The+Road+to+Common+Core

Attached is a brief PowerPoint outlining major changes resulting from the emergence of Common Core. The Secondary Office of Mathematics will be working to "podcast" this presentation so that you can direct parents to resources efficiently. (One consistent message). Until then, please feel free to use the attached as a means of communicating changes. We will continue to develop common resources to support this transition.



Team,

There is a great deal of information that I will be sharing with you over the next three years as we prepare to move toward curricular changes with the Common Core Standard Mathematics curriculum; I feel the wikispace is the best place to share and store this information.


 * Common Core State Standards**
 * Common Core Website: []
 * FAQs:[]
 * Common Core Mathematics
 * [[image:http://www.hcpss.wikispaces.net/i/mime/32/application/pdf.png width="32" height="32" link="http://transitiontocommoncore.hcpss.wikispaces.net/file/view/CCSSI_Math+Standards.pdf"]] [|CCSSI_Math Standards.pdf][[image:http://www.hcpss.wikispaces.net/i/mime/32/application/pdf.png width="32" height="32" link="http://transitiontocommoncore.hcpss.wikispaces.net/file/view/CCSSI_Mathematics_Appendix_A.pdf"]] [|CCSSI_Mathematics_Appendix_A.pdf]

Maryland Common Core Curriculum Frameworks
 * Maryland State Department of Education Common Core Website: [|http://www.mdk12.org/instruction/commoncore/index.htmlculum frameworks]
 * Reading/English Language Arts Frameworks: []
 * Mathematics Frameworks: []

‍Assessment Information

 * Partnership for Assessment of Readiness for College and Careers (PARCC) Website: []
 * PARCC Content Frameworks


 * BRINGING THE //STANDARDS FOR MATHEMATICAL PRACTICE// INTO ACTION –**

‍**AUGUST 23, 2011**

 * Overview** – The following activities are designed to provide mathematics teams with consistent information regarding the //Standards for Mathematical Practices// as well as to share research-informed strategies that help teacher develop these behaviors with students. There are two high leverage strategies that serve a good jumping off points for our transition. Both strategies are grounded in the //Professional Standards for Teaching Mathematics(NCTM, 1992)// and the Office of Secondary Mathematics has worked strategically over the past three years to develop an understanding of each. School mathematics teams that work diligently to improve in the areas of Classroom Discourse (//Standard 5//) and/or Worthwhile Mathematical Tasks (//Standard 3//) __will__ increase the frequency by which their students acquire and exhibit the learning behaviors defined by the Standards for Mathematical Practices (//Common Core, pp. 7-8//). This initial session is designed to provide an overview of the reform initiatives, updates regarding transition time lines and resulting changes, and serves as launch point for what could become (should a school choose to pursue) a year-long team improvement process. The secondary math office will continue its tradition of visiting all mathematics classrooms. During our visits, we will be working with ITL/MIST and school administrators to identify effective classroom strategies that elicit behaviors defined by the Standards of Mathematical Practice.


 * Activity #1 – Digging Deeper with Standard 5: Discourse**

a) **Building Our Collective Knowledge** - Each team member should select from among the selection of articles, one article to read in order to deepen collective knowledge. As a team, share main ideas from the readings to develop a common understanding of the topic (30 minutes) c) **Connecting Discourse and the SFMP** - As a team, think about how the component of //Standard 5 – Discourse// could elicit student behaviors defined by the Standards for Mathematical Practice. Use the SFMP Look For Document as a tool for this analysis. (15 minutes)
 * Article 1 - Let's Talk - Promoting Discourse in the Mathematics Classroom.pdf
 * Article 2 - OMLI Classroom Observation Protocols.pdf
 * Article 3 - Questioning our Patterns of Questioning.pdf
 * Article 4 - Questioning your Way to the Standards.pdf

d) **Creating** - In “course-alike” pairs (teachers assigned to teach similar/same courses), think about a __lesson__ that you will teach during the first unit. Think about the ideas within the selected lesson that you have specifically designed to promote effective classroom discourse. Based on the team discussion and reading, brainstorm ideas for improving student-to-student discourse within that lesson (or other lessons). (30 minutes)

e) **Follow-Up**- If you have further questions regarding any information shared in today's activities, please consider joining us during one of the special online office hours sessions over the next two days. You will need a computer with internet access, speakers, and a microphone (optional). Please just click this link to access the session. []
 * August 24th at 10 am or 2 pm
 * August 25th at 1 pm


 * Activity #2 – Digging Deeper with Standard 3: Worthwhile Mathematical Tasks**


 * Article 5 - MTMS2003-12-198a Surprise Turn Routine Problems into Worthwhile Tasks.pdf
 * Article 6 - MTMS2008-09-122a - An Equation for Deepening Mathematical Understanding.pdf
 * Article 7 - MTMS2008-10-132a Thinking through a Lesson- Successfully Implementing High-Level Tasks.pdf