College Preparatory Mathematics (CPM) Parent Night Novato Unified School District Monday, August 25th 6:30pm
Housekeeping Please sign in with your email to receive a ● copy of this presentation and a survey for your feedback ● This presentation is being filmed so we can provide copies for PTAs and other venues ● We have set aside plenty of time for questions so please hold them until the end as many of may be answered through our presentation
Introductions and Welcome ● Site representatives- stand up and be recognized! ● CPM Regional Coordinator- Gail Standiford ● Our audience- high school or middle school?
Objectives of this Meeting ● Overview of the adoption of Common Core State Standards for Mathematics and the changes to curriculum and instruction ● Familiarize parents with the College Preparatory Mathematics Curriculum and the tools available to support students from home ● Provide research about the effectiveness of the curriculum in preparing students to develop the skills and content higher levels of math ● Provide examples of classroom activities and practices associated with CPM as well as CCSS ● Question and Answer session at the end
Common Core State Standards
Former California State New Common Core State Standards (CST) Standards (CCSS) ● Kindergarten through ● Kindergarten through 7th grade standards 8th grade standards ● Start with Algebra at the ● Starts with Algebra 1 at 8th grade the 9th grade
Middle School High School
Middle School Math Sequence Standard Sequence Compacted Sequence
High School Math Sequence 9th Grade 10th Grade 11th Grade 12th Grade
Common Core Paradigm Shift
Depth of Knowledge (DOK) Level 1: Recall Level 2: Level 3: Strategic Level 4: Skill/Concept Thinking Extended Thinking Recall facts, information, Use information or Reasoning, developing plan Investigations, process or procedures conceptual knowledge, or a sequence of steps, multiple conditions of a two or more steps, etc. some complexity, more problem than one possible answer *
Depth of Knowledge Mathematics ELA/Literacy DOK3 DOK4 DOK3 DOK4 Current Assessments <2% 0% 20% 2% New SBAC Assessments 49% 21% 43% 25% Yuan & Le (2012); Herman & Linn (2013); Darling- Hammond (2013)
Curriculum Adoption Process S ummer 2013- Teachers review and prepare to pilot early adopted curriculum Winter 2013- Review of piloted curriculum which was rejected for a variety of reasons Spring 2014- Representatives from each secondary school attend curriculum workshop to assist in reviewing available state adopted curriculum and decision to initiate second pilot of CPM curriculum May 2014- Full team of NUSD secondary math teachers discuss CPM pilot and decision to adopt is finalized June 2014- CPM is presented to the board and adopted.
Adoption Details ● Adoption for 6th grade through Algebra 2 materials ● Includes seven full days of professional development for teachers with CPM certified trainers ● Parent guides available online as well as for purchase- samples out front
Background of Core Connections CPM has been developing conceptually based mathematics curriculum for 25 years. • Used by 6 million students, 10,000 teachers. • Supported by research in methodology. • Supported by student results. • Written by classroom teachers with the collaboration of college professors.
Methodology Research Students learn best when they are: • actively engaging in a wide array of structured inquiry. • discussing mathematical thinking and ideas with others. • using mixed, spaced practice.
A Balanced Program CPM promotes: • procedural fluency (algorithms and basic skills). • deep understanding of important mathematical ideas. • strategic competence (problem solving). • adaptive reasoning (application and extension). • positive disposition toward mathematics.
Fully Aligns with California’s New Content Standards CCSSM
Standards for Mathematical Practice • Make sense of problems and persevere in solving them. • Reason abstractly and quantitatively. • Construct viable arguments and critique the reasoning of others. • Model with mathematics. • Use appropriate tools strategically. • Attend to precision. • Lookforandmakeuseof structure . • Look for and express regularity in repeated reasoning .
Standards for Mathematical Practice • CCSS Mathematical Practices are deeply and seamlessly interwoven into the fabric of the daily lessons. • CPM’s philosophy predates the Mathematical Practices by more than 25 years. • Very similar practices have always been a core and integral part of CPM curriculum materials. • CPM has a broad experience and long history with these practices.
What Core Connections Does Best ! The Standards for Mathematical Practice are deeply embedded. • Balance: conceptual understanding, skill fluency, problem solving • Rigor: emphasis on reasoning and communication • Coherence: connections and progressions • Focus: fewer problems, less distractions • Structured learning in collaborative teams • Mixed, spaced practice key to success for all
How does CPM’s CORE CONNECTION SERIES have the Standards for Mathematical Practice embedded throughout the curriculum? Problem-Based Lessons • Multiple Representations • Embedded use of Technology • Concept Maps • Graphic Organizers • Participation Quizzes • Study Team and Teaching Strategies •
Core Connections Mathematics is presented as understanding connections among concepts to explain the world around them, rather than a course on computation and rote memorization of algorithms. Students gain a positive attitude toward mathematics and problem-solving.
Inquiry-Based Learning • Students are active participants in their learning. • Students solve rich, meaningful problems that lead to deep conceptual understanding of the mathematics. • Problems have a definite mathematical purpose. • Problems often connect strands of mathematics. • Students think critically, analyze, evaluate, conclude. • Procedures are taught when needed.
Big Ideas Develop Over Time
Let’s try a 6 th Grade Problem
What kind of mathematical thinking did you see evidence of in this problem?
Homework Homework includes: • processing of current lessons. • distributed practice of previous work. • fluency with skills. • extensions and applications of problem solving. Fewer problems allow for more concentration and perseverance.
Online Homework Help Students have access to free online help, hints, and solutions to homework.
Parent Guide with Extra Practice Topic introduction identifies placement in the scope of the course content. Examples provide complete and detailed explanations.
Web Resources www.cpm.org For teachers, parents and students
Resources
Questions? Gail Standiford 707-688-8559 Julia Kempkey jkempkey@nusd.org
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