and carry out mathematical procedures with precision and fluency.” Overall Claim (High School) • “Students can solve a range of complex well-posed problems in pure and applied mathematics, making productive use of knowledge and problem solving strategies.” Claim 1 Concepts and Procedures • “Students can clearly and precisely construct viable arguments to support their own reasoning and to critique the reasoning of others.” Claim 2 Problem Solving • “Students can analyze complex, real-world scenarios and can construct and use mathematical models to interpret and solve problems.” Claim 3 Communicating Reasoning Claim 4 Modeling and Data Analysis

14. Sample MSP 3rd Grade Item

15. Sample SBAC 3rd Grade Item

16. Sample 6th Grade MSP Item Riko has a string that is 6 ½ yards long. She needs pieces that are 7/12 yard long. Determine the number of pieces of string Riko can cut that are each 7/12 yard long.

17. Sample 6th Grade SBAC Item

18. Sample 7th MSP Item The number of boxes used to pack cans of soup is proportional to the number of cans packed, as shown in the table. Which equation represents this relationship? O A. y = 6x O B. x = 6y O C. x = y − 20 O D. y = 5x + 4

19. Sample 7th SBAC Item

20. Sample 8th Grade MSP Item Determine the value of x that makes the equation true. 6 − (2x − 4) + x = 3(x − 4)

21. Sample 8th SBAC Item

22. 2013 Legislative Decisions RegardingHigh School Assessments • Accountability will move to Grade 11 Smarter Balanced tests in English Language Arts & Math • Three Exit Exams (ELA, Math, Biology): • English Language Arts: • Class of 2013 & 2014 • HSPE Reading and Writing • Class of 2015, 2016, 2017, 2018 • HSPE Reading and Writing (if taken and passed previous to 2015) • OR new 11th Smarter Balanced ELA Test, • OR new 10th ELA Exit Exam • Class of 2019 and beyond • 11th Smarter Balanced ELA Test

23. 2013 Legislative Decisions RegardingHigh School Assessments, Cont’d • Math: • Class of 2013 & 2014 • Algebra 1 EOC OR Geometry EOC • Class of 2015, 2016, 2017, 2018 • Algebra 1 EOC, • OR Geometry EOC (if taken and passed prior to 2015), • OR new 11th Smarter Balanced Comprehensive Math Test, • OR CCSSM aligned Algebra 1 EOC Exit Exam, • OR CCSSM aligned Geometry EOC Exit Exam • Class of 2019 and beyond - 11th Smarter Balanced Math Test • Science: • Class of 2015, 2016, 2017…. until Next Generation Science Standards are adopted, implemented and assessed – Biology EOC • When NGSS are implemented – Comprehensive NGSS Test