How to read the grade level standards

How to read the grade level standardsStandards

Clusters

Domains

define what students should understand and be able to do.

are groups of related standards. Note that standards from different clusters maysometimes be closely related, because mathematicsis a connected subject.

are larger groups of related standards.Standards from different domains may sometimesbe closely related.

1. Make sense of problems and persevere in solving them.2. Reason abstractly and quantitatively.3. Construct viable arguments and critique the reasoning of others.4. Model with mathematics.5. Use appropriate tools strategically.6. Attend to precision.7. Look for and make use of structure.8. Look for and express regularity in repeated reasoning.

Mathematics | Standardsfor Mathematical Practice

What do these standards mean in “everyday” terms for

our students?

Mathematics | Grade 6

In Grade 6, instructional time should focus on four critical areas: (1) Connecting ratio and rate to whole number multiplication

and division and using concepts of ratio and rate to solve problems

(2) Completing understanding of division of fractions and extending the notion of number to the system of rational numbers, which includes negative numbers

(3) Writing, interpreting, and using expressions and equations

(4) Developing understanding of statistical thinking.

Mathematics | Grade 7

In Grade 7, instructional time should focus on four critical areas:

(1) Developing understanding of and applying proportionalrelationships

(2) Developing understanding of operations with rational numbers and working with expressions and linear equations

(3) Solving problems involving scale drawings and informal geometric constructions, and working with two- and three-dimensional shapes to solve problems involving area, surface area, and volume

(4) Drawing inferences about populations based on samples.

Mathematics | Grade 8

In Grade 8, instructional time should focus on three critical areas:

(1) Formulating and reasoning about expressions and equations,including modeling an association in bivariate data with a linear equation, and solving linear equations and systemsof linear equations

(2) grasping the concept of a function and using functions to describe quantitative relationships

(3) Analyzing two- and three-dimensional space and figures using distance, angle, similarity, and congruence, and understanding and applying the Pythagorean Theorem.

Mathematics Standards for High School

The high school standards are listed in conceptual categories:

• Number and Quantity• Algebra• Functions• Modeling• Geometry• Statistics and Probability

Mathematics | Number & Quantity Overview

Mathematics | Algebra Overview

Mathematics | Functions Overview

Mathematics | Modeling Overview

One of the insights provided by mathematical modeling is that essentially the same mathematical or statistical structure can sometimes model seemingly different situations.

Models can also shed light on the mathematical structures themselves, for example, as when a model of bacterial growth makes more vivid the explosive growth of the exponential function.

The basic modeling cycle is summarized in the diagram. It involves :

(1) Identifying variables in the situation and selecting those thatrepresent essential features

(2) Formulating a model by creating and selecting geometric, graphical, tabular, algebraic, or statistical representations that describe relationships between the variables

(3) Analyzing and performing operations on these relationships to draw conclusions(4) Interpreting the results of the mathematics in terms of the

original situation(5) Validating the conclusions by comparing them with the situation, and then either improving the model or, if it is acceptable

(6) Reporting on the conclusions and the reasoning behind them. Choices, assumptions, and approximations are present

throughout this cycle.

Mathematics | Geometry Overview

Mathematics | Statistics & Probability Overview

•

•Unpacking Documents

•Unpacking the Essential Standards:

•The unpacking document... ·Identifies what a student must understand

•(Conceptual Knowledge) ·Concepts and Generalizations

·Identifies what a student must know

•(Factual Knowledge) ·Critical Content

·Identifies what a student must be able to do

•(Procedural Knowledge) ·Skills

6th Grade Math – Unpacking documents - example

Algebra – Unpacking documents - example

•Crosswalk Documents

•7/13/2011 • page 13

1st Grade Math – Crosswalk documents - example

Geometry – Crosswalk documents - example

•A Process For Developing Local Curricula

·Common Core State Standards for Mathematics

·Crosswalk Documents ·Unpacking Documents

•State Level Work

•Standards Student Achievement

·Unpacking ·Yearly Curriculum Option(s) ·Curriculum Units ·District Calendars ·Grade Level Terminologies

·USH1

·Etc.

•District Level Work

·The District Level and School Level work may overlap. ·This will depend on

the organizational structure of the district and available resources.

•Please Note:

·Teacher Units ·Lesson Plans

·Rubrics ·Activities

·Teacher/classroom Materials/Resources

•School Level Work

How to find Race to the Top and Common Core Information:

Click on Central Services

How to find Race to the Top and Common Core Information:

Click on Educational Programs

How to find Race to the Top and Common Core Information:

Click on Common Core Curriculum

How to find Race to the Top and Common Core Information:

This is where common core & Crosswalks & Unpacking documents are located

Common Core Link

Unpacking & Crosswalks Link

Race to the Top Professional Development Training Calendar:

Sept 23 – Race to the Top ModuleOct 28 – Race to the Top ModuleOct 31 – Race to the Top Subject Area SessionFeb17 – Race to the Top ModuleJan 23 – Race to the Top Subject Area SessionMar 29 – Race to the Top ModuleMar 30 – Race to the Top Subject Area SessionJune 12 – Race to the Top Closing Session/Plan for next year

Next Steps:2012 - 2013

Planning Look at the current pacing guides andbegin to adjust for the newCommon Core Curriculum

Begin Vertical Alignment Very important

pamela.shivar@jonesnc.netExtension 230 (JSHS: 448-2451)