Common Core
Mathematics
Learning Norms
• Restrooms
• Parking Lot
•
evaluation
connections
• General
comments
2
Today’s Learning Goals
1. Identify and interpret the 8 Mathematical
Practices of Common Core.
2. Organize and differentiate “blended” standards
3. Develop a Learning Progression Scale
4. Identify tools and resources developed to
support the implementation of CCSS.
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Success Criteria
1. Develop a learning goal using resources that
support CCSS.
2. Apply the model of a Learning Progression
Scale with math practices in mind.
Introductions
Name
 School
 Title
 Subjects Taught
 Years in Education

Why is math important?
Warning: Much of the action depicted and/or described on this site is potentially
dangerous. Virtually all of the participates seen in the photos are experienced
professionals. Do not attempt to duplicate.
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Standards for Mathematical Practice
Make sense of problems
and persevere in solving
them
Use appropriate tools
strategically
Reason abstractly and
quantitatively
Attend to precision
Construct viable
arguments and critique
the reasoning of others
Look for and make
sense of structure
Model with mathematics
Look for and express
regularity in repeated
reasoning
3b, 3c
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Let’s Practice
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Review – Relate - Reflect
Review the 8 Mathematical Practices
Relate how to use a MP in your classroom
Reflect one new idea
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Course Descriptions
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Common Core Format
High School
Conceptual Category
Domain
Cluster
Standards
Florida’s Numbering of
the Common Core State Standards
MACC.912.A.CED.1.4
Math Common Core
Grade
Conceptual Category Domain Cluster Standard
Grade
9-12
Conceptual Algebra
Category
Domain
Creating Equations
Cluster
Create equations that describe numbers or relationships
Standard
Rearrange formulas to highlight a quantity of interest,
using the same reasoning as in solving equations.
Compare National to State Notation
National: CCSS.Math.Content.HSA-SSE.B.3
Florida:
MACC.912.A-SSE.2.3
Using the Course Description….
Questions to Ponder
How do you
know when a
student can
use, explain
and apply a
standard?
What are
different stages
of mastering a
standard?
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Model for Instructional Planning
Learning
Goals
• Create the learning goals/targets based upon the
critical areas of focus or big ideas along with the
integrated standards from the course description.
Chunking
• Identify the standards of focus from course
description to support learning goal and
differentiate levels of understanding.
• Develop scales or rubrics to describe the steps
students will take to attain each learning goal as
Learning
well as what success looks like at each step.
Progression
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Model from Algebra 1
• Review and Analyze Unit
• Write Learning Goal
• Identify standards to support Learning Goal
1c, 1e
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Review and Analyze Unit
Unit 1- Relationships Between Quantities
and Reasoning with Equations:
By the end of eighth grade students have learned to solve linear equations in one
variable and have applied graphical and algebraic methods to analyze and solve
systems of linear equations in two variables. This unit builds on these earlier
experiences by asking students to analyze and explain the process of solving
an equation. Students develop fluency writing, interpreting, and translating
between various forms of linear equations and inequalities, and using them to solve
problems. They master the solution of linear equations and apply related
solution techniques and the laws of exponents to the creation and solution of
simple exponential equations. All of this work is grounded on understanding
quantities and on relationships between them.
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Write Learning Goal
Learning Goal: Students analyze and
explain the process of solving an equation.
They master the solution of linear equations
and apply related solution techniques.
Essential Question ideas:
• In what ways can the problem be solved, and why should one method
be chosen over another?
• How can algebra describe the relationship between sets of numbers?
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Standards for Learning Goal
MACC.912.A.REI.1.1
MACC.912.A.REI.2.3
MACC.912.A.CED.1.4
MP #1 #3
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Let’s Practice
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Review – Relate - Reflect
Review Learning Goal Development
Relate how to use Learning Goals in your
classroom
Reflect on a new idea
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LEARNING PROGRESSION
1. Identify mastery
2. Differentiate levels of understanding
3. Create example problems
1a, 1b, 1c, 1e, 3d
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Sample Step 3 (Target)
Sample Step 0
Sample Step 1
Sample Step 2
Sample Step 4
Let’s Practice
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John Hattie’s High Yield Strategies
Formative
Assessments
=0.90
Self
Assessments
d = 0.64
3d
Review – Relate - Reflect
Review Learning Progression Development
Relate how to use Learning Progressions in
your classroom
Reflect on a new idea
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Piecing it ALL Together
Common Core
Mathematics