Common Core State Standardsfor MathematicsOverview• Review of Common Core State Standards and

Timelines• Math Standards and Practices• Next Steps and Resources

• Awareness

• Transition

• Implementation

CCSS Implementation Process

States Adopting Common Core Standards

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To ensure that our students are…• meeting college and career expectations (Text

Complexity needs to be increased K-12);• provided a vision of what it means to be an academically

literate person in the twenty-first century;• prepared to succeed in our global economy and society;

and• provided with rigorous content and applications of higher

knowledge through higher order thinking skills.

Why?

2011 © CA County Superintendents Educational Services Association

• Internationally benchmarked

• Evidence and research-based

• Expectations clear to students, parents, teachers, and the general public

• Consistent expectations for all

Benefits

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Underlying Frameworks

National Council of Teachers of Mathematics

5 Process Standards• Problem Solving• Reasoning and Proof• Communication• Connections• Representations

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NCTM (2000). Principles and Standards for School Mathematics. Reston, VA: Author.

Underlying Frameworks

Strands of Mathematical Proficiency

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Strategic Competence

Adaptive Reasoning

Conceptual Understanding

Productive Disposition

Procedural Fluency

NRC (2001). Adding It Up. Washington, D.C.: National Academies Press.

Common Core State Standards

• Mathematics Standards– Lead writers: Phil Daro, Bill McCallum, Jason

Zimba,– Writing teams– Review teams

• Two rounds of public review and feedback

• 85% of State Standards must be CCSS– California Standards indicated in standards

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What’s different about CCSS?

These Standards are not intended to be new names for old ways of doing business. They are a call to take the next step. It is time for states to work together to build on lessons learned from two decades of standards based reforms. It is time to recognize that standards are not just promises to our children, but promises we intend to keep.

http://www.youtube.com/watch?v=BNP5MdDDFPY

— CCSS (2010, p.5)

Two Types of Math Standards

Math Content Standards Standards for Math Practice

• Vary by grade level and conceptual category

• Describe what students should know, understand, and be able to do at that grade level.

• Same eight standards common to all grade levels K-12

• Capture:– Mathematical processes– Habits of mind and thinking

skills specific to math

1. Make sense of problems and persevere in solving them

2. 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

Standards for Mathematical Practice

2011 © CA County Superintendents Educational Services Association

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The Standards for Mathematical Practice

#2 - Reason abstractly and quantitativelyhttp://illustrativemathematics.org/standards/practice

Insidemathematics.org (MARS Tasks)http://insidemathematics.org/index.php/exemplary-lessons-integrating-practice-standards

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Big Picture in Mathematics

Standards of Mathematical Practice

Grades K-5 Grades 6-8

8th Grade Options

Core Standards toprepare for Algebra 1

Algebra 1

High School Math

CCSS

Grade Level Standards

Domains and Conceptual Categories

Distribution

Findell & Foughty (2011)College and Career-Readiness through the Common Core State Standards for Mathematics

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Design and OrganizationCritical areas at each grade level

Format of the Overview

Domains:Overarching ideas that connect topics across the grades

Clusters:Illustrate the

progression of increasing

complexity from grade to grade

Format of the Standards

© Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved.

Smarter Balanced Assessments

• 2014 – First Smarter Balanced Assessment

• Performance Tasks

• Technology Enhanced / Constructed Responses

• http://sampleitems.smarterbalanced.org/itempreview/sbac/index.htm

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There are 4 pathways outlined in Appendix A:

• The traditional approach (Algebra1, Geometry, Algebra II)

• The integrated approach (Mathematics I, II and III courses)

• The “compacted” traditional approach (completed grade 7&8 mathematics and Algebra 1 by the end grade 8).

• The “compacted” integrated approach (completed grade 7&8 mathematics and Mathematics I by the end of grade 8).

Appendix A: Appendix A: Designing High School Mathematics Courses Based on theCommon Core State Standards.

High School: Traditional PathwayHigh School: Traditional PathwayTwo Algebra courses and a Geometry course, with some data, probability and statistics throughout each course. (More traditional approach)

High School: Integrated PathwayHigh School: Integrated PathwayA sequence of 3 courses each of which treats aspects of algebra, geometry and data, and probability, and statistics. (More integrated approach)

National Council of Supervisors of MathematicsCCSS Standards of Mathematical Practice: Getting Started

TRADITIONAL Pathway (Typical in U.S.)

2 Algebra courses, 1 Geometry course, with Probability and

Statistics interwoven

INTEGRATED Pathway(Typical outside of U.S.)

3 courses that attend to Algebra, Geometry, and Probability and

Statistics each year

High School

Two Mathematics Pathways

HS Algebra IHS Algebra I Mathematics IMathematics I

GeometryGeometry Mathematics IIMathematics II

Algebra IIAlgebra II Mathematics IIIMathematics III

Courses in higher level mathematics: Precalculus, Calculus*, Advanced Statistics, Discrete Mathematics, Advanced Quantitative Reasoning, or courses designed for career

technical programs of study.

Courses in higher level mathematics: Precalculus, Calculus*, Advanced Statistics, Discrete Mathematics, Advanced Quantitative Reasoning, or courses designed for career

technical programs of study.

Jan. 16th document has additional information about this…Will have a better idea in March 2013 (Framework).

•Traditional Compacted Pathway: complete content of 7th, 8th, and HS Algebra I in grades 7 (Compacted 7th Grade) and 8 (8th Grade Algebra I) enabling them to finish Algebra II by the end of the sophomore year.•Integrated Compacted Pathway: complete content of 7th, 8th, and Mathematics I in grades 7 (Compacted 7th Grade) and 8 (8th Grade Mathematics I), enabling them to complete Mathematics III by the end of the sophomore year

Getting to Calculus Sooner:

Two Compacted Pathways

In July 2012, SBE approved the guidelines that will direct the work of the Mathematics Framework committee. The direction to the committee includes:

•A discussion of options for middle school acceleration to support Algebra I or Integrated Mathematics I prior to ninth grade, consistent with other Common Core states. Will be finalized in March 2013 Framework.

•Guidance on assessing students’ readiness for Algebra I or Integrated Mathematics I.

•Suggested courses for both Traditional (Algebra I, Geometry, Algebra II) and Integrated (Integrated Mathematics I, II, III) high school mathematics pathways consistent with other Common Core states. Handout

•The Algebra I course will be composed of the Common Core State Standards in place of the unique California Grade 8 Algebra I standards. The content of the CCSS-based Algebra I course will be the same regardless of the grade level at which it is taught.

2013 Mathematics Framework

Implementing CCSS

• Challenge:– Recognizing that CCSS are not “business as

usual” and decisions need to be made.– Providing assistance to teachers in the

Mathematical Practices.– Textbooks materials available on a limited

basis before the first assessments.

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Authorizes the state board to modify California’s Common Core Standards on or before March 20, 2013 such that:•One set of standards is adopted at each grade level•The content standards for algebra 1 are based upon the common core academic content standards for mathematics

Modifications to the common core academic content standards in mathematics will be incorporated into the curriculum framework for mathematics

Senate Bill 1200 (Hancock)

Getting Started with CCSSSuggested First Implementation Steps:

• Mathematical practices

• Progressions within and among content clusters and domains – alignment of instructional materials

• Assessments – SBAC

• Decision about Pathways

• Prepare to look critically at Instructional Materials

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