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