Common Core Mathematics

Common Core Implementation and How We are Improving Student Performance

Board MeetingNovember 19, 2013

Presented by:Kimberly Ferina

Director of Mathematics, K-12

WEST HEMPSTEAD UNION FREE SCHOOL DISTRICTDedicated to Excellence

WEST HEMPSTEAD UNION FREE SCHOOL DISTRICTDedicated to Excellence

Central AdministrationJohn Hogan Richard Cunningham Ann PelusoSuperintendent Deputy Superintendent Asst. Superintendent

Mrs. Karen Brohm, President Mr. Vincent Trocchia, Vice President

Mrs. Jennifer Kurko, Trustee Mrs. Pamela Lotito, Trustee

Mr. James F. Mariano, Trustee Mrs. Carole Rilling, Trustee

Mr. Rudolf Schindler, Trustee

Board of Education

Eight 8’s

• How can you use eight 8’s and the basic operations, addition, subtraction, multiplication, and division to make 1000?

• Can you find more than one unique solution?

Common Core in a Nut Shell

• Shifts

• Standards of Mathematical Practice

• Content Standards

• All Teachers are Teachers of Literacy

• Lexile recalibration

NYS Common Core Standards Shifts• 6 Shifts in ELA Literacy

Common Core Implementation

Common Core Assessments1 & 2: Non-fiction Texts

Authentic Texts3: Higher Level of Text

Complexity Paired Passages

4&5: Focus on command of evidence from text: rubrics and prompts

6: Academic Vocabulary

1. Balancing Informational and Literary

2. Text Building Knowledge in the Disciplines

3. Staircase of Complexity4. Text-based 5. Answers Writing from

Sources6. Academic Vocabulary

NYS Common Core Standards Shifts• 6 Shifts in Mathematics

Common Core Assessments

1: Intensive Focus

2: Linking Back

4, 5, 6:

Mathematical Modeling

1. Focus2. Coherence3. Fluency4. Deep

Understanding5. Applications6. Dual Intensity

Shifts in Mathematics

7

Shift 1 Focus Teachers significantly narrow and deepen the scope of how time and energy is spent in the math classroom. They do so in order to focus deeply on only the concepts that are prioritized in the standards.

Shift 2 Coherence Principals and teachers carefully connect the learning within and across grades so that students can build new understanding onto foundations built in previous years.

Shift 3 Fluency Students are expected to have speed and accuracy with simple calculations; teachers structure class time and/or homework time for students to memorize, through repetition, and core functions.

Shift 4 Deep Understanding

Students deeply understand and can operate easily within a math concept before moving on. They learn more than the trick to get the answer right. They learn the math.

Shift 5 Application Students are expected to use math and choose the appropriate concept for application even when they are not prompted to do so.

Shift 6 Dual Intensity Students are practicing and understanding. There is more than a balance between these two things in the classroom – both are occurring with intensity.

Mathematics Fluency Fast and Accurate

Grade  Required Fluency

K Add/subtract within 5

1 Add/subtract within 10

2 Add/subtract within 20Add/subtract within 100 (pencil and paper)

3 Multiply/divide within 100Add/subtract within 1000

4 Add/subtract within 1,000,000

5 Multi-digit multiplication

6 Multi-digit division Multi-digit decimal operations

7 Solve px + q = r, p(x + q) = r

8 Solve simple 2x2 systems by inspection

Standards of Mathematical Practice

• Make sense of problems and persevere in solving them

• Reason abstractly and quantitatively• Construct a viable argument and critique the

reasoning of others• Model with Mathematics• Use appropriate tools strategically• Attend to precision• Look for and make use of structure• Look for and express regularity in repeated

reasoning

Elementary GradesCommon Core Standards

Middle School Common Core Standards

High School Common Core Standards

ALL teachers are teachers of literacy

Changes to State Testing

• 2012-2013 ELA and Math in Grades 3 – 8• 2013-2014 Algebra I Regents• 2014-2015 Geometry, English 11 Regents• 2015-2016 Algebra II Regents

• NYS has yet decided to adopt the PARCC assessments

(delayed one year, 2015-2016)

9 Dots PuzzleHow can you connect the 9 dots, using 4 lines without

taking your pencil off the paper?

District Initiatives to Meet the Challenges of Common Core and

Improve Student Performance

• Implementation of Core Curriculum

• Support Programs to Meet the Needs of Individual Students

• Building Staff Capacity

• Parent Support

Implementation of Core Curriculum

• Pearson EnVisions Math (K-5)

• Pearson Digits (6-8)

• HMH Explorations (Algebra)

• EngageNy Scope and Sequence through the Modules

Support Programs to Meet the Needs of Individual Students

• Think Through Math• Do the Math• FASTT Math• Castle Learning• Readiness for Common Core• Academic Intervention Support• Extra Help

Building Staff Capacity

• BOCES Professional Development

• Vendor Curriculum Support

• In-House Training

• On-Going Curriculum Writing

• Collegial Circles

• Department Meetings

Classic Train Problem

A train leaves from New York City (NYC) heading towards Los Angeles (LA) at 100 mph. Three hours later, a train leaves LA heading towards NYC at 200 MPH. Assume there's exactly 2000 miles between LA and NYC. When they meet, which train is closer to New York City

Parent Support

• Resources

• School Websites

• Presentations

• Strategies

Questions and Comments

Common Core Mathematics

Common Core Implementation and How You Can Support Your Child at Home

PTA/PTSA/SEPTA Joint MeetingNovember 7, 2013

Presented by:Kimberly Ferina

Director of Mathematics, K-12

WEST HEMPSTEAD UNION FREE SCHOOL DISTRICTDedicated to Excellence