K-5 Standards for Mathematical Content
Wake County Public Schools
Elementary Mathematics Department
Spring 2012
Please find your assigned table.
Project AIM:
All Included in Mathematics
A partnership between
NCSU, Horizon Research, and WCPSS
WHAT IS PROJECT AIM?
 A project to promote mathematics discourse
in elementary-school classrooms as a viable
approach to support all students in learning
meaningful mathematics content.
 Five year research and development grant
funded by the National Science Foundation.
WHAT IS PROJECT AIM?
Proposed timeline for the project:
We are glad to report that…
 Nov. 2010: 33 coaches attended informational
meetings
 Spring 2011: 28 coaches attended project
meetings
 School Year 11-12:
 8 coaches were selected to continue to work with
AIM
 26 second grade teachers in teams from 7 schools
are participating
We are glad to report that…
Our evaluator reported from one principal:
 When I talked with one of the principals, she reported
that she has seen changes in the teachers’ practice since
they have been attending Project AIM. She particularly
noted that she has observed more wait time and teachers’
asking students for more than one strategy. She added
that their team has gotten closer, and although they
were overwhelmed at first, they have gotten a great deal
out of the professional development.
We are glad to report that…
Teachers told our evaluator:
 Math was just standing in front of room and giving direct instruction.
[Now I am] giving children ownership, showing what they know.
 Math talk does make them more thoughtful about their answers.They listen
and think about their partner’s answer. Before some might shy away if they
got a wrong answer, but now we talk about it. … It’s part of the process.
 In the past I would say if you see these words you add; if you see these you
subtract.The other day one of my weakest said,“You can either add or
subtract”. They’re starting to see problems in different ways.
 In the beginning, I was frustrated at having to explain my thinking. I am a
visual learner. Now I am more comfortable in explaining. It helps me
understand math more.
Of course, there are challenges:
 I’m trying to teach them how to listen to each other, not to tattle on
each other or say that is wrong. Most of them need marriage
counseling to learn how to listen and communicate.
 I don’t know if we could do it every day... It takes a long time. We
want to hear everyone’s voice. Every day we’re not going to have that
elaborate a math lesson.
 I understand the different kind of discourse but can’t pick it out yet
in my kids. I am a long ways from that.
What is next?
12-13 School Year:
 Current coaches will work in pairs and
become project facilitators
 Recruit and select 80 second grade
teachers (20 by coach team).
THIS IS WHERE WE NEEDYOUR HELP!
What is next?
12-13 School Year:
 SELECTION CRITERIA:
 Teachers who come in teams from the same school
(at least two, but preference to highest percentage of the team)
 Teachers who work in schools with high ELL
 SELECTION PROCESS:
 Teachers complete and submit application form by
April 30th (form will be posted on Wikki).
 Teachers are notified of acceptance by May 31st.
What is next?
12-13 School Year:
 PROGRAM REQUIREMENTS
 Participate in Summer Institute Aug. 13-15 at the
Friday Institute, NC State
 Attend seven meetings from 4:30-7:45 during the
school year (location TBD)
 INCENTIVES
 4 CEUs for participation
 $800 for completion of data collection
What is next?
RESEARCH COMPONENT
 Data to be collected from participating teachers:
 observations of professional development sessions,
 videotapes of professional development activities,
 written work in professional development tasks,
 questionnaire,
 content knowledge assessment,
 interview,
 classroom practice data (observations, teaching video, and
artifacts packages).
Just like last year…
WHAT DO WE NEED FROM PRINCIPALS?
Support!
 We need you to work with us, encouraging teams of 2nd
grade teachers to participate!
 We need you to support the work of teachers as they
strengthen Math Discourse in your schools!
Questions?
Contact us:
Paola Sztajn: Paola_Sztajn@ncsu.edu
Feedback from January +
What did you find most beneficial?
Response
#
Response
#
Videos
21
Activities/Tasks
13
Overview of
Practice
Standards
17
Posters
13
Outstanding
Presentation
16
Info Posted to
Wiki
9
Hands-on
8
Discussions
7
Variety of
Examples
6
Wise Use of
Time
6
Practical Info
5
Handouts
5
Feedback from January Δ
What could have been improved?
Response
#
More time for:
Activities
Discussion
Processing
Learning
Watching all videos
You have been provided more
time to focus on the Common
Core Standards for
Mathematical Content today.
Tables:
Too many at a table
Location of tables
6 rearranged into
You have been
groups of 5 or 6 to give you
more room.
Having access to videos w/o cost
22
Free videos11can be found at
www.insidemathematics.org
“Today’s Meet”
http://www.todaysmeet.com/PrincipalsFeb23
 Back channel discussion throughout today’s
meeting.
Items to Consider:
 Must enter your name
 Get your questions answered
immediately
 Anyone with this URL can
see the question & response
 Archived for one year
 Stay focused & professional
Desired Outcomes:
By the end of the day, participants will have:
 an understanding of the components of the Common Core





State Standards for Mathematics.
an understanding of the critical areas within the CCSS for
K-5 Mathematics.
an opportunity to view and discuss grade-specific activities
from the critical areas.
an understanding of the curriculum work taking place to
support the transition to the CCSS.
access to grade level videos to use when working with
teachers on the content standards.
an understanding of the six shifts evident within the CCSS
for Mathematics.
Today’s Training:
Overview of the CCSS-M
Critical Areas
Curriculum Development
Miscellaneous Math Topics
Grade Level Videos
Shifts in Mathematics
Practice vs. Content Standards
Practice Standards:
 HOW the students are learning
Content Standards:
 WHAT the students are learning
Content Standards
Standards
Content
Standards
Domains
Clusters
Domain
1
K
2
3
4
5
6
7
8
9-12
Operations and
Algebraic Thinking
Operations and
Algebraic
Thinking
Expressions and
Equations
Algebra
Number & Operations
in Base Ten
Number &
Operations
 Base Ten
 Fractions
The Number System
Number and
Quantity
Measurement and Data
Measurement
and Data
Geometry
Geometry
Statistics and
Probability
Statistics and
Probability
Geometry
Geometry
Ratio and
Proportional
Relationships
Functions
Functions
Modeling
Counting
and
Cardinality
Nomenclature
4.G.1
1.NBT.2a
4.G.1
1.NBT.2a
4.G.1
1.NBT.2a
4.G.1
1.NBT.2a
Grade Level
Overviews
Domain
Mathematical
Practices
Description of
Critical Area
Today’s Training:
Overview of the CCSS-M
Critical Areas
Curriculum Development
Miscellaneous Math Topics
Grade Level Videos
Shifts in Mathematics
Critical Areas Sort
As a group,
decide at
which grade
level each
math
concept
would be
taught.
Revisit the Critical Areas Sort
 Let’s review the answers.
 What adjustments need to be made?
Critical Areas Sort
 Take a moment to reflect on this activity.



What challenges did you face?
What are some notable changes you see?
How would this activity benefit teachers?
Critical Area
Video
Complete the
handout as you
are viewing the
video.
Critical Area Video
 Identify the Standards for Mathematical Practice that
correlate to this video/activity.
 Identify the critical area that aligns with this video/activity.
 Which instructional practices or strategies are
evident?
 What is consistent from previous years?
 What changes do you notice?
 What challenges will teachers face?
Break
Critical Areas Activities
 Use the back of the
handout.
 Each table will be
responsible for one
grade level.
 Use the cards in the
center of the table.
 Focus on the analysis of
the activity, not the
answer to the
problems!
Critical Areas Activities
 Table Analysis



Read through the activity.
Analyze using the guiding questions on the handout.
You will have 5 minutes to complete.
Critical Areas Activities
 Whole Group Discussion


Choose a designated speaker for your table.
Each grade level will share an overview of the activity
AND big ideas from the table discussions.
Today’s Training:
Overview of the CCSS-M
Critical Areas
Curriculum Development
Miscellaneous Math Topics
Grade Level Videos
Shifts in Mathematics
Focus
Groups
Writers
MathX
1st
Qtr.
Mar
Daily
L&T
Guides
Time
on
Pacing
Guides
AL
2nd
Qtr.
Apr
3rd
Qtr.
May
4th
Qtr.
Jun
Resources Available Now
Grade Level Overviews
Resources Available Now
Sample Scope & Sequence
Resources Available Now
Changes … At a Glance
How can we eliminate
the gaps?
What’s
changed?
Math Expressions/ SIOP Correlation
Today’s Training:
Overview of the CCSS-M
Critical Areas
Curriculum Development
Miscellaneous Math Topics
Grade Level Videos
Shifts in Mathematics
Daily Routines
Calendar Time
 Daily Routines were
 There is NO Common Core
established to maintain skills
and support standards that
are not covered as deeply.
 Use daily routines from Math
Expressions as indicated on
pacing guide
 Use supplemental daily
routines as provided by
WCPSS
Math Standard that directly
aligns to calendar.
 Great opportunity to review
spiraling math concepts
 Have teachers examine the
learning outcome of calendar
time. Which standard(s) am I
teaching?
 Morning meeting time
No more than 15 minutes for BOTH
Assessments
Curriculum Cycle:
 June 2010: North Carolina State Board of Education
adoption of the CCSS
 2010–2011: Item development for the Next Generation
of Assessments, Edition 4
 2011–2012: Administration of stand-alone field tests of
Edition 4 assessments
 2012–2013: Operational administration of Edition 4
assessments aligned to the CCSS
 2014-2015: National Assessment
http://www.ncpublicschools.org/acre/assessment/online/
Assessments
Cognitive Rigor and Item Complexity
 “Assessment items will be designed, developed, and
classified to ensure that the cognitive rigor of the
operational test forms align to the cognitive complexity and
demands of the Common Core State Standards (CCSS) for
Mathematics. These items will require students to not only
recall information, but also apply concepts and skills and
make decisions.”
Types of Items
 Multiple choice, Paper & Pencil with online option
 Grades 5 & beyond: up to 8 grid-in responses
http://www.ncpublicschools.org/acre/assessment/online/
Assessments
Domain
Grade 3
Grade 4
Grade 5
Operations and Algebraic Thinking
30–35%
12–17%
5–10%
Number and Operations in Base Ten
5–10%
22–27%
22–27%
Number and Operations—Fractions
20–25%
27–32%
47–52%
Measurement and Data
22–27%
12–17%
10–15%
Geometry
10–15%
12–17%
2–7%
100%
100%
100%
Total
http://www.ncpublicschools.org/acre/assessment/online/
National Assessments
4th Grade Sample Items
http://www.k12.wa.us/SMARTER/Resources.aspx
Today’s Training:
Overview of the CCSS-M
Critical Areas
Curriculum Development
Miscellaneous Math Topics
Grade Level Videos
Shifts in Mathematics
Sample Grade Level Video
 One video per grade level
 Posted to C-MAPP
 Still in editing stages
 Available by the end of February
 Only 1 example today
Learning Trajectory Posters
 $20 per poster or $50 for K-12
 How to order:
 http://www.wirelessgeneration.com/posters
Reflection
 Click HERE to provide feedback on today’s training.
Today’s Training:
Overview of the CCSS-M
Critical Areas
Curriculum Development
Miscellaneous Math Topics
Grade Level Videos
Shifts in Mathematics
Common Core Shifts for Mathematics
Before CCSS-M:
With CCSS-M:
“Mile-wide, inch deep”
Focus
Silos
Coherence
Memorizing procedures
without understanding
Procedural Fluency
“Naked” math
Deep Conceptual
Understanding
“Math Wars”
Applications (Modeling)
Balanced Emphasis
Adapted from http://engageny.org/ and http://www.ode.state.or.us/
In Conclusion
Next Steps
 Crosswalks versus Unpacking documents
 Focus on Standards for Mathematical Practice NOW
 Focus on Content Standards LATER
 All IRTs will learn to facilitate an unpacking during the
afternoon learning focus topics

Unpacking documents can be found at:
 http://www.ncpublicschools.org/acre/standards/common-core-tools/#unmath