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Common Core State Standards for Mathematics: Implications for Grades K-12. March 2012. Introductions. Sarah Gubitz Supervisor of AIG Elizabeth Murray K-12 Math Lead Teacher Regina Connors Math Coach, Holly Shelter Middle School Sue Robbins Math Teacher, Ashley High School. - PowerPoint PPT Presentation
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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