PA Common Core Math Standards School District of Haverford Township

Transcription

1 PA Common Core Math Stand ards School Distr ict of Haver ford Towns hip

2 About the Standards 0 The Common Core State Standards Initiative is a state- led effort coordinated by the National Governors Association Center for Best Practices (NGA Center) and the Council of Chief State School OfFicers (CCSSO). 0 The standards were developed in collaboration with teachers, school administrators, and experts, to provide a clear and consistent framework to prepare our children for college and the workforce.

3 Why Common Core Standards? 0 Currently, each state has its own set of standards. Consequently, what students are expected to learn varies from state to state. 0 The new standards articulate the same expectations for all students and ensure they are receiving a high quality education consistently, no matter where they live. 0 Common Core standards have been developed for students in English language arts and mathematics.

4 The Common Core Standards: 0 Are aligned with college and workforce expectations; 0 Are clear, understandable and consistent; 0 Include rigorous content and application of knowledge through high order skills; 0 Build upon the strength of our current state standards; 0 Are informed by standards in other top performing countries, so all students are prepared to succeed in the global economy and society; 0 Are evidence- and research- based.

5 In the States: 0 Forty- Five states, the District of Columbia and four territories have adopted the Common Core State Standards. 0 Texas, Virginia, Alaska, Nebraska and Minnesota have not adopted the Common Core statewide.

6 PA Common Core Math Standard Goals ü Intended to focus on fewer topics and address them in greater depth, teach to mastery ü In elementary, concentrate more on arithmetic and less on geometry (no probability) ü Provide students with a solid foundation in whole numbers, addition, subtraction, multiplication, division, fractions and decimals ü Stress procedural skills, conceptual understanding and the ability to apply their knowledge to solve problems

7

8 2007 PA Standards compared to Common Core Standards 2007 Standards Common Core 4 th grade Solve addition and subtraction problems with fractions with like denominators (denominators to 10, no simplifying necessary) 4 th grade Add and subtract fractions with a common denominator Add and subtract mixed numbers with a common denominator Multiply a whole number by a unit fraction and non- unit fraction Solve word problems involving multiplication of a whole number and a fraction

9 Instructional Shifts 4 th Grade Less emphasis on: Numbers and Operations Operations with decimals Fluency in basic facts Estimation prior to solving More emphasis on: Numbers and Operations Fractions Decomposing Addition and subtraction Multiply fraction by whole number Decimal notation Equivalence, comparing and ordering

10 Common Core Standards of Mathematical Practices 1. Make sense of problems and persevere in solving them 2. Use appropriate tools strategically 3. Reason abstractly and quantitatively 4. Attend to precision 5. Construct viable arguments and critique the reasoning of others 6. Look for and make use of structure 7. Model with mathematics 8. Look for and make sense of regularity in repeated reasoning

11 EDM and the new PA Common Core Standards: Haverford s Findings to Date:

12 Summer and Fall of 2012 Met with EDM salesperson to look at new 2012 EDM Teams of teachers in grades Checked alignment of EDM and the PA Common Core Teachers explored individually at First Later came together to compare Findings Telephone conversation with developers of EDM

13 Findings on 2012 EDM: Very little instructional changes compared to 2007 edition Vocabulary changes made to match Common Core Their major selling point was the additional online resources that are available

14 Talking to EDM Developers - EDM began the 2012 revision process prior to Common Core coming out EDM left some concepts in the next grade level to allow those students who did not master a concept time for review EDM: The current release of the Common Core Standards marks the beginning, not the end, of the process. In the short term, clarifications and technical corrections to some Standards are likely. EDM developers feel changes are very likely and Common Core may not last.

15 Teacher Findings: Grade 1 analysis - 21 Common Core Standards coverage by EDM: Low to marginal 33% Acceptable 15% Highly acceptable 52% Grade 2 analysis - 26 Common Core Standards coverage by EDM: Low to marginal 77% Acceptable 15% Highly acceptable 8%

16 Teacher Findings Grade 3 analysis - EDM as the main resource would require great deal of supplemental materials; Strengths of EDM: familiarity to teachers and community Weaknesses of EDM: lack of alignment to Common Core PSSA, & not teaching skills to mastery Greatest gaps: developing an understanding of fractions, & problem solving involving 4 operations 62% of PA Common Core Standards were either not found or had major gaps needing other resources

17 PA Assessment Anchors 2007 M3.A Identify the correct operation(s) to solve a word problem (no more than 2 operations using +, - and/or X). Sample problem: Ed and Jeanne each have 15 lion stickers. Tammy has 20. Which process could they use to Find out how many they have altogether? A. Add 15 and 20. B. Multiply 15 and 20 C. Add 15 and 20, then multiply by 2. D. Multiply 15 by 2; then add 20.

18 PA Common Core Assessment Anchors MO3.B- O Solve two step word problems using the 4 operations. Sample: The third graders collect 487 cans of food for a food drive. The second graders collect 175 fewer cans than the third graders. How many cans do both grades collect in all?

19 Teacher Findings Grade 4 analysis - EDM is very weak in addressing fractions Strength of EDM program: familiarity to community and teachers Greatest gaps of EDM : lack of multi- step problem solving, & concepts dealing with fractions 31% of the PA Common Core concepts were not addressed by EDM 62% of the PA Common Core concepts would need significant additional resources

20 PA 4 th Grade Common Core Anchors MO4.A- F Add and subtract with a common denominator (denominators limited to 2, 3, 4, 5, 6, 8, 10, 12 and 100) EDM: one lesson using pattern blocks which only develops denominators of 2, 3 and 6.

21 Sample EDM Lesson

22 Mastery and EDM

23 Teacher Findings Grade 5 analysis - EDM Strengths: develops understanding as well as the algorithm EDM Weakness: does not develop the level of mastery for the new PSSA testing Major gaps throughout EDM when aligning to Common Core 50% of PA Common Core standards would need additional resources

24 PA 5 th Grade Common Core Anchor MO5.A- F Divide unit fractions by whole numbers and whole numbers by unit fractions. EDM: One lesson (8-12) Comment in teacher s edition: Links to the Future The algorithm introduced in this lesson focuses students on the meaning of division of fractions. The standard algorithm that involves multiplying by the reciprocal will be introduced in 6 th Grade Everyday Mathematics.

25 What is next? Contacting other districts Looking at other math programs Math in Focus (Singapore math program) Wallingford- Swarthmore, T.E., Downingtown, Episcopal Academy (Have adopted or are piloting) envision Mathematics (Singapore Math elements, but much more technology based) Garnet Valley, Marple Newtown (Have adopted or are piloting)

26 What is next? With recent decision on State s implementation plans being changed to we will do the following: Continue looking at Math in Focus and envision Math Involve a greater number of teachers in studying the possible new textbook series Report back to School Board in June with math textbook recommendation Begin implementation of new program at a selected elementary grade Begin professional development for all teachers