Common Core State Standards for Mathematics: Implications for Grades K-12

MARCH 2012

Common Core State Standards for Mathematics:

Implications for Grades K-

12

Introductions

Sarah GubitzSupervisor of AIG

Elizabeth MurrayK-12 Math Lead Teacher

Regina ConnorsMath Coach, Holly Shelter Middle School

Sue RobbinsMath Teacher, Ashley High School

What are Common Core State Standards?

Rigorous, research-based standards for English-language arts and mathematics for grades K-12

Designed to prepare the nation’s students with the knowledge and skills needed for success in college and the workforce

Internationally benchmarked to ensure that students will be globally competitive

A clear and consistent educational framework A collaborative effort that builds on the best

of current state standards

Common Core Standards for Mathematics

The standards for mathematics:

aim for clarity and specificity.

stress conceptual understanding of key ideas.

balance mathematical understanding and procedural skill.

are internationally benchmarked.

NC vs. NAEP

North Carolina vs. United States

NC

NC ranks 8th in the US

Implementation Timeline

K-2 – implementing this school year3-8- implemented and assessed in 2012-2013Algebra I – implemented and assessed in

2012-2013Geometry – Common Core standards

implemented in the spring of 2013Algebra II – Common Core standards

implemented in the fall of 2013

Major Changes

K-2 Focus on number sense and shapes Fluency

3-5 Operations with whole numbers Fractions

6-8 Proportional Reasoning Statistical Analysis

Major Changes

High School Major content shifts downward

Increase in rigor

Focus on modeling and application of concepts

All Grade Levels

Use of the 8 Mathematical Practices

8 Mathematical Practices

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.

NC Grade 6 – Data Analysis and Probability

CC Grade 6 – Statistics and Probability

No statistics objectives

Giving quantitative measures of center (median and/or mean) and variability (interquartile range and/or mean absolute deviation), as well as describing any overall pattern and any striking deviations from the overall pattern with reference to the context in which the data were gathered.

Current Standards vs. Common Core Standards

NC Grade 7 – Numbers and Operations

CC Grade 7 – Ratios and Proportional Relationships

Develop and use ratios, proportions, and percents to solve problems.

a. Decide whether two quantities are in a proportional relationship, e.g., by testing for equivalent ratios in a table or graphing on a coordinate plane and observing whether the graph is a straight line through the origin.b. Identify the constant of proportionality (unit rate) in tables, graphs, equations, diagrams, and verbal descriptions of proportional relationships.c. Represent proportional relationships by equations. For example, if total cost t is proportional to the number n of items purchased at a constant price p, the relationship between the total cost and the number of items can be expressed as t = pn.d. Explain what a point (x, y) on the graph of a proportional relationship means in terms of the situation, with special attention to the points (0, 0) and (1, r) where r is the unit rate

Current Standards vs. Common Core Standards

NC Grade 8 - Geometry

CC Grade 8 - Geometry

Identify, predict, and describe dilations in the coordinate plane.

Understand that a two-dimensional figure is congruent to another if the second can be obtained from the first by a sequence of rotations, reflections, and translations; given two congruent figures, describe a sequence that exhibits the congruence between them.

Understand that a two-dimensional figure is similar to another if the second can be obtained from the first by a sequence of rotations, reflections, translations, and dilations; given two similar two-dimensional figures, describe a sequence that exhibits the similarity between them.

Current Standards vs. Common Core Standards

NC Algebra I CC Algebra I

16 Objectives 59 ObjectivesAll of NC’s current

Algebra I courseMost of NC’s current

Geometry course4-5 concepts from

NC’s current Algebra II course

Current Standards vs. Common Core Standards

Assessments

The 3-8 End-Of-Grade tests will reflect the Common Core Standards in the 2012-2013 year.

The End-Of-Course test for Algebra I will reflect the Common Core standards beginning in the fall of 2012.

Current 8th Grade students will take an 11th grade assessment based on Common Core Standards as well as the ACT their junior year.

NC Assessment Expectations

CC Assessment Expectations

NC Assessment Expectations

CC Assessment Expectations

Impact

Middle School Compacted math courses will begin in the 7th grade

year Algebra I may be accessed in grade 8

Current 7th Grade Algebra I Students Geometry through North Carolina Virtual Public

School is only offered in the spring semester Talk with your school administrators and counselors

regarding 1st semester optionsCurrent 8th Grade Geometry Students

Algebra II based on current standardsCurrent High School Students

No significant changes

Graduation Requirements

ALL students must achieve 4 high school math credits

ALL students must take and pass Algebra I and Geometry

Students with plans to attend an UNC system school or community college must complete Algebra I, Geometry, Algebra II, and a 4th course with Algebra II as a pre-requisite

Seniors should take an Honors or AP level math course their senior year