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# Math and the Common Core

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presentation given to Lincoln teachers as an introduction to the common core

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• ### Math and the Common Core

1. 1. Math in Today’s Classrooms Integrating Technology and the Common Core
2. 2. The Future of Education is Here Just a few facts…• We must graduate students that are college- and career-ready in order to compete globally.• Our teaching is evolving to address this need.• The Common Core Standards are tied to college- and career- readiness.• Our students have never lived in a world without the Internet.• Technology, if accessed effectively, can be our greatest educational asset.• Next generation assessments will all be digital…• Where do we start?
3. 3. Let’s Start With The Common Core Standards• The standards define what students should know and be able to do as a result of study.• The standards are designed to encourage instruction that is relevant to the real world, reflecting what students should know to be successful in college and careers.• The standards are fewer in number but more rigorous in content and application of knowledge and higher order thinking skills.• The standards are research- and evidence-based, and are internationally benchmarked.•The standards do NOT tell teachers how to teach, but help them figure
4. 4. How to Read the Math Common Core StandardsStandards define what students should understand and be able to do. Example: Students will understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones.Domains are larger groups of related standards. Standards fromdifferent domains may sometimes be closely related. Example: Numbers and Operations in Base TenClusters are groups of related standards. Standards from differentclusters may be closely related because math is a connected subject. Example: Understand place value AND use place value understanding and properties of operations to add and subtract.
5. 5. Example
6. 6. Standards for Mathematical PracticeThese reflect the varieties of expertise teachers at all levels will develop intheir students. Where did they come from?NCTM Process Standards•Problem solving•Reasoning and proof•Communication•Representation•Connections National Research Council’s Adding It Up report: •Adaptive reasoning •Strategic competence •Conceptual understanding •Representation •Connections
7. 7. Standards for Mathematical Practice1. 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.
8. 8. Coherence Critical Areas and Focus of Focus• Coherence– seeing • Find these on the forward and RIDE Common Core backward pages http://www.ride.ri.gov/Instruction/CommonCoreMaterials.aspx• Focus– doing fewer – Click on tabs: things more deeply “Educators” “Transition resources” – Click on links: “Math Educators” See Video “Critical Areas of Focus”
9. 9. Resource: Common Core Math Videos
10. 10. What is PARCC? Partnership for Assessment of Readiness for College and CareersPARCC calls for “through-course” assessments and anend-of-year assessment. • Assessments are administered during the first, second, and third quarters of the year. • Their primary purpose is to ensure students are on tract to be college- or career-ready by the time they graduate. • Data is computer scored • PARCC is coming… How can we prepare students for these assessments?
11. 11. Preparing for PARCCMathematical Performance:•What do we want our students to be able to do?Mathematical Understanding:•What do we want our students to understand?Mathematical Practices:•What behaviors do we want our students to exhibit inmathematics?
12. 12. Begin With the NECAP Sample NECAP Math question:What else might we ask?
13. 13. Sample PARCC Question (ES) Explain why Julie is wrong…
14. 14. Sample PARCC Question (MS)
15. 15. Sample PARCC Question (HS)
16. 16. Start Planning Your Lessons With the End in Mind
17. 17. Backward Design – Creating Effective Lessons1. Begin with the end in mind - students will create something that demonstrates what they have learned. What do we want them to learn?2. What’s the big idea? Craft the question(s), which should:  Engage students and activate prior knowledge  Have value, clear goals, encourage students to think and generate ideas, and be organized around a topic  Should pass the “so what” test - relevance  Have an answer that is not immediately obvious, challenging students to think  Serve as formative assessment tools3. Think about assessments – how will we measure what they’re learning? How will I assess what they’ve learned? 4. Map it out – create the lesson 5. Facilitate – How will I facilitate learning by discovery?
18. 18. Integrating Technology and Math: Using Sky
19. 19. Using Learning.com• Logging in• Creating classes• Explore and Assign Curriculum• Creating lessons and activities to add to the Library
20. 20. Logging into Learning.com• Go to http://learning.com• Username: last name + first initial e.g. Jane Cook = cookj• Password: teacher• District = Lincoln RI
21. 21. Resources• www.azed.gov• http://www.utdanacenter.org/index.php• www.corestandards.org• http://www.ride.ri.gov/Default.aspx• www.map.mathshell.org• Understanding the Common Core State Standards by John Kendall