CCSSI FOR MATHEMATICS“STANDARDS OF

PRACTICE”Collegial Conversations

GRADES 6 – 8

Today’s GoalTo explore the Standards for Content and

Practice for MathematicsBegin to consider how these new CCSS

Standards are likely to impact your classroom practices

What are the Common Core State Standards?

Aligned with college and work expectationsFocused and coherentIncluded rigorous content and application of

knowledge through high-order skillsBuild upon strengths and lessons of current state

standardsInternationally benchmarked so that all students are

prepared to succeed in our global economy and society

Research and evidence basedState led- coordinated by NGA Center and CCSSO

Focus

• Key ideas, understandings, and skills are identified

• Deep learning of concepts is emphasized– That is, time is spent on a topic and on

learning it well. This counters the “mile wide, inch deep” criticism leveled at most current U.S. standards.

Benefits for States and Districts• Allows collaborative professional development based on

best practices• Allows development of common assessments and other

tools• Enables comparison of policies and achievement

across states and districts• Creates potential for collaborative groups to get more

economical mileage for:– Curriculum development, assessment, and

professional development

Common Core Development• Initially 48 states and three territories

signed on

• As of November 29, 2010, 42 states have officially adopted

• Final Standards released June 2, 2010, at www.corestandards.org

• Adoption required for Race to the Top funds

Michigan’s Implementation Timeline

• Held October and November of 2010 rollouts• District curricula and assessments that provide a

K-12 progression for meeting the MMC requirements will require minimal adjustments to meet CCSS

• Curriculum and assessment alignment in SY10-11• Implementation SY11-12• New assessment 2014-15 (Smarter Balanced

Assessment Consortium or SBAC – replaces MEAP and MME)

Background

Each State that is a member of the Consortium in 2014–2015 also agrees to do the following:

Adopt common achievement standards no later than the 2014–2015 school year,

Fully implement the Consortium summative assessment in grades 3–8 and high school for both mathematics and English language arts no later than the 2014–2015 school year,

Adhere to the governance requirements, Agree to support the decisions of the Consortium, Agree to follow agreed-upon timelines, Be willing to participate in the decision-making process and, if a Governing

State, final decisions, and Identify and implement a plan to address barriers in State law, statute,

regulation, or policy to implementing the proposed assessment system and address any such barriers prior to full implementation of the summative assessment components of the system.

Responsibilities of States in the Consortium

 

Technology Approach

SBAC Item Bank

• Partitioned into a secure item bank for summative assessments and a non-secure bank for the interim/benchmark assessments:

• Traditional selected-response items• Constructed-response items• Curriculum-embedded performance events• Technology-enhanced items (modeled after

assessments in use by the U.S. military, the architecture licensure exam, and NAEP)

Domains are large groups of related standards. Standards from different domains may sometimes be closely related. Look for the name with the code number on it for a Domain.

HOW TO READ THE GRADE LEVEL STANDARDS

Common Core Format

Clusters are groups of related standards. Standards from different clusters may sometimes be closely related, because mathematics is a connected subject.• Clusters appear inside domains.

Common Core FormatStandards define what students should be able to understand and be able to do – part of a cluster.

They are content statements. An example content statement is:“Interpret and compute quotients of fractions, and solve word problems

involving division of fractions by fractions, e.g., by using visual fraction models and equations to represent the problem. For example, create a story context for (2/3) ÷ (3/4) and use a visual fraction model to show the quotient; use the relationship between multiplication and division to explain that (2/3) ÷ (3/4) = 8/9 because 3/4 of 8/9 is 2/3. (In general, (a/b) ÷ (c/d) = ad/bc.) How much chocolate will each person get if 3 people share 1/2 lb of chocolate equally? How many 3/4-cup servings are in 2/3 of a cup of yogurt? How wide is a rectangular strip of land with length 3/4 mi and area 1/2 square mi?,” 6. NS.1. The “NS” stands for “Number System”. Please refer to page three in your grade level appropriate Common Core document.

•Progressions of increasing complexity from grade to grade

Common Core - Clusters

• May appear in multiple grade levels in the K-8 Common Core. There is increasing development as the grade levels progress

• What students should know and be able to do at each grade level

• Reflect both mathematical understandings and skills, which are equally important

Common Core Format

High School

Conceptual Category

Domain

Cluster

Standards

K-8

Grade

Domain

Cluster

Standards

(There are no preK Common Core Standards)

Format of K-8 Standards Grade Grade LevelLevel

DomainDomain

Format of K-8 Standards

ClusterCluster

ClusterCluster

StandardStandard

StandardStandard

Mathematics » Grade 6 » Introduction

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; and (4) developing understanding of statistical thinking.

1.Students use reasoning about multiplication and division to solve ratio and rate problems about quantities. By viewing equivalent ratios and rates as deriving from, and extending, pairs of rows (or columns) in the multiplication table, and by analyzing simple drawings that indicate the relative size of quantities, students connect their understanding of multiplication and division with ratios and rates. Thus students expand the scope of problems for which they can use multiplication and division to solve problems, and they connect ratios and fractions. Students solve a wide variety of problems involving ratios and rates.

2.Students use the meaning of fractions, the meanings of multiplication and division, and the relationship between multiplication and division to understand and explain why the procedures for dividing fractions make sense. Students use these operations to solve problems. Students extend their previous understandings of number and the ordering of numbers to the full system of rational numbers, which includes negative rational numbers, and in particular negative integers. They reason about the order and absolute value of rational numbers and about the location of points in all four quadrants of the coordinate plane.

3.Students understand the use of variables in mathematical expressions. They write expressions and equations that correspond to given situations, evaluate expressions, and use expressions and formulas to solve problems. Students understand that expressions in different forms can be equivalent, and they use the properties of operations to rewrite expressions in equivalent forms. Students know that the solutions of an equation are the values of the variables that make the equation true. Students use properties of operations and the idea of maintaining the equality of both sides of an equation to solve simple one-step equations. Students construct and analyze tables, such as tables of quantities that are in equivalent ratios, and they use equations (such as 3x = y) to describe relationships between quantities.

4.Building on and reinforcing their understanding of number, students begin to develop their ability to think statistically. Students recognize that a data distribution may not have a definite center and that different ways to measure center yield different values. The median measures center in the sense that it is roughly the middle value. The mean measures center in the sense that it is the value that each data point would take on if the total of the data values were redistributed equally, and also in the sense that it is a balance point. Students recognize that a measure of variability (interquartile range or mean absolute deviation) can also be useful for summarizing data because two very different sets of data can have the same mean and median yet be distinguished by their variability.

Students learn to describe and summarize numerical data sets, identifying clusters, peaks, gaps, and symmetry, considering the context in which the data were collected. Students in Grade 6 also build on their work with area in elementary school by reasoning about relationships among shapes to determine area, surface area, and volume. They find areas of right triangles, other triangles, and special quadrilaterals by decomposing these shapes, rearranging or removing pieces, and relating the shapes to rectangles. Using these methods, students discuss, develop, and justify formulas for areas of triangles and parallelograms. Students find areas of polygons and surface areas of prisms and pyramids by decomposing them into pieces whose area they can determine. They reason about right rectangular prisms with fractional side lengths to extend formulas for the volume of a right rectangular prism to fractional side lengths. They prepare for work on scale drawings and constructions in Grade 7 by drawing polygons in the coordinate plane.

Mathematics » Grade 7 » Introduction

In Grade 7, instructional time should focus on four critical areas: (1) developing understanding of and applying proportional relationships; (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; and (4) drawing inferences about populations based on samples.

1.Students extend their understanding of ratios and develop understanding of proportionality to solve single- and multi-step problems. Students use their understanding of ratios and proportionality to solve a wide variety of percent problems, including those involving discounts, interest, taxes, tips, and percent increase or decrease. Students solve problems about scale drawings by relating corresponding lengths between the objects or by using the fact that relationships of lengths within an object are preserved in similar objects. Students graph proportional relationships and understand the unit rate informally as a measure of the steepness of the related line, called the slope. They distinguish proportional relationships from other relationships.

2.Students develop a unified understanding of number, recognizing fractions, decimals (that have a finite or a repeating decimal representation), and percents as different representations of rational numbers. Students extend addition, subtraction, multiplication, and division to all rational numbers, maintaining the properties of operations and the relationships between addition and subtraction, and multiplication and division. By applying these properties, and by viewing negative numbers in terms of everyday contexts (e.g., amounts owed or temperatures below zero), students explain and interpret the rules for adding, subtracting, multiplying, and dividing with negative numbers. They use the arithmetic of rational numbers as they formulate expressions and equations in one variable and use these equations to solve problems.

3.Students continue their work with area from Grade 6, solving problems involving the area and circumference of a circle and surface area of three-dimensional objects. In preparation for work on congruence and similarity in Grade 8 they reason about relationships among two-dimensional figures using scale drawings and informal geometric constructions, and they gain familiarity with the relationships between angles formed by intersecting lines. Students work with three-dimensional figures, relating them to two-dimensional figures by examining cross-sections. They solve real-world and mathematical problems involving area, surface area, and volume of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes and right prisms.

4.Students build on their previous work with single data distributions to compare two data distributions and address questions about differences between populations. They begin informal work with random sampling to generate data sets and learn about the importance of representative samples for drawing inferences.

Mathematics » Grade 8 » Introduction

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 systems of 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.

1.Students use linear equations and systems of linear equations to represent, analyze, and solve a variety of problems. Students recognize equations for proportions (y/x = m or y = mx) as special linear equations (y = mx + b), understanding that the constant of proportionality (m) is the slope, and the graphs are lines through the origin. They understand that the slope (m) of a line is a constant rate of change, so that if the input or x-coordinate changes by an amount A, the output or y-coordinate changes by the amount m·A. Students also use a linear equation to describe the association between two quantities in bivariate data (such as arm span vs. height for students in a classroom). At this grade, fitting the model, and assessing its fit to the data are done informally. Interpreting the model in the context of the data requires students to express a relationship between the two quantities in question and to interpret components of the relationship (such as slope and y-intercept) in terms of the situation.

Students strategically choose and efficiently implement procedures to solve linear equations in one variable, understanding that when they use the properties of equality and the concept of logical equivalence, they maintain the solutions of the original equation. Students solve systems of two linear equations in two variables and relate the systems to pairs of lines in the plane; these intersect, are parallel, or are the same line. Students use linear equations, systems of linear equations, linear functions, and their understanding of slope of a line to analyze situations and solve problems.

2.Students grasp the concept of a function as a rule that assigns to each input exactly one output. They understand that functions describe situations where one quantity determines another. They can translate among representations and partial representations of functions (noting that tabular and graphical representations may be partial representations), and they describe how aspects of the function are reflected in the different representations.

3.Students use ideas about distance and angles, how they behave under translations, rotations, reflections, and dilations, and ideas about congruence and similarity to describe and analyze two-dimensional figures and to solve problems. Students show that the sum of the angles in a triangle is the angle formed by a straight line, and that various configurations of lines give rise to similar triangles because of the angles created when a transversal cuts parallel lines. Students understand the statement of the Pythagorean Theorem and its converse, and can explain why the Pythagorean Theorem holds, for example, by decomposing a square in two different ways. They apply the Pythagorean Theorem to find distances between points on the coordinate plane, to find lengths, and to analyze polygons. Students complete their work on volume by solving problems involving cones, cylinders, and spheres.

Domains Grade Levels

Counting and Cardinality K only

Operations and Algebraic Thinking

1-5

Number and Operations in Base Ten

1-5

Number and Operations - Fractions

3-5

Measurement and Data 1-5

Geometry 1-5

K – 5 DOMAINS

Domains Grade Levels

Ratio and Proportional Relationships

6-7

The Number System 6-8

Expressions and Equations 6-8

Functions 8

Geometry 6-8

Statistics and Probability 6-8

MIDDLE GRADES DOMAINS

Michigan GLCE vs. CCSS Topic 1 2 3 4 5 6 7 8

Whole Number: Meaning l l l l lWhole Number: Operations l l l l lMeasurement Units l l l l l l l lCommon Fractions l l l l lEquations & Formulas l l l l lData Representation & Analysis l l l l l l l2-D Geometry: Basics l l l l l l2-D Geometry: Polygons & Circles l l l l l l l lMeasurement: Perimeter, Area & Volume l l l l l l lRounding & Significant Figures lEstimating Computations l l l l l l l lWhole Numbers: Properties of Operations lEstimating Quantity & SizeDecimal Fractions l l l l lRelation of Common & Decimal Fractions l l l lProperties of Common & Decimal Fractions lPercentages l l lProportionality Concepts l l lProportionality Problems l l2-D Geometry: Coordinate Geometry l l l lGeometry: Transformations l l l l lNegative Numbers, I ntegers, & Their Properties l lNumber Theory l l lExponents, Roots & Radicals l l l lExponents and Orders of Magnitude l lMeasurement: Estimation & Errors l lConstructions Using Straightedge & Compass l3-D Geometry l l l l l l lGeometry: Congruence & Similarity l lRational Numbers & Their Properties l l lPatterns, Relations & Functions l l lProportionality: Slope & Trigonometry lUncertainty & Probability l lReal Numbers: Their Subsets & Properties l l

Topic intended in Michigan GLCE lTopic intended in CCSS

Grade

MAJOR SHIFTS K - 5Numeration and operation intensified, and introduced earlier•Early place value foundations in Kindergarten•Regrouping as composing/decomposing in Grade 2•Decimals to hundredths in Grade 4

All three types of measurement simultaneously•Non-standard, English and metric

Emphasis on fractions as numbers

Emphasis on number line as visualization/structure

HOW IS THERE LESS?

•Backed off of algebraic patterns K – 5

•Backed off of statistics and probability in K – 5

•Delayed content like percent and ratios and proportions

MAJOR SHIFTS 6 - 8Ratio and proportion focused on in Grade 6•Ratio, unit rates, converting measurement, tables of values, graphing and missing value problems

Percents introduced Grade 6

Statistics introduced Grade 6•Statistical variability (measures of central tendency, distributions, interquartile range, mean and absolute deviation and data shape)

Rational numbers in Grade 7

One-third of algebra for all students in Grade 8

HOW IS THERE LESS?

•The Common Core Standards are not less in the middle grades and will only be fewer if what happens in elementary leads to more students knowing the content and avoiding the repetition.

Fractions, Grades 3–6

3. Develop an understanding of fractions as numbers. 4. Extend understanding of fraction equivalence and ordering. 4. Build fractions from unit fractions by applying and extending

previous understandings of operations on whole numbers. 4. Understand decimal notation for fractions, and compare

decimal fractions. 5. Use equivalent fractions as a strategy to add and subtract

fractions. 5. Apply and extend previous understandings of multiplication

and division to multiply and divide fractions. 6. Apply and extend previous understandings of multiplication

and division to divide fractions by fractions.

Statistics and Probability, Grade 6

Develop understanding of statistical variability• Recognize a statistical question as one that anticipates variability in the

data related to the question and accounts for it in the answers. For example, “How old am I?” is not a statistical question, but “How old are the students in my school?” is a statistical question because one anticipates variability in students’ ages.

• Understand that a set of data collected to answer a statistical question has a distribution which can be described by its center, spread, and overall shape.

• Recognize that a measure of center for a numerical data set summarizes all of its values with a single number, while a measure of variation describes how its values vary with a single number.

Algebra, Grade 8

Graded ramp up to Algebra in Grade 8• Properties of operations, similarity, ratio and proportional relationships, rational number system.

Focus on linear equations and functions in Grade 8• Expressions and Equations

– Work with radicals and integer exponents.– Understand the connections between proportional relationships, lines, and linear equations.– Analyze and solve linear equations and pairs of simultaneous linear equations.

• Functions– Define, evaluate, and compare functions.– Use functions to model relationships between quantities.

High SchoolConceptual themes in high school• Number and Quantity• Algebra• Functions• Modeling• Geometry• Statistics and Probability

College and career readiness threshold• (+) standards indicate material beyond the threshold; can

be in courses required for all students.

CCSSM Mathematical Practices

The Common Core proposes a set of Mathematical Practices that all teachers should develop in their students. These practices are similar to NCTM’s Mathematical Processes from the Principles and Standards for School Mathematics.

THE REASON WHY WE ARE HERE TODAY!

Design and Organization

Mathematical Practice – expertise students should acquire: (Processes & proficiencies)

• NCTM five process standards: • Problem solving• Reasoning and Proof• Communication • Connections• Representations

NCTM Process Standards CCSS Mathematical Practices

Problem Solving Make sense of problems and persevere in solving them.Use appropriate tools strategically

Reasoning and Proof Reason abstractly and quantitatively.Critique the reasoning of others.Look for and express regularity in repeated reasoning

Communication Construct viable arguments

Connections Attend to precision.Look for and make use of structure

Representations Model with mathematics.

NCTM Process Standards and theCCSS Mathematical Practice Standards

Design and Organization

• Mathematical proficiency (National Research

Council’s report Adding It Up) – Adaptive reasoning– Strategic competence– Conceptual understanding (comprehension of

mathematical concepts, operations, relations)– Procedural fluency (skill in carrying out procedures

flexibly, accurately, efficiently, and appropriately)– Productive disposition (ability to see mathematics as

sensible, useful, and worthwhile

Mathematics/Standards for Mathematical Practice

1. Make sense of problems and persevere in solving them2. Reason abstractly and quantitatively3. Construct viable arguments and critique the reasoning

of others4. Model with mathematics5. Use appropriate tools strategically6. Attend to precision7. Look for and make use of structure8. Look for and express regularity in repeated reasoning

Mathematics/Standards for Mathematical Practice

“The Standards for Mathematical Practice describe varieties of expertise that mathematics educators at all levels should seek to develop in their students.

These practices rest on important “processes and proficiencies” with longstanding importance in mathematics education.” CCSS, 2010

Standards for Mathematical Practice• Carry across all grade levels• Describe habits of a mathematically expert student

Standards for Mathematical Content• K-8 presented by grade level• Organized into domains that progress over several grades• Grade introductions give 2-4 focal points at each grade level• High school standards presented by conceptual theme (Number &

Quantity, Algebra, Functions, Modeling, Geometry, Statistics & Probability

Standards of Mathematical Practice1.Choose a partner at your table and “Pair Share” the Standards of Practice between you and your partner.

2. When you and your partner feel you understand generally each of the standards, discuss the following question:

What implications might the standards of practice have on your classroom?

Transition from Current State Standards & Assessments to New Common Core Standards

• Develop Awareness• Needs Assessment/Gap Analysis• Planning• Capacity Building• Job-embedded Professional Development

Transition PlanningNext Steps:• Alignment of CCSS with curriculum• Gap analysis (content and skills that vary from

the MEAP and MME)• What instructional practices will facilitate the

transition?• What new assessment strategies will be

needed?• Professional development needs?

Transition Planning• Gather in teams from your schools and discuss

– What are your immediate needs as a classroom teacher being asked to implement the CCSS?

– What professional development is needed?– What initial gaps come to mind and how do you address these

gaps?– As a school team, look at the eight Standards for Mathematical

Practice. What do they look like? Sound like? What will students need in order to implement them? What will teachers need? What are the implications for assessment and grading?

Select a recorder, time keeper and someone to report out for your group.

Questions? Please contact:

PUT YOUR INFORMATION HERE!

Have a great day!