Nearly every state in the nation is working individually and collectively to improve its academic standards and assessments to ensure students graduate with the knowledge and skills most demanded by college and careers. The CCSS were created by educators from around the nation. As you know, Maryland is part of the 22 state consortium for known as PARCC: The Partnership for Readiness for College and Careers.
Maryland adopted the CCSS in June of 2010. That summer, MSDE conducted a gap analysis with the help of local school districts and higher ed and by 2011, MSDE created the Maryland CCSS Frameworks. 2012-2013 MD has continued to develop supports and resources for teachers. ?????????????? Should I keep this???????????????
In order to assets educators prepare for these shifts and align to the new standards… the Maryland State Department of Education facilitated the Educator effectiveness academies during the past three summers. Let me pause for a moment and learn more about you and your previous experience.Q) How many of you attended one of the Educator Effectiveness Academies?-Quite a fewQ) How many of you have had access to resources shared from the Educator Effectiveness Academies, maybe something on Close Reading or Text-dependent questions, or the shifts in Maryland?And also, how many of your work with Elementary?Middle?High school?
Before CCSS ---College and Career Readiness StandardsCCSS built with Focus - less betterWhen powers of ten are introduced for place value – only powers of ten – not exponents and other basesFractions are not pretty pictures of shapes divided but a number – which can be computed. Fractions should be taugh on the number lineCoherence – within grades and progressing through gradesthru grades --elementary no prob - hold topic until fractions in later gradesAdditional language around poers/expoents when we begin looking at other bases
FocusFraction as number and not pictureData – limited to line plots
The Common Core State Standards in mathematics were built on progressions: narrative documents describing the progression of a topic across a number of grade levels, informed both by research on children's cognitive development and by the logical structure of mathematics.
Rigor – being able to apply the knowledge in a new situation
NOT by grade – like NCTM or our Current StandardsStudent behaviors but teacher creates the environment for them to developMd is ahead of many states – explain how – explain why - justify
Each grade includes an overview of cross-cutting themes and critical areas of studyDomains: overarching ideas that connect topics across the gradesClusters: illustrate progression of increasing complexity from grade to grade PARCC developed Frameworks which identified - major – supporting – additional clusters – within each grade
5th grade item
A true algebraic approach
Transcript of "MSDE Presentation: Moving forward with Reform in Mathematics, MSEA 2013 Convention "
1.
Moving Forward with Reform in
Mathematics, English Language Arts
and Science
Presentation for School Quality
Ocean City, Maryland
October 18, 2013
2.
• The Common Core State
Standards in English
language arts/literacy
and mathematics were
created by educators
around the nation.
3
3.
• Md. State Bd. of Ed. adopts the Common Core State Standards
June, 2010
• Collaboration among school districts, higher ed, and MSDE to conduct gap analysis
Summer, 2010
2010-11
2011-12
2012-13
• Collaboration among school districts, higher ed, and MSDE to create the Maryland Common
Core State Curriculum Frameworks
• Develop and implement Educator Effectiveness Academies that reach into the school level
• Collaboration among school districts, higher ed, and MSDE to create sample unit models for
every grade PreK-12
• Create an online environment to house resources
• Develop and implement Educator Effectiveness Academies that reach into the school level
7.
• Introduce probability
after understanding
fractions
• Develop understanding
of ratio then slope
Focus
• Understand fraction as
a number
• Represent and interpret
data
Coherence
8.
Progressions
http://ime.math.arizona.edu/progressions/
Number and Operations Fractions
Grade 3
Fraction as number
Grade 4
Fraction equivalence
Grade 5
Equivalent fractions as a
strategy for adding and
subtracting
9.
Progressions
http://ime.math.arizona.edu/progressions/
Expressions
and
Equations
Grade 6
Arithmetic to algebraic
expressions
Grade 7
Generate Equivalent algebraic
expressions
Grade 8
Understand connections
between proportional
relationships, lines, linear
equations
11.
Teachers teach more than “how to get the answer” and instead
support students’ ability to
access concepts from a number of perspectives
so that students are able to see math as more than a set of
mnemonics or discrete procedures. Students
demonstrate deep conceptual understanding
of core math concepts
by applying them to
new situations as well as writing and speaking
about their understanding.
13.
http://www.parcconline.org/sites/parcc/files/PARCC_SampleItems_Mathematics_G5PencilBox_082713_Final.pdf
Screen clipping taken: 10/2/2013, 10:40 AM
14.
Judy buys 40 apples at 35 cents
each. She eats 2 apples and sells
the rest for 45 cents each. How
much money does she make?
Judy buys some apples at 35 cents each.
She eats 2 apples and sells the rest for
45 cents each. She makes $4.40 profit.
How many apples did she buy?
15.
Look to --Illustrative Math
Bill McCallum, co-writer of the CCSS
Achieve the Core
Jason Zimby, co-writer of the CCSS
Partnership for Readiness for College and
Career (PARCC)
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