Facilitator Notes: Exploring Clarity by Comparing the New and Former MA Mathematics
Standards
Guiding question: How are the new standards different in terms of content and clarity and what
are the implications for teaching and learning?
Snapshot description: Participants look at the 2011 standards in the crosswalk document for
their grade level to find topics that they are currently teaching, things that have changed, and
areas requiring more exploration.
Goals - participants will:
 Engage with the new standards at their grade level.
 Understand the relationship between the old and the new standards.
 Collaborate with peers to identify areas where they would like support or further learning.
 Discuss implications for teaching and learning.
Time estimate: 1 hour.
Audience: PK-12 teachers, coaches, and administrators.
Requisite background: General familiarity with the new standards and exposure to the
Overview presentation (available at http://www.doe.mass.edu/candi/commoncore/).
Equipment, resources and tools needed:
 Computer and projector
 Highlighters, poster paper, markers, easel
 PowerPoint presentation
 Hardcopy of Crosswalk for each participant, at least at their grade level (available as
"side-by-side comparison documents" at http://www.doe.mass.edu/candi/commoncore/)
 Handout: Crosswalk Summary Sheet
Activity
Intro and
Overview
of
Crosswalk
Description, Resources, and Tips
Participants should be seated by grade levels at their
tables (administrators and coaches can make their own
group or join grade level groups). Each participant
should have a Crosswalk document.
Time (and Your Notes)
10 minutes
Slides 1: Introduction
Slide 2: Desired outcomes
Slide 3: Clarity
The new standards support improved curriculum and
instruction due to increased focus, rigor, clarity, and
coherence. By comparing the old and the new standards
side-by-side, this activity allows participants to examine
the detailed and precise language in the new standards.
The precision and depth of this language is as important
of a change as the shifting of topics between grade levels.
Slide 4: Overview of the crosswalk document
Discuss the Crosswalk and its five sections.
April, 2011
MA ESE
1
ESE Math Framework Exploration: Clarity
Note that the Critical Areas are similar to the NCTM
Focal Points and that they point to the central
mathematical goals of each grade level.
Slide 5: Structure of the standards comparison table
Describe the structure in section 4, including columns for
new standards, old standards, and comments.
Depending on time, for slides 4 and 5 it may be helpful
for participants to look at their Crosswalk document.
Slide 6: Example of activity
Demonstrate the activity of highlighting standards that
are currently taught, underlining any new topics, and
circling any terms or phrases that are unfamiliar or
unclear or that they would like to further explore.
Slide 7: Directions for activity
Give explicit directions for activity.
Leave this slide posted as participants complete the
activity.
Engage
with the
Standards
at your
grade level,
individuall
y
Facilitator should circulate and guide participants as
they:
- Highlight parts of the new standards that they already
teach and that they feel they currently do well
- Underline anything new. This may be in terms of the
standards/topics but it could be something that they feel
their current curriculum materials don't address
sufficiently.
- Circle terms or phrases that are unfamiliar or unclear.
These could be things that they think will be particularly
challenging and point to areas where they need support
or further study.
25 minutes
Participants are unlikely to get through a grade level
during this amount of time. Remind them that they are
simply getting exposed to the changes.
Near the end of the allotted time, make sure that
participants spend some time looking at the end of the
crosswalk to consider the unmatched standards.
April, 2011
MA ESE
2
ESE Math Framework Exploration: Clarity
Discuss
Summary
Sheet
questions
as a small
group
Pass out the Crosswalk Summary Sheet, one per person
plus an extra per small group.
20 minutes
Slide 9: Crosswalk summary sheet
Ask participants to spend a couple of minutes
considering the questions and making some notes. Then
discuss the questions in a small group, possibly writing
responses on a shared summary sheet, with one person
designated as a "reporter" to share out.
Try to ensure that these discussions go beyond the
changes in topic placement at a grade level. Participants
should also think about the clarity of the new standards
and broad implications for teaching and learning.
Share out
as a whole
group
Slide 10: Whole group wrap-up
This time should be used to wrap-up the activity, either
sharing insights from the Crosswalk Summary Sheet or
discussing one or more of the wrap-up questions.
5 minutes
.
Facilitator may strategically surface information that
was picked up during the small group work. Try to end
the session on a high note with positive implications of
the new standards.
Slide 11: Feedback and resources
Possible
extensions
April, 2011
- Continue with the main activity until participants have
finished their grade level.
- In vertical teams, prepare summaries of changes at each
grade level.
- Focus on the areas that were circled that require further
exploration. Develop recommendations for professional
development.
MA ESE
3