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# Designing Common Core State Standards Systemic Mathematics Curriculum: Part 1

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This slideshare represents the visuals used in a Webinar I presented highlighting critical considerations for designing systemic curriculum based on the CCSS. To listen to the archived podcast, please visit my Web site: www.CurriculumMapping101.com.

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### Designing Common Core State Standards Systemic Mathematics Curriculum: Part 1

1. 1. Designing Common Core State Standards Systemic Mathematics Curriculum Part 1 Presented By Janet Hale  www.CurriculumMapping101
2. 2. Oak Grove Mentality Independent1 Grove … Multiple Root Systems
3. 3. Aspen Grove MentalitySystemic Design - Interdependent 1 Grove…1 Root System
4. 4. Architects Contractors design. build. LEARN TEACH
5. 5. Prologue (before the speech) K-12 Task Force
6. 6. If a larger district… K 1 2…Need to figure out howto have balancedrepresentation from eachschool in/among gradelevels for the K-12 MathTask Force.If one school…All teachers (K-5, MathDepartment – MS/HS)will be part of the K-12Math Task Force. Specialist/Special Ed?
7. 7. Map Type Clarification… Essential Maps Consensus Maps2 or more like schools 1 school per level in district in district (e.g., 4 ES, 2 MS, 1 HS) (e.g., 1 ES, 1 MS, 1 HS)
8. 8. Phase 1 Design / Phase 2 Design Vertical Alignment Horizontal AlignmentDesign units that represent K- Design units of study that 12 learning continuum (e.g., integrate learning among Geometry, Measurement/Data) strands in one grade levelby domains with (e.g., intradisciplinary, cross-connections program-based, interdisciplinary)
9. 9. Part 1: Laying a Solid Foundation• Unit Names• Enduring Understandings/ Essential Questions• Standards for Mathematical Practice• Vocabulary
10. 10. Designing Phase 1 UNIT NAMES Quickly locating learningby reading electronic (Pre-K) K through 12 “binder” spine.
11. 11. Arizona http://www.azed.gov/standards- practices/mathematics-standards/ Ohiohttp://education.ohio.gov/GD/Templates/Pages/ODE/ODEDetail.aspxPage=3&TopicRelationID=1704&Content=123507(Transitional Tools)
12. 12.  High School Course Design Determine Desired Pathway Math CCSS Appendix A
13. 13.  Math CCSS Courses UNIT NAME SIGNIFIERS: ____________ Math (K-8) GEOMETRY (K-8) = Suggested Starting Point K-8 DATA: MEASUREMENT/DATA (K-5) DATA: STATISTICS/PROBABILITY (6-8) NUMBER/QUANTITATIVE: COUNTING/CARDINALITY (K) NUMBER/ALGEBRAIC: NUMBER BASE 10/OPERATIONS (K-5) NUMBER: NUMBER SYSTEM/EXPRESSIONS/EQUATIONS (6-8) QUANTITATIVE: RATIOS/PROPORTIONAL RELATIONSHIPS (6-8) Coordinate Algebra (9) (Integrated Pathway) EXPRESSIONS/EQUATIONS LINEAR FUNCTIONS EXPOTENTIAL FUNCTIONS DATA ANALYSIS COORDINATE PLANE INEQUALITIES Analytic Geometry (10) Advanced Algebra (11) (Above examples based on work in Muscogee CSD, Columbus, GA)
14. 14. Part 1: Laying a Solid Foundation• Unit Names• Enduring Understandings/ Essential Questions• Standards for Mathematical Practice• Vocabulary
15. 15. Enduring Understandings/ Essential QuestionsChoices…1. Create vertically aligned CCSS-based EUs/EQs as part of Phase 12. Create vertically aligned CCSS-based EUs/EQs as part of Phase 2
16. 16. Enduring Understandings/ Essential Questions It usually takes a task force two full days (including initial training: “What are EUs/EQs/SQs?”) to create K-12 CCSS-based Math EUs/EQs.
17. 17. Exploring Enduring Understandings and Essential Questions
18. 18. Enduring Understandings (EUs) are the binding threads that connect (synthesize)Essential Questions (EQs) throughout students’ vertical learning. Supporting Questions (SQs) add connections to specific unit-of-study learning based on EQs/EUs.Enduring Understandings are declarative statements that describe conceptsthat transcend grade levels (generalize).Essential Questions are concept-based questions that probe for deepermeaning and promote inquiry across grade levels.Supporting (Unit) Questions are a mix of concept-based/fact-based questionsthat probe for deeper meaning and promote inquiry in a unit of study.
19. 19. Relationships existamongthe many attributes of geometricfigures.EQ: How/Why do attributes of geometric figures relate toone another? (3-12)EQ: How are shapes alike and different? (PreK-2) Shawnee School DistrictNumbers, measures, expressions, equations, andinequalitiescan representmathematical situations andstructures in many equivalent forms.EQ: How do you translate given situations into mathexpressions, equations, and formulas and use these tosolve problems? (6-8)EQ: What strategies and models help us understand howto solve multiplication and division problems and howmultiplication and division are related/connected? (3-5)EQ: When solving a problem, how do we know how tosolve it? (K-2) Pennsylvania Department of Ed. http://www.pdesas.org/module/sas/curriculumframework/
20. 20.  Design EUs/EQs on Domains/Cluster Standard Statements (CCSS, p. 5)
21. 21. Part 1: Laying a Solid Foundation• Unit Names• Enduring Understandings/ Essential Questions• Standards for Mathematical Practice• Vocabulary
22. 22. 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.(CCSS, pp. 7-8)Standards for Mathematical Practice are the same K-12…
23. 23. http://www.azed.gov/standards-practices/mathematics-standards/
24. 24. http://www.azed.gov/standards-practices/mathematics-standards/
25. 25.  Standards for Mathematical Practice Choices… 1. Embed SMP expectations as part of skill statements by asking for justifying reasoning and provide example (e.g., ____) for teachers to gain insight into higher level of expectation (students “owning” the learning) 3. Construct viable arguments and critique the reasoning of 1. Create SMP skill statements others. that represent the essence of the eight practices to be included in Phase 1 and/or Phase 2 curriculum-map units of study.
26. 26. Part 1: Laying a Solid Foundation• Unit Names• Enduring Understandings/ Essential Questions• Standards for Mathematical Practice• Vocabulary
27. 27.  Vocabulary Choices… Embed vocabulary terms and definitions within Content field? Skills field? Resources as an attachment? Format… Agree on visual format so vocabulary will be consistent for curriculum design not only for Math, but other disciplines as well. The more continuity among disciplines, the more accurate and useful the reporting features are within a mapping system (think making sure the roots are interconnected).
28. 28. Part 1: Laying a Solid Foundation• Unit Names• Enduring Understandings/ Essential Questions• Standards for Mathematical Practice• Vocabulary
29. 29. Part 2…•Breaking Apart (Unpacking)Standards (Use of Crosswalks)•Content / Skills• Vertical Reviews(Internal Alignment –Content/Skills & External Alignment –Standards/if using, EUs/EQs)•Horizontal Units (BridgingPhase 1 & Phase 2 Design Work)
30. 30. Slow and steady stays the course(s).“Race” to the top step-by-step and intentionally.
31. 31. Janet Hale www.CurriculumMapping101.comteachtucson@aol.com 520-241-8797