18
C O L L A B O R AT I N G
FO R
S U C CE S S
W I T H
T H E
C O M M O N
C O RE
The Common Core State Standards for mathematics consist of two parts: (1) Standards for Mathematical Practice and (2) Standards for Mathematical Content. The content standards have three sections: (1) standards for grades K–8 and high school (organized by conceptual categories), (2) glossary, and (3) sample of works consulted (see www.corestandards.org/Math for the standards). “Appendix A: Designing High School Mathematics Courses Based on the Common Core State Standards” is another component.
Standards
•• What is a domain?
•• What is a standard?
•• What are the domains for your grade level?
•• How many standards are there in your grade level?
•• Which domains in the grade level before yours are the same? Different?
•• Which one standard is new at your grade level?
•• Which domains in the grade level after yours are •• Which one standard is no longer taught at your the same? Different? grade level? •• Examine one domain that is in your grade level •• How many standards begin with the word and in the grade level before. What will students understand? already know in that domain when they come to Terminology your grade level? •• What are the Standards for Mathematical Clusters Practice? How are they connected to the Standards for Mathematical Content? •• What is a cluster? •• Which domain in your grade level has the most clusters? The fewest?
•• What are the critical areas? What are the critical areas for your grade level? •• What is a grade band? •• What is a conceptual category?
Figure 1.4: CCSS for mathematics scavenger hunt.
Visit go.solution-tree.com/commoncore for a reproducible version of this figure. Finally, we encourage you to visit the website AllThingsPLC (www.allthingsplc.info), where you will find tools and resources, articles and research, and stories of educators participating in the PLC journey. At a minimum, to be effective a team should have the following: •• Regular, dedicated time to work together •• Commitments or norms for how members will interact, communicate, and prioritize their efforts and decisions •• A clear understanding of the team’s core purpose—to help students learn Teams may benefit from having support during their initial meetings. We suggest that schools beginning the process consider bringing all teams together in a common room, so that they can connect and share their products and processes. In addition, this configuration allows for someone to assist teams as a lead facilitator.
Tips for Principals and Leaders As you begin this work, be sure to make explicit connections between the work of collaborative planning teams and the need to transition to the CCSS. While the connection may seem obvious, there is a risk that some teams may see the transition to new standards as something disconnected to the work of collaborative teams within the PLC. Additionally, some or all team members may be new to the process.
© 2014 by Solution Tree Press. All rights reserved.
Domains