The document discusses integrating technology and the Common Core standards in math classrooms. It explains that the standards emphasize real-world applications to prepare students for college and careers. The standards also focus on fewer concepts but require deeper understanding. The document provides examples of Common Core math standards and the standards for mathematical practice. It discusses how assessments are shifting to be more like PARCC assessments and emphasizes the importance of backward design when planning lessons.

1. Math in Today’s Classrooms
Integrating Technology and the Common Core

3. The Future of Education is Here
Just a few facts…
• We must graduate students that are college- and career-ready
in order to compete globally.
• Our teaching is evolving to address this need.
• The Common Core Standards are tied to college- and career-
readiness.
• Our students have never lived in a world without the Internet.
• Technology, if accessed effectively, can be our greatest
educational asset.
• Next generation assessments will all be digital…
• Where do we start?

4. Let’s Start With
The Common Core Standards
• The standards define what students should know and be able to do as a
result of study.
• The standards are designed to encourage instruction that is relevant to
the real world, reflecting what students should know to be successful in
college and careers.
• The standards are fewer in number but more rigorous in content and
application of knowledge and higher order thinking skills.
• The standards are research- and evidence-based, and are internationally
benchmarked.
•The standards do NOT tell teachers how to teach, but help them figure

5. How to Read the Math
Common Core Standards
Standards define what students should understand and be able to do.
Example: Students will understand that the three digits of a three-digit
number represent amounts of hundreds, tens, and ones.
Domains are larger groups of related standards. Standards from
different domains may sometimes be closely related.
Example: Numbers and Operations in Base Ten
Clusters are groups of related standards. Standards from different
clusters may be closely related because math is a connected subject.
Example: Understand place value AND use place value understanding
and properties of operations to add and subtract.

6. Example

7. Standards for Mathematical Practice
These reflect the varieties of expertise teachers at all levels will develop in
their students. Where did they come from?
NCTM Process Standards
•Problem solving
•Reasoning and proof
•Communication
•Representation
•Connections
National Research Council’s
Adding It Up report:
•Adaptive reasoning
•Strategic competence
•Conceptual understanding
•Representation
•Connections

8. Standards for Mathematical Practice
1. Make sense of problems and persevere in solving them,
2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning of
others.
4. Model with mathematics.
5. Use appropriate tools strategically.
6. Attend to precision.
7. Look for and make use of structure.
8. Look for and express regularity in repeated reasoning.

9. Coherence Critical Areas
and Focus of Focus
• Coherence– seeing • Find these on the
forward and RIDE Common Core
backward pages
http://www.ride.ri.gov/Instruction/CommonCoreMaterials.aspx
• Focus– doing fewer – Click on tabs:
things more deeply “Educators”
“Transition resources”
– Click on links:
“Math Educators”
See Video “Critical Areas of Focus”

13. Resource: Common Core Math Videos

14. What is PARCC?
Partnership for Assessment of Readiness for College and Careers
PARCC calls for “through-course” assessments and an
end-of-year assessment.
• Assessments are administered during the first, second, and
third quarters of the year.
• Their primary purpose is to ensure students are on tract to be
college- or career-ready by the time they graduate.
• Data is computer scored
• PARCC is coming…
How can we prepare students for these assessments?

15. Preparing for PARCC
Mathematical Performance:
•What do we want our students to be able to do?
Mathematical Understanding:
•What do we want our students to understand?
Mathematical Practices:
•What behaviors do we want our students to exhibit in
mathematics?

16. Begin With the NECAP
Sample NECAP Math question:
What else might we ask?

17. Sample PARCC Question (ES)
Explain why Julie is wrong…

18. Sample PARCC Question (MS)

19. Sample PARCC Question (HS)

20. Start Planning Your Lessons With
the End in Mind

21. Backward Design –
Creating Effective Lessons
1. Begin with the end in mind - students will create something that demonstrates what
they have learned. What do we want them to learn?
2. What’s the big idea? Craft the question(s), which should:
 Engage students and activate prior knowledge
 Have value, clear goals, encourage students to think and generate
ideas, and be organized around a topic
 Should pass the “so what” test - relevance
 Have an answer that is not immediately obvious, challenging students to think
 Serve as formative assessment tools
3. Think about assessments – how will we measure what they’re learning? How will I
assess what they’ve learned?
4. Map it out – create the lesson
5. Facilitate – How will I facilitate learning by discovery?

22. Integrating Technology and Math:
Using Sky

23. Using Learning.com
• Logging in
• Creating classes
• Explore and Assign Curriculum
• Creating lessons and activities to add to
the Library

24. Logging into Learning.com
• Go to http://learning.com
• Username: last name + first initial
e.g. Jane Cook = cookj
• Password: teacher
• District = Lincoln RI

25. Resources
• www.azed.gov
• http://www.utdanacenter.org/index.php
• www.corestandards.org
• http://www.ride.ri.gov/Default.aspx
• www.map.mathshell.org
• Understanding the Common Core State
Standards by John Kendall