Implementing Common Core Mathematics in Long Beach Unified School District
Successes & Challenges
CMC‐South
Leadership Conference
October 24, 2014
Anne Oberjuerge
K‐5 Math Curriculum Leader
Becky Afghani
6‐12 Math Curriculum Leader
1
LBUSD Math Units of Instruction
TRADITIONAL CALENDAR
2014‐2015
Month
Kindergarten
Grade 1
Unit 1: Developing Addition and Subtraction of
Numbers to 10
(21 days)
Sept
Unit 1: Counting, Understanding, Representing
and Writing Numbers
(38 days)
OA.A,B,C
CC.A,B,C
OA.A
Unit 2: Addition and Subtraction of Numbers to
10 through Problem Solving
(21 days)
OA.A,B,D
Oct
Unit 2: Classifying, Identifying and Describing
Objects
(19 days)
Nov
CC.B, MD.B
G.A,B
Unit 3: Ordering and Expressing Length
Measurements as Numbers
(15 days)
MD.A,C
Dec
Unit 3: Counting, Representing, and
Understanding Sets to 30 and Add & Subtract
within 10
(39 days)
Jan
Unit 4: Introducing Place Value through Addition
and Subtraction of Numbers to 20
(31 days)
Grade 2
Grade 3
Unit 1: Adding and Subtracting within 20
(18 days)
Unit 1: Place Value with Addition and
Subtraction
(18 days)
OA.A,B
NBT.B
Unit 2: Place Value, Counting and Comparison
of Numbers to 1000
(20 days)
NBT.A,B
MD.B
Unit 3: Addition and Subtraction of Numbers to
200
(19 days)
OA.A, NBT.B
MD.B
Unit 4: Addition and Subtraction Within 1000
(25 days)
NBT.B
OA.A,B,C,D
NBT.B
OA.D, NBT.A
Grade 4
Unit 1: Place Value with Addition and
Subtraction of Whole Numbers
(23 days)
OA.A
NBT.A,B
OA.A,B,C
Unit 3: Multiplication and Area
(19 days)
Unit 4: Developing Multiplication and Division
Strategies
(32 days)
CC.A,B
OA.A
Unit 4: Measurement and Geometry
(23 days)
Unit 2: Multiplication and Division of Whole
Numbers
(34 days)
OA.A,B
NBT.A
MD.A
CC.C
NBT.A
MD.A,B
G.A,B
NBT.A,B,C
Unit 2: Developing Multiplication and Division
Strategies
(32 days)
OA.A
NBT.A,B
MD.A
Unit 3: Addition and Subtraction of Fractions
(25 days)
Unit 3: Order and Operations with Fractions
(37 days)
NF.A
NF.A,B
MD.A,B
Unit 4: Multiplication and Division of Fractions
(37 days)
Unit 5: Understand Fractions as Numbers
(30 days)
Unit 6: Recognizing Attributes and Fractions of
Shapes
(17 days)
NBT.A,B
MD.C
G.A
OA.A,B,C,D
NBT.A
Unit 5: Place Value, Comparison, Addition and
Subtraction of Numbers to 50
(31 days)
Unit 1: Understanding Place Value
(25 days)
Unit 2: Exploring Multiplication and Division
(20 days)
Unit 5: Measurement and Data
(20 days)
MD.A,B,D
Feb
Grade 5
NF.A
G.A
Unit 4: Decimal Fractions
(25 days)
NBT.B
NF.B
MD.A,B
NF.C
MD.A
G.A
Mar
Unit 5: Composing Ten & Developing
Foundations of Place Value
(18 days)
CC.A, OA.A
NBT.A
Unit 6: Place Value, Comparison, Addition and
Subtraction of Numbers to 100
(26 days)
Unit 7: Money and Time
(24 days)
Unit 6: Measurement: Time, Metric Weight and
Capacity
(20 days)
MD.C
MD.A
NBT.A,B,C
Apr
Unit 5: Geometry
(30 days)
OA.C
MD.C
G.A
Unit 5: Addition and Multiplication with Volume
and Area
(25 days)
NF.B
MD.C
G.B
Unit 7: Geometry and Measurement
(20 days)
Unit 6: Addition and Subtraction Fluency within
Unit 7: Identify, Compose, and Partition Shapes
5, and Geometry
(18 days)
(34 days)
May
OA.A
G.B
MD.B, G.A
Unit 8: Developing Multiplication
(20 days)
OA.C
G.A
OA.D
MD.D
G.A
Unit 6: Exploring Measurement
(31 days)
Unit 8: Collecting and Displaying Data
(21 days)
June
End of Course and Review
(9 days)
End of Course and Review
(17 days)
End of Course and Review
(17 days)
OA.A
NBT.B
Unit 6: Exploring Algebraic Thinking and the
Coordinate Plane
(36 days)
OA.A,B
G.A
MD.B
2
LBUSD Math Units of Instruction
2014-2015
Month
Math 6
Math 6 ACC
Math 7
Math 7 ACC
Math 8
MS Algebra 1
HS Algebra 1
Intro Days (3 days)
Intro Days (3 days)
Intro Days (3 days)
Intro Days (3 days)
Intro Days (3 days)
Intro Days (3 days)
Intro Days (3 days)
Unit 1: Solving Equations
(25 days)
Unit 1: Equations and
Inequalities
(25 days)
Unit 1: Equations and
Inequalities
(25 days)
Sept
Unit 1: Numerical Expressions
(20 days)
Unit 1: Numerical Expressions
(25 days)
Unit 1: Operations with
Rational Numbers
(35 days)
Unit 1: Operations with
Rational Numbers
(30 days)
Geometry
Unit 1: Geometry Basics:
Vocabulary and Reasoning
(23 days)
Acc Geometry
Unit 1: Foundations of
Geometry: Vocabulary,
Reasoning and Tools
(38 days)
Oct
Unit 2: Extending the Number
Line
(28 days)
Unit 2: Extending the Number
Line
(28 days)
Unit 2: Lines and Triangles
(34 days)
Unit 2: Multi-Step Equations
and Inequalities
(29 days)
Nov
Unit 2: Functions
(40 days)
Unit 2: Multi-Step Equations
and Inequalities
(34 days)
Dec
Unit 3: Algebraic Expressions,
Equations, and Inequalities
(30 days)
Unit 2: Linear Functions and
Systems of Linear Functions
(44 days)
Unit 3: Algebraic Expressions,
Equations, and Inequalities
(28 days)
Unit 4: Graphing on the
Coordinate Plane
(21 days)
Unit 3: Graphing Proportional
Relationships
(28 days)
Unit 3: Functions
(42 days)
Unit 3: Polynomials and
Quadratic Functions
(52 days)
Unit 3: Systems of Linear
Equations
(25 days)
Part 1 Polynomials
(14 days)
Finals (4 days)
Unit 4: Graphing on the
Coordinate Plane
(23 days)
Unit 3: Polynomials and
Quadratic Functions
(52 days)
Unit 4: Exponents and Roots
(30 days)
Unit 5: Rates, Ratios, and
Percents
(29 days)
Unit 2: Triangle and Polygon
Properties
(34 days)
Unit 3: Polygon Properties
(15 days)
Jan
Feb
Unit 2: Linear Functions and
Systems of Linear Functions
(44 days)
Unit 4: Fractions, Decimals
and Percents
(29 days)
Mar
Unit 3: Transformations and
Tesselations
(14 days)
Finals (4 days)
Finals (4 days)
Unit 4: Similarity and
Trigonometry
(32 days)
Unit 3: Polynomials and
Quadratic Functions
(52 days)
Part 2 Quadratic Functions
(34 days)
Unit 4: Systems of Linear
Equations
(25 days)
Unit 4: Similarity and
Trigonometry
(32 days)
Part 1 Similarity
(14 days)
Unit 5: Transformational
Geometry
(16 days)
Unit 5: Area, the Pythagorean
Theorem, and Volume
(29 days)
Unit 5: Rates and Ratios
(30 days)
Unit 6: Statistics and
Probability
(24 days)
Apr
Unit 4: Circles
(19 days)
Part 2 Trigonometry
(18 days)
Unit 5: Statistics and
Probability
(24 days)
Unit 5: Geometry
(30 days)
Unit 4: Exponential Functions
(29 days)
Unit 4: Exponential Functions
(29 days)
Unit 6: Perimeter, Area and
Volume
(24 days)
Unit 5: Exponents and Roots
(29 days)
Unit 6: Statistics
(20 days)
May
Unit 7: Geometry
(14 days)
Unit 7: Geometry
(20 days)
Unit 6: Geometry
(20 days)
SBAC Flex Days
(7 days)
SBAC Flex Days
(7 days)
Unit 6: Statistics
(15 days)
Unit 6: Statistics
(20 days)
Unit 5: Data Analysis
(20 days)
Unit 5: Data Analysis
(20 days)
SBAC Flex Days
(7 days)
SBAC Flex Days
(7 days)
Review (3 days)
Review (4 days)
Review (4 days)
Finals (4 days)
Finals (4 days)
Finals (4 days)
June
SBAC Flex Days
(7 days)
SBAC Flex Days
(7 days)
Unit 7: Circles
(24 days)
Unit 6: Similarity and
Trigonometry
(34 days)
3
Grade 5
Unit 3 Addition and Subtraction of Fractions
Mathematics
Unit Goals – Stage 1
Number of Days: 25
Traditional: Dec. 1 – Jan. 16, Track B: Dec. 1 – Jan. 27
Unit Description: In Unit 3 students’ understanding of addition and subtraction of fractions extends from earlier work with fraction equivalence and
decimals. They reason about the size of fractions to make sense of their answers. The new complexity is that if units are not equivalent, they must be
changed for smaller equal units so that they can be added or subtracted. Fraction bar models, which students began using in third grade, become
increasingly useful as students apply them to form units to solve word problems.
Materials: paper strips, customary rulers, fraction bars, number lines, graph paper, pattern blocks, color tiles
Standards for Mathematical Practice
Transfer Goals
Students will be able to independently use their learning to…
SMP.3
Construct viable arguments and
 Make sense of never-before-seen problems and persevere in solving them.
critique the reasoning of others.
 Construct viable arguments and critique the reasoning of others.
SMP.4
Model with mathematics
SMP.5
Use appropriate tools strategically.
Making Meaning
SMP.6
Attend to precision.
UNDERSTANDINGS
ESSENTIAL QUESTIONS
Students will understand that…
Students will keep considering…
 Addition and subtraction of fractions with
 How does equivalence help us solve
Standards for Mathematical Content
different denominators (including mixed
problems?
Clusters Addressed
numbers) are based on understanding
 When and why should we estimate?
equivalent fractions.
Number and Operations - Fractions
 Benchmark fractions help you make
5.NF.A
Use equivalent fractions as a strategy
reasonable estimates.
to add and subtract fractions.
Acquisition
KNOWLEDGE
SKILLS
Students will know…
Students will be skilled at and/or be able to…
 The definitions of the academic vocabulary
 Add and subtract fractions with unlike
words such as unlike denominators, common
denominators (including mixed numbers) as
denominators, mixed numbers, equivalent
equivalent calculations with like
fractions, and benchmark fractions.
denominators.
 Solve word problems involving addition and
subtraction of fractions using visual fraction
models or equations.
 Use benchmark fractions and number sense
of fractions to estimate mentally and assess
the reasonableness of answers.
LONG BEACH UNIFIED SCHOOL DISTRICT
1
Posted 10/15/14
4
Grade 5
Unit 3 Addition and Subtraction of Fractions
Mathematics
Assessed Grade Level Standards
Standards for Mathematical Practice
SMP.3
SMP.4
SMP.5
SMP.6
Construct viable arguments and critique the reasoning of others.
Model with mathematics
Use appropriate tools strategically.
Attend to precision.
Standards for Mathematical Content
Number and Operations - Fractions
[m]
5.NF.A
5.NF.1
5.NF.2
Use equivalent fractions as a strategy to add and subtract fractions.
Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in
such a way as to produce an equivalent sum or difference of fractions with like denominators. For example, 2/3 + 5/4 = 8/12 + 15/12 =
23/12. (In general, a/b + c/d = (ad + bc)/bd.)
Solve word problems involving addition and subtraction of fractions referring to the same whole, including cases of unlike denominators,
e.g., by using visual fraction models or equations to represent the problem. Use benchmark fractions and number sense of fractions to
estimate mentally and assess the reasonableness of answers. For example, recognize an incorrect result 2/5 + 1/2 = 3/7, by observing
that 3/7 < 1/2.
Key: [m]= major clusters; [s] = supporting clusters; [a] = additional clusters
LONG BEACH UNIFIED SCHOOL DISTRICT
2
Posted 10/15/14
5
Grade 5
Unit 3 Addition and Subtraction of Fractions
Mathematics
Evidence of Learning – Stage 2
Assessment Evidence
Unit Assessment
Students will complete selected response and constructed response items to indicate level of mastery/understanding of the unit standards as outlined in
this guide.
[m] 5.NF.A
 The student adds or subtracts fractions with unlike denominators (including mixed numbers) by using visual fraction models or equations to
represent the problem.
 The student identifies and explains the use of equivalent fractions when adding or subtracting fractions with unlike denominators (including mixed
numbers).
For selected content, students will need to…
 Solve complex problems in pure and applied mathematics, making productive use of knowledge and problem solving strategies.
 Clearly and precisely construct viable arguments to support their own reasoning and critique the reasoning of others.
Other Evidence
Formative Assessment Opportunities
 Opening Tasks
 Quizzes
 Extension Menus
 It’s All About the Facts Supplemental materials
 In-class projects
 Exit slips
 Classroom Challenges
 Recorded Teacher Observations
 Writing activities
 Homework
LONG BEACH UNIFIED SCHOOL DISTRICT
3
Posted 10/15/14
6
Grade 5
Unit 3 Addition and Subtraction of Fractions
Mathematics
Learning Plan – Stage 3
Suggested Sequence of Key Learning Events and Instruction
Expectations
Core Resources
Students can consistently and
 Maintaining Fluency Through
independently recall multiplication and
Fact Families pages 13 - 32
division facts within 100.
Days
Daily
Learning Target
I will know
multiplication and
division facts to
100 by reciting
them orally and in
writing.
Daily
I will use mental
math strategies to
add, subtract,
multiply and
divide.
Students will participate in daily Number
Talks to practice mental math strategies
and communicate their reasoning.
90
minutes
per week
(Schools/
grades
with ST
Math)
1
I will persevere in
problem solving as
I play interactive
games to help me
understand math.
Students will participate in ST Math to …
 Develop long term problem solving
skills.
 Visualize math concepts.
 Make connections between concepts
and across grades.
ST Math Objectives
 Fraction and Decimal
Concepts
 Fractions on the Number Line
ST Math Objectives
 http://trs.stmath.com
 Optional - Adding and
Subtracting Fractions
I will determine if a
fractional part is
less than, greater
than, or equal to
one whole.
OPENING TASK – Equal to One Whole,
More or Less?
Students will use manipulatives and
estimation to decide if a set of fractional
pieces is less than, more than, or equal to
one whole.

Equal to One Whole, More or
Less? (LBUSD Intranet,
Instructional Tools, Gr. 5 –
Opening Task)

HSP Student text p. 196,
Investigate – Mountain Bikers
and p. 197 Equivalent Fractions
#1-9
2-3
I can estimate
fraction sums and
differences.
Students can consistently and
independently estimate fraction sums and
differences by…
 Using a number line to round
fractions to the nearest benchmark:
ଵ
0, , 1.
ଶ
 Using a mental math rounding
strategy of comparing a numerator to
a denominator.

CA28 Estimate Fraction Sums
and Differences

HSP Reteach R28 Estimate
Fraction Sums and Differences
Cross-Curricular Fractions
(LBUSD Intranet, Instructional
Tools, Gr. 5 – Activities)
See www.illustrativemathematics.org/5
for fraction tasks and videos to
be used throughout the unit

Number Talks Strategies and
Problem Sets



Supplemental Resources
Daily Facts Practice
HSP Teacher Resource Book
p. TR86-TR96 (also available on
Think Central)
Continue class Counting Tape
to record up to 100 Days of
school in decimals. Start adding
in fraction equivalents. For
଺
଻ଶ
example, 0.6 = and 0.72 =
ଵ଴
LONG BEACH UNIFIED SCHOOL DISTRICT


4
ଵ଴଴
Posted 10/15/14
7
Grade 5
Unit 3 Addition and Subtraction of Fractions
Mathematics
Learning Plan – Stage 3
Days
4-7
8 - 13
Learning Target
I can create
equivalent
fractions with
common
denominators.
I can add and
subtract fractions
with unlike
denominators.
Suggested Sequence of Key Learning Events and Instruction
Expectations
Core Resources
Students can consistently and
 Building Equivalent Fractions
independently create equivalent fractions
found on LBUSD Intranet,
by…
Instructional Tools, Gr. 5 –
Activities
 Using manipulatives such as fraction
strips, number lines, pattern blocks
 Building Equivalent Fractions
and area models.
Power Point found on LBUSD
Intranet, Instructional Tools,
 Using visual fraction models.
Gr. 5 - Activities
 Multiplying the numerator and the
denominator by the same non-zero
whole number.
 Dividing the numerator and the
denominator by the same non-zero
whole number.
Students can consistently and
 HSP 8.1 Hands On: Model
independently add and subtract fractions
Addition with Unlike Fractions
by…
 HSP 8.2 Hands On: Model
 Using manipulatives and visual
Subtraction with Unlike
models to find common
Fractions
denominators.
 CA 29 Add and Subtract
 Numerically manipulating fractions to
Fractions
write equivalent fractions with
common denominators.
 Solving word problems and
communicating reasoning.








14 - 16
I will use my
understandings of
addition and
subtraction of
fractions to solve
word problems.

FORMATIVE ASSESSMENT LESSON
In the Classroom Challenge Monthly
Rainfall students demonstrate their prior
understandings and abilities in employing
the mathematical practices, and then
resolve their own difficulties and
misconceptions through structured
discussion.
LONG BEACH UNIFIED SCHOOL DISTRICT
5
FAL, Monthly Rainfall (LBUSD
Math Intranet, Assessments,
Grade 5 Unit 3)


Supplemental Resources
Facilitate Classroom
Discussions around questions
such as those found in Good
Questions for Math Teaching
(received at Session 2 of CCSS
Math Content Training). See p.
28 (#1) and p. 29 (#10)
Fraction War (LBUSD Intranet,
Instructional Tools, Gr. 5 – Card
Games)
Good Questions for Math
Teaching See p. 28 (#3)
HSP Reteach R29 Add and
Subtract Fractions
Fluency Builder Unknown
Numbers p. CC117A in
Teacher’s Edition
Agree or Disagree (LBUSD
Intranet, Instructional Tools, Gr.
5 – Activities)
Add Fractions and Subtract
Fractions (LBUSD Intranet,
Instructional Tools, Gr. 5 – Card
Games)
Math Sponges (LBUSD Intranet,
Instructional Tools, Gr. 5 Activities)
Monthly Rainfall Teacher Guide
Differentiation Table, p. 14
Carnival Tickets (LBUSD
Intranet, Instructional Tools, Gr.
5 – Activities)
Posted 10/15/14
8
Grade 5
Unit 3 Addition and Subtraction of Fractions
Mathematics
Learning Plan – Stage 3
Days
17 - 21
22 - 24
25
Learning Target
I can add and
subtract fractions
including mixed
numbers.
I can solve
addition and
subtraction word
problems with
fractions.
Suggested Sequence of Key Learning Events and Instruction
Expectations
Core Resources
Students can consistently and
 HSP 9.1 Hands On: Model
independently add and subtract mixed
Addition of Mixed Numbers
numbers by…
 HSP 9. 2 Hands On: Model
 Using manipulatives and visual
Subtraction of Mixed Numbers
models to find common
 CA 30 Add and Subtract
denominators.
Mixed Numbers
 Numerically manipulating fractions to
 HSP 9.4 Subtraction with
write equivalent fractions with
Renaming
common denominators.
 Solving word problems and
communicating reasoning.
Students can consistently and
 CA 31 Problem Solving –
independently solve addition and
Practice Addition and
subtraction word problems by…
Subtraction
 Making sense of fractional quantities.
 Good Questions for Math
Teaching See p. 28 (#4).
 Using the strategy Working
Backwards
 Reading to understand, plan, solve,
and check (UPS).
 Communicating reasoning.
 Estimating answers mentally to see if
they make sense.
Unit Assessment
LONG BEACH UNIFIED SCHOOL DISTRICT
6







Supplemental Resources
HSP Reteach R30 Add and
Subtract Mixed Numbers
Good Questions for Math
Teaching, See p. 28 (#5)
HSP Enrich 9.2 Subtract Mixed
Numbers
Quiz: Addition and Subtraction
of Fractions with Mixed
Numbers (LBUSD Intranet,
Instructional Tools, Gr. 5 –
Quizzes)
See About the Math and RtIReteach Tier 1 in the Common
Core Teacher’s Edition, p.
CC121A-CC121B
HSP Reteach R31 Problem
Solving – Practice Addition and
Subtraction
Extension Menu – Gr. 5 Unit 3
(LBUSD Intranet, Instructional
Tools, Gr. 5 – Extension Menu)
Posted 10/15/14
9
Grade 5
Classroom Challenge
A Formative Assessment Lesson
Fractions – Addition and Subtraction
Monthly Rainfall
10
Long Beach Unified School District
Chris Steinhauser, Superintendent
Classroom Challenges
Mathematics
Grade 5
Prepared by
Kimberlee Boggs
Debbie Briand
Lisa Dougan
Kathy Lyttle
Anne Oberjuerge
Eduardo Rendon
Michelle Torres
Erin Wilson
Under the Supervision of
Becky Afghani
Math Curriculum Leader
Published By
Office of Curriculum, Instruction & Professional Development
2013
11
Session 1
Instructional Prerequisites
 Teach approximately two
thirds of the lessons
suggested on the pacing
chart for this unit.
Session 3
 Looking at Sample
Student Responses
 Closure
(Math Performance
Task Reflection)
 Introduction (Teacher)
 Independent Task (Student)
Session 2
 Collaborative Small Group
Work
 Whole Group Discussion
Additional Resources
For Differentiation:
 Reteach Activities
 Advanced Learners
Activities
12
Teacher Guide
Grade 5 Lesson: Monthly Rainfall
Introduction
This Classroom Challenge has been modeled after the secondary level lessons created by
the Mathematics Assessment Project, University of Nottingham and UC Berkeley. In their
booklet, A Brief Guide for teachers and administrators April 2013, they state “A Classroom
Challenge (CC) is a classroom-ready lesson that supports formative assessment. The CC
helps teachers assess and improve students’ understanding of mathematical concepts and
skills and their ability to use the ‘mathematical practices’ described in the Common Core
State Standards.”
This formative assessment lesson “first allows students to demonstrate their prior
understandings and abilities in employing the mathematical practices, and then involves
students in resolving their own difficulties and misconceptions through structured discussion.
This results in more secure long-term learning, reducing the need for re-teaching that
otherwise takes so much classroom time.”
Instructional Prerequisites (These are met after approximately 2/3 of the unit has been
taught.)
 Students are able to find equivalent fractions
 Students are able to build fractions from unit fractions by applying and extending
previous understandings of operations on whole numbers.
Common Core State Standards for Mathematics
5.NF.1
Add and subtract fractions with unlike denominators (including mixed numbers)
by replacing given fractions with equivalent fractions in such a way as to
produce an equivalent sum or difference of fractions with like denominators.
5.NF.2
Solve word problems involving addition and subtraction of fractions referring to
the same whole including cases of unlike denominators, e.g., by using visual
fraction models or equations to represent the problem. Use benchmark fractions
and number sense of fraction to estimate mentally and assess the
reasonableness of answers.
Standards for Mathematical Practices for this lesson:
MP1: Make sense of problems and persevere in solving them.
MP3: Construct viable arguments and critique the reasoning of others.
MP4: Model with mathematics.
Materials required
 Each individual student will need a copy of the task “Monthly Rainfall”.
 Each small group of students will need an additional blank copy of the task printed and
a piece of poster paper, on which they will compile the group responses.
 Each individual student will need a copy of the Math Performance Task Reflection.
 Manipulatives should be available such as graph paper, number lines, and fraction
pieces.
Time Needed
 The suggested lesson will take approximately 3 math sessions. Exact timings will
depend on your class.
Monthly Rainfall– Gr. 5 -- MAP²D 2013
1
13
Suggested Lesson Outline for Task Title – Grade 5
The suggested lesson will take approximately three math sessions.
Objective:
Students will be able to add and subtract fractions with unlike denominators.
Introduction: (Vocabulary reference support, approximately 10 minutes)
 Refer to Unit Word Wall or create a class Circle Map for “Adding and Subtracting
Fractions” that should be displayed during task. Say, “Today you will use what you’ve
learned about adding and subtracting fractions to solve word problems.”
Independent Task: (No teacher assistance, approximately 20 minutes)
 Give each student a copy of the “Monthly Rainfall” task. Say, “Read through the
questions and try to answer them as carefully as you can. Show how you work out
each answer. Don’t worry if you cannot understand or complete everything. In the next
lesson you will do further work on this task.” Collect and read students’ responses to
make notes about their current levels of understanding and their different solution
strategies. .” Do not score them; collect and read students’ responses to make notes
about their current levels of understanding and their different solution strategies.
Collaborative Small-Group Work: (approximately 10 minutes)
 Organize students into groups of three to four. Give out a large piece of paper for
making a poster of their solutions and a copy of the task for reference. Say,
“I want you to work in groups now. Your task is to produce a product/document that
reflects your groups’ discussion during consensus using math vocabulary/language. In
your groups, work on one problem at a time. Take turns to explain your method for
solving the problem. (Students may use whiteboards to explain their thinking.) Listen
carefully to each other. If you have more than one way of solving the problem, decide
as a group which method you prefer. Write your solution on the poster. Before you
move on to the next problem, make sure every person in your group understands and
can explain the group’s method.”
 The teacher walks the room and uses “Suggested Prompts for Common Issues During
Group Discussion” to support student problem solving. (You can cut out the table
included to use for reference as you walk the room.) Ask questions that help students
clarify their thinking. If the whole class is struggling on the same issue, write relevant
questions on the board and hold an interim discussion. Note different student
approaches to the task so you can use this information to focus a whole class
discussion towards the end of the lesson. Teacher might also note the group dynamics
such as the flow of conversation between members.
Whole Class Discussion: (approximately 10 minutes)
 Select students with unique, correct, or incorrect solutions to present their work to the
class. Ask students to compare the different solution methods. Say, “Which approach
did you like best? Why?” As necessary, teacher gives further explanations on how
students can use precise language/vocabulary to explain their mathematical
reasoning.
Looking at Student Responses (approximately 40 minutes, Day 2)
 See the attached document for discussion question samples.
Closure: (approximately 10 minutes, Day 2)
 Ask students to read through their original responses to the task and then fill out the
“Math Performance Task Reflection”. Teacher and/or student(s) models an advanced
proficient Task Reflection.
Monthly Rainfall– Gr. 5 -- MAP²D 2013
2
14
Name ________________________
Date _______________
Monthly Rainfall
The water department records the monthly rainfall. In September,
7
1
there was a total of inch of rain. This was
inch more than the rain that
8
4
fell in August.
1. How much rain fell in August?
In the space below, write an equation and draw a picture to show your work.
1
inch less than the rainfall in August.
2
What was the amount of rainfall in July?
2. The rainfall in July was
In the space below, write an equation and draw a picture to show your work.
Use math vocabulary to explain your reasoning.
Monthly Rainfall– Gr. 5 -- MAP²D 2013
3
15
Nombre ________________________
Fecha _______________
La precipitación mensual
El departamento de agua registra la precipitación mensual. En el mes de
7
1
de pulgada más de
septiembre, cayó un total de pulgadas de lluvia. Esto fue
8
4
lluvia que cayó en el mes de agosto.
1. ¿Cuánta lluvia cayó el mes de agosto?
En el siguiente espacio, escribe una ecuación y haz un dibujo para mostrar tu trabajo.
1
pulgada menos que la lluvia en agosto. ¿Cuál fue la cantidad
2
de lluvia que cayó en el mes de Julio?
2. La lluvia en Julio fue
En el siguiente espacio, escribe una ecuación y haz un dibujo para mostrar tu trabajo.
Usa vocabulario matemático para explicar tu razonamiento.
Monthly Rainfall– Gr. 5 -- MAP²D 2013
4
16
Solutions
Performance Task: Students will be able to add and subtract fractions with unlike denominators
and draw a visual fraction model to explain the work.
Part 1
5
of an inch of rain fell. Write an equation and draw a picture (such as a rain gauge,
8
number line, or fraction model) to show the strategy “work backwards” to solve the problem.
Part 2
1
of an inch of rain fell. Write an equation and/or draw a picture such as a rain gauge,
In July,
8
number line, or fraction model to compare the two fractions.
In August,
There was less rain in August than in September so I subtracted
1
7
from . Since I got the answer
4
8
5
1
for the rainfall in August, I subtracted
to get the rainfall for July.
8
2
------------------------------------------------------------------------------------------------------Suggested Prompts for Common Issues During Group Discussion
Common Issues:
Suggested Questions and Prompts
Group has difficulty getting started
□ What do you know?
□ What do you need to find out?
□ Reread the problem and underline
key information.
Group makes an incorrect
□ How can you explain this problem
interpretation of the constraints
in your own words?
□ What directions do you have to
follow?
Group presents work poorly
□ Would someone unfamiliar with
your type of solution easily
understand your work?
□ Have you explained how you
arrived at your answer?
Group produces a correct solution.
□ Can you now use a different
(Group needs an extension task.)
method? Which method do you
prefer? Why?
Monthly Rainfall– Gr. 5 -- MAP²D 2013
5
17
Rules for Math Talk
 Every student must listen respectfully
to what others say.
 Every student must speak so that
others can hear what is said.
 Every student will participate by
speaking out at some point.
Monthly Rainfall– Gr. 5 -- MAP²D 2013
6
18
Looking at Sample Student Responses
Purpose: The purpose of this activity is to give students additional opportunities to explain
mathematical reasoning with oral and written language and to evaluate a variety of
possible approaches to the problems.
Standard for Mathematical Practice:
Construct viable arguments and critique the reasoning of others
Materials Required:
 See the following three pages of sample responses.
 Copy the “Possible Discussion Questions” found below onto chart paper or onto the
class whiteboard to be displayed and used when discussing student work samples.
Input:
Say, “Today we are going to look at some different student responses to the
problems.” The teacher will “think out loud” as she/he critiques the sample student
response. For example, the teacher might say, “I like how ____ organized her
work by drawing a picture and writing an equation. I’m not sure what the student
meant when….I think the work might be better if….”
Structured Guided Practice:
The teacher leads students through a discussion of a different page of sample
student responses using active participation strategies such as “tell your neighbor
what you like about the student response.”
Small Group Discussion:
Students discuss or write a written response to one of the sample student
responses that has not been previously discussed.
Possible Discussion Questions
 What approach was used?
 How has the student organized the work?
 What mistakes have been made?
 What isn’t clear?
 What questions do you want to ask this student?
 In what ways might the work be improved?
Monthly Rainfall– Gr. 5 -- MAP²D 2013
7
19
Sample Response to Discuss: Elijah (Teacher Model)
Part 1:
The water department records the monthly rainfall. In September, there was a total of
7
inch
8
1
inch more than the rain that fell in August. How much rain fell in August?
4
In the space below, write an equation and draw a picture to show your work.
of rain. This was
Suggested Discussion Questions
 What approach was used?
 What mistakes have been made?
 In what ways might the work be improved?
Monthly Rainfall– Gr. 5 -- MAP²D 2013
8
20
Sample Response to Discuss: Patrick (Structured Guided Practice)
Part 1:
The water department records the monthly rainfall. In September, there was a total of
7
1
inch of rain. This was
inch more than the rain that fell in August. How much rain fell
8
4
in August? In the space below, write an equation and draw a picture to show your work.
Suggested Discussion Questions
 What mistakes have been made?
 What isn’t clear?
 In what ways might the work be improved?
Monthly Rainfall– Gr. 5 -- MAP²D 2013
9
21
Group Name ________________________________
Date _______________
Sample Response: Griselda
Part 1
The water department records the monthly rainfall. In September, there was a total of
7
1
inch of rain. This was
inch more than the rain that fell in August. How much rain fell in
8
4
August? In the space below, write an equation and draw a picture to show your work.
Discussion Questions
How might the work be improved?
What approach was used?
Monthly Rainfall– Gr. 5 -- MAP²D 2013
10
22
Sample Comments that might be made about student work for teacher reference:
Part 1:
7
The water department records the monthly rainfall. In September, there was a total of inch of
8
1
rain. This was
inch more than the rain that fell in August. How much rain fell in August?
4
In the space below, write an equation and draw a picture to show your work.
Elijah
Patrick
Griselda
Elijah answered the problem
correctly. His drawing is not
helpful in understanding the
subtraction. He needed to draw
the seven-eighths model and
then cross out two eighths or
draw the model of fourths
correctly under the eighths to
show that two eighths are equal
to one fourth. The equation
1 2
should show × instead of
4 2
1
× 2. It wasn’t necessary to
4
show multiplication to create a
7
new fraction for .
8
Patrick solved the problem
correctly. He could improve
the drawing by labeling the
5
as his answer or difference
8
between the two fraction bars.
He could improve the math
problem by writing equal
signs next to the original
fractions to show how he
created equivalent fractions
with common denominators.
Griselda’s written
explanation uses math
vocabulary and explains her
steps well. Her answer of
5
for August is correct. She
8
needs to add an equation to
problem #1. She could
improve her work by
showing that the 5 eighths
fit exactly under the
1
difference between
and
4
seven eighths.
Part 2:
1
inch less than the rainfall in August. What was the amount of rainfall
2
in July? In the space below, write an equation and draw a picture to show your work.
Griselda
Elijah
Patrick
The rainfall in July was
The answer is correct but the
drawing is incorrect. He is able to
do the work but not represent the
work in a drawing. The fraction
model seems to show five
eighths and two eighths. He
could have drawn the first circle
fraction model and then crossed
out one half of the shaded model.
Monthly Rainfall– Gr. 5 -- MAP²D 2013
Patrick misinterpreted the
word problem. He did not
make the correct connection
between part one and part
two. His drawing does not
help him to understand the
problem. His equation is
correct but it does not match
the word problem.
Griselda’s written
explanation uses math
vocabulary and explains her
steps well. Her answer of
1
for July is correct. She
8
needs to add an equation to
problem #2.
11
23
Math Performance Task Reflection
Mathematician’s Name _____________________________
Title of Activity
________________________________________________________________
Look at your original solution. Make improvements to your work.
Explain what you changed in the work.
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
Why did you make the change?
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
Bonus: If you have time, show a different way to solve this problem on the back of the page.
Monthly Rainfall– Gr. 5 -- MAP²D 2013
12
24
Reflexión: Tarea de rendimiento matemático
Nombre del
matemático________________________________________________________
Título de la actividad
___________________________________________________________
Mira tu solución original. Mejora tu trabajo.
Explica lo que cambiaste en el trabajo.
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
¿Por qué hiciste el cambio?
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
Extra: Si tienes tiempo muestra otra forma de resover este problema en la parte posterior de
esta página.
Monthly Rainfall– Gr. 5 -- MAP²D 2013
13
25
Additional Resources:
The following indicated page numbers/resources from Harcourt School Publishers (HSP)
could be used for differentiation.
The class might be arranged into two groups of students. The teacher could work with one
group while the other group works independently on an appropriate activity.
Differentiation:
Reteach Activities
Advanced Learners Activities
HSP Teacher Edition, Vol. 2
Problem Solving 8.2
Page 200A Investigate the Lesson Concept
HSP Teacher’s Edition, Vol. 2
Problem Solving 8.5
Reteach Activity
HSP student book page 213
HSP student book page 215
Practice Game – “What’s the Difference?”
“Egyptian Unit Fractions” Activity
Group Work Reflection Page:
---------------------------------------------------------------------------------------------------------------------------Group Names: __________________
How Did You Work?
Complete the sentence that applies to your work.
Our group work was similar to ______________ sample response because …
Our solution is different from all the sample responses because …
We prefer our solution/the sample response solution (circle one) because …
Monthly Rainfall– Gr. 5 -- MAP²D 2013
14
26
Nombres del grupo: __________________
¿Cómo trabajaron?
Completa la oración que aplica a su trabajo.
El trabajo de nuestro grupo fue similar a la muestra de ______________porque…
Nuestra solución es diferente a todas las soluciones de las muestras porque…
Preferimos nuestra solución/la solución de la muestra (circulen uno) porque …
Monthly Rainfall– Gr. 5 -- MAP²D 2013
15
27
ANSWER
KEY
Grade 5 Unit Assessment
Unit 3: Addition and Subtraction of Fractions
1.
3.
Find the sum.
3 1
 
8 4
You can use benchmarks to find
reasonable estimates by rounding
1
fractions to 0, , or 1 before
2
performing the operation.
1
2
0 (You may draw on the fraction model
to help find the sum.)
1 5 1
 is about ____
12 9
Circle one: 0
Answer:
5
8
1
+ 1 point
_____________________________
+ 1 point
4.
______________________________
2.
1
2
Select two fractions that can be
rewritten with a denominator of 18.
What is the difference?
2 2
 
3 5
4
Answer:
15
+ 1 point

1
3

3
4

5
6

2
5

1
8
+ 1 point
______________________________
2014-2015
Page 1
Student selects only the
two correct fractions.
____________________________
LBUSD
Copyright, Long Beach Unified School District. All rights reserved. Reproduction of all or portions of this work is prohibited without the
express written permission from the Long Beach Unified School District.
Posted 10/15/14
28
LBUSD Math 5 Unit Assessment – Unit 3: Addition and Subtraction of Fractions
5.
Emma has some money. She spends
2
of her money on clothes. She
3
spends some more money on school
supplies. Which number is a reaonable
choice for the fraction of Emma’s total
money that she spends on clothes and
school supplies?
7.
Find the sum.
1 1
3 1 
2 5
Answer: 4
A
1
2
B
1
4
C
D
+ 1 point
______________________________
8. Leo solved the following problem:
3
2
3
4
3
3
common denominator for rewriting 2
Which of the following could be Leo’s
next step?
1
4
1
?
10
Mark all that apply by shading in the
circle(s).
 10
and 3
A
3
3
1
2
4
4
B
3
10
9
2
12
12
C
2
19
10
2
12
12
D
2
21 10
2
12
12
 12
20
 40
+ 1 point
9
10
2

12
12
Step 2:
Which numbers could be used as a

3
5
2 
4
6
Step 1:
+ 1 point
______________________________
6.
7
10
Student selects only the
two correct denominators.
+ 1 point
______________________________
2014-2015
Page 2
____________________________
LBUSD
Copyright, Long Beach Unified School District. All rights reserved. Reproduction of all or portions of this work is prohibited without the
express written permission from the Long Beach Unified School District.
Posted 10/15/14
29
LBUSD Math 5 Unit Assessment – Unit 3: Addition and Subtraction of Fractions
9.
(2 points)
10. (2 points)
Mrs. O makes a snack mix using the
recipe below.
3
Lucy walked her dog
of a mile
5
before school. After school she
1
walked the dog
of a mile.
10
Lucy claims that she walked
Mrs. O’s Snack Mix
4
of a
15
mile altogether.
Use what you know about addition of
fractions to explain why Lucy’s answer
is incorrect.
Sample response: Lucy did not find
common denominators. She added the
denominators together.
3
cup cereal
4
1
cup peanuts
4
1
cup chocolate candies
4
1
cup raisins
8
How much snack mix will this recipe
make?
3
Answer: 1 cups
8
+ 1 point
+ 1 point for reasonable explanation
If Mr. O came home and ate a half cup
of the snack mix, how much of the mix
would be left?
Solve the problem correctly in the
space below.
Answer:
Answer:
7
mi
10
7
cups
8
+ 1 point
+ 1 point
Total = 2 points
______________________________
______________________________
2014-2015
Page 3
LBUSD
Copyright, Long Beach Unified School District. All rights reserved. Reproduction of all or portions of this work is prohibited without the
express written permission from the Long Beach Unified School District.
Posted 10/15/14
30
LBUSD Math 5 Unit Assessment – Unit 3: Addition and Subtraction of Fractions
Achievement Reporting Category
Item Numbers
Problem Solving and Modeling
5, 10
Communicating Reasoning
9
Concepts and Procedures
5.NF.A Use equivalent fractions as a strategy to add and
subtract fractions.
1 – 10
Key: [m]= major clusters; [s] = supporting clusters; [a] = additional clusters
[m]
Achievement Level Criteria
Level 1
Level 2
Level 3
Level 4
Minimal Application
Approaching Mastery
Consistent Mastery
Partial Application
of the
of the
of the
of the
Grade Level Standard Grade Level Standard Grade Level Standard Grade Level Standard
Less than 55%
55 – 69%
70 – 84%
85 – 100%
<6 correct
6
7–8
9 – 10
2014-2015
Page 4
LBUSD
Copyright, Long Beach Unified School District. All rights reserved. Reproduction of all or portions of this work is prohibited without the
express written permission from the Long Beach Unified School District.
Posted 10/15/14
31
LBUSD Math in Common Grant 2013‐2018 Year 1 Year 2 Year 3 Year 4 Year 5 2013‐14 2014‐15
2015‐16 2016‐17
2017‐18
K‐Geo aligned fully to K‐Geo fully aligned to CCSS‐M CCSS‐M Scope & sequence Scope & sequence 5‐8 Units/year 5‐8 Units/year FALs FALs Unit Assessments Unit Assessments ½ day training 3 x per Full day training 3 x per Teacher year for every K‐8 year for every K‐8 Professional teacher teacher Development Stipend or sub cost Stipend or sub cost Manipulatives and Manipulatives and teacher resources teacher resources Bridge materials/texts Bridge materials/texts Instructional Materials 12 teachers selected (4 in each grade band of K‐2, 3‐
Common Core 5 & 6‐8) Demonstration and Development Team Provide $1,000 stipend x 10 QW per year 1st year provided with: LCD, doc cam, camcorder, (CCDDT) external HD, MacBook Pro, SD cards, tripod, 2nd year provided with: iPad Air, microphones Each team member creates  3 videos/year CMC South or NCTM San Diego PD or CCDDT NCTM Regional CMC South or Conferences/PD NCTM National No additional coaches Hire 3 coaches to reach Math Office On site coaching, 3 one per grade level Coaches/ elementary and 6 On site coaching as Coaching middle schools requested MacBook Pro iPad Air Math Office 4 camcorders w/ tripods Microphones Technology and SD cards Additional coaches’ External HD each desktops Office printers Super drive CMC, NCTM CMC, NCTM Math Office Kagan Conferences/PD CCSS‐M Implementation Curriculum Development K‐Alg 2 fully aligned to K‐Precalc fully aligned to CCSS‐M CCSS‐M Scope & sequence Scope & sequence 5‐8 Units/year 5‐8 Units/year FALs FALs Unit Assessments Unit Assessments After school support Full day training 3 x per sessions (optional) year for every K‐8 teacher Stipend or sub cost Manipulatives and teacher resources New textbooks None (not grant funded) 12 teachers selected (4 in each grade band of K‐2, 3‐
5 & 6‐8) Provide $1,000 stipend x 10 QW per year K‐Precalc fully aligned to CCSS‐M Scope & sequence 5‐8 Units/year FALs Unit Assessments After school support sessions (optional) CMC South or NCTM Regional NCTM PD or CMC South or NCTM National On‐site coaching 6 elementary and 6 middle schools None TBA TBA TBA CMC, NCTM CMC, NCTM CMC, NCTM On‐site coaching as requested None None On‐site coaching 6 elementary and 6 middle schools 32
R
RESEARC
CH
C
Commo
on Core Costs: Examini
E
ing Caliifornia'ss Five L
Largest
S
School Districts
D
s
SState Budgett Solutions | by
b Hannah Oh
O | Septem
mber 16, 20144
E
Executive Su
ummary
T
There seems to be an end
dless amoun
nt of controveersy
ssurrounding the Common
n Core, the new
n K-12 ed
ducation
sstandards ado
opted by thee vast majoriity of states. Vocal
ssupporters an
nd critics aree not hard to find. This report suggessts
tthat there is another
a
poin
nt of contentiion to consid
der: the costss
oof the techno
ology upgrad
des required to implemen
nt Common
C
Core.
S
State and loccal governmeents have alrready strugg
gled with the
bbest ways to incorporate and afford tablets,
t
lapto
ops, and otheer
nnecessary co
omputing dev
vices, not to mention traiining staff annd securing the devices from abuse by
eenterprising students who just want to
t surf the In
nternet durinng class. Caliifornia's fivee largest schoool
ddistricts, Loss Angeles, Saan Diego, Lo
ong Beach, Fresno,
F
and Elk Grove, hhave taken ddifferent rouutes to
rreach full tecchnological implementat
i
tion, and eacch has dealt w
with its ownn set of challenges.
T
This report iss a case stud
dy conducted
d by outside observers, uusing all pubblicly availabble data on hhow the
ffive districts have thus faar obtained, spent, or oth
herwise earm
marked spendding on techhnology withh the goal
oof meeting th
he Common Core requirrements. Thee report also considers soome potentiaal solutions aand
uurges a renew
wed discussiion on the fisscal implicattions of the C
Common Coore.
T
The Nationa
al Common Core Comm
motion
T
The Common Core Statee Standards (CCSS),
(
oncce heralded aas the "the neext big thingg" in educatiion
rreform, has triggered
t
maassive publicc debates and
d legislative clashes duriing the past yyear. In Junee of
22010, 45 stattes and the District
D
of Co
olumbia acceepted the new
w standards immediatelyy after their
introduction.. The Obamaa administrattion's "Race to the Top" program, w
which distribuuted $4.35 bbillion
aamong statess that embracced "commo
on standards"" for "collegge and careerr readiness," provided ann
incentive to states
s
by aw
warding extraa points to th
hose that pleddged to adoppt the CCSS by August 22, 2010.
33
1
A
After states formally
f
ado
opted the CC
CSS, the U.S. Departmennt of Educatiion granted $$330 millionn for two
m
multi-state co
onsortiums to
t devise new
w assessmen
nts.
T
The seeming
gly bright futture of this bipartisan
b
ed
ducation refoorm quickly ddissolved in the last yearr.
C
Citizens, parrents, and ed
ducators, con
ncerned that states adoptiing the CCS
SS will relinqquish local ccontrol
oover public schools,
s
havee called on state
s
legislato
ors to reversse course. Inn March 20144, Indiana beecame
tthe first statee to drop the CCSS, open
ning the floo
odgates for oother states too follow suitt. Since thenn, South
C
Carolina and
d Oklahoma also withdreew from the CCSS, citingg federal ovverreach and loss of locall control
aas reasons fo
or removal. Several
S
otherr states, inclu
uding Louis iana, Ohio, U
Utah, and W
Wisconsin, arre
ccurrently em
mbroiled in po
olitical and legal
l
battles over the stanndards for m
many of the ssame reasons.
M
Missing Cosst Factor
T
The rationalee behind form
ming two mu
ulti-state con
nsortiums w
was to encourrage states too work togetther to
pproduce currriculum, asseessments, an
nd profession
nal developm
ment tools, pproviding an open sourcee of
m
materials thaat would allo
ow states to benefit
b
from
m economies of scale. Whhether this coollaborative model
ssucceeded in
n reducing co
osts still rem
mains unclearr, but it is appparent that, despite any money saveed, the
rrequirement for all Comm
mon Core teests to be com
mpleted onliine makes thhem substanttially more eexpensive
tto administerr than using paper-and-p
pencil. Cost projections
p
tthat include technology expenses, suuch as
tthe purchase of new com
mputers and expanding
e
brroadband Innternet conneectivity, are ddifficult to m
measure
oon a nationall, or even staatewide, leveel since techn
nology needds vary distriict by districct. Experts seee
ttechnology posing
p
a sign
nificant challlenge in imp
plementing thhe CCSS forr most districcts, especially after a
ffive-year reccession that created
c
deep cuts in educcation.
F
For schools that
t are not technologica
t
ally equipped
d to adminisster computeer-based testss for their stuudents,
ccosts for Com
mmon Core have skyroccketed. Becau
use federal ffunding is onnly given to the consortiiums for
ccurriculum and
a testing deevelopment purposes, it is up to statte governmennts and local school disttricts to
ffund this massive techno
ological overrhaul. For caash-strapped districts, meeeting the m
minimum techhnology
rrequirementss for the CCS
SS exams is difficult.
C
Case Study:: Common Core
C
Costs in
i Californiia
C
California haas experienced technolog
gy cost overrruns in
m
many of its school
s
districcts, despite its
i enormouss state
bbudget. Unlik
ke most states, Californiia has an unu
usually
llarge amountt of money to
t back the CCSS
C
rolloutt, as a
rresult of Prop
position 30, which impo
osed a seven--year
ttax hike to raaise educatio
on funding sttarting in 20
012.
IIn the 2013-2
2014 state bu
udget, the California
llegislature alllocated $1.2
25 billion-ap
pproximately
y $200
pper student-in one-time state
s
funding
g to implemeent the
C
CCSS acrosss every distriict in the statte. The law
m
mandated thaat these fund
ds could only
y be spent on
n three categgories: profeessional deveelopment,
instructional materials, and
a technology integratio
on. The statee allocation oof $1.25 billlion was for a twoyyear period, and it was deemed
d
adequate to fund
d the program
m's implemenntation within the given
ttimeframe.
34
2
A
After receiviing state fund
ds, leaders of
o Californiaa school distrricts decidedd where to m
make their
investments. Rich DuVarney, superin
ntendent of Lassen
L
Counnty schools, commentedd, "Most of oour
sschools are limping along from a tecchnical stand
dpoint. Tech is where thee majority off our money is
ggoing." With
h field tests scheduled
s
fo
or March 201
14, districts nneeded to quuickly preparre for the onnline
aassessments. "Most of ou
ur schools do
on't have wirreless technoology," he saaid. "We donn't have enouugh
bbandwidth in
n remote areaas. If this is one-time mo
oney, we neeed to spend iit on what's important."
E
Even with fin
nancial supp
port from thee state, distriicts still founnd themselvees underfundded and unprrepared
ffor the onlinee assessments. Accordin
ng to the California Depaartment of E
Education's (C
CDE) 2013
T
Technology Preparednesss Survey, on
nly two-third
ds of school districts saidd they were confident too
aadminister co
omputer-bassed testing; 26%
2
were so
omewhat connfident; and the remaininng 8% were not
cconfident. Many
M
survey respondents
r
reported a critical
c
need of headphonnes, laptops,, and tablets,, along
w
with other technological equipment.
IIn response, the Californ
nia legislaturre appropriatted an additioonal $427.2 million for funding the CCSS in
tthe 2014-201
15 budget, with
w $400.5 million
m
going
g to school ddistricts in reeimbursemennts and $26.7
m
million going
g to the K-12
2 High Speeed Network for
f technicall support. Thhe amount off state fundinng for
C
Common Co
ore in Califorrnia now totaals $1.68 billlion, exceedding the CDE
E's initial cost estimates that
rrange betweeen $1.36 billlion and $1.5
56 billion.
L
Leaders in th
he Golden Sttate face seriious funding
g challenges as school diistricts still sstruggle to m
meet
C
CCSS techno
ology requirements. We looked at California's fiive largest scchool districcts, examininng how
eeach district used its state money and
d whether th
he funds weree sufficient ffor CCSS im
mplementatioon. We
ffound that alll five schooll districts laccked adequaate CCSS funnding for new
w technologgy purchases for the
22013-2014 scchool year. Each
E
districtt dealt with the
t funding ddeficiency ddifferently-soome more
ssuccessfully than others.
D
District Sum
mmaries
11. Los Angeles Unified School Disttrict
T
The Los Ang
geles Unified
d School Disstrict (LAUS
SD), the larggest
ppublic schoo
ol system in California
C
an
nd second laargest in the
U
United Statess, received $113
$
million
n in state funding for the
C
CCSS, comp
prising aboutt 10% of Callifornia's original $1.25
bbillion allocaation. Accord
ding to LAU
USD's CCSS approved
bbudget, the majority
m
of th
he state fund
ds were splitt almost equaally
bbetween buy
ying professional develop
pment and in
nstructional
m
materials, wiith only 1%, approximattely $510,000, going to
""technical su
upport" and iPad
i
purchasses for certiffied staff.
S
Shortly afterr the district adopted the standards, LAUSD
L
S
Superintendeent John Deaasy announced his ambittious plan too get iPads inn the hands oof every studdent in
tthe district by
y the 2014-2
2015 school year. The prrogram is esttimated to coost over $1 bbillion. The Los
A
Angeles Timees reported that
t each iPaad costs $768
8, with the ppre-loaded innstructional ssoftware, inccluding
P
Pearson Com
mmon Core System
S
of Co
ourses, iWorrk, and otherr third-partyy applicationns.
S
Since the staate could not fund such an
a expensivee project, thee seven-mem
mber LAUSD
D Board of E
Education
uunanimously
y decided to use $50 milllion in voterr-approved bbonds for Phaase 1 of the Common Coore
35
3
T
Technology Project, prov
viding studeents in 47 sch
hools with iP
Pads. In Januuary 2014, thhe Board appproved
aan additionall $114 millio
on in voter-aapproved bon
nds for Phasse 2 of the pllan, with thee goal of equuipping
338 more scho
ools. Howev
ver, due to co
omplicationss and criticissm, the projeect has now bbeen stalled. To
ddate, the disttrict has deplloyed iPads to only 52 scchools, less than 1% of tthe LAUSD school systeem.
A
Almost immediately afteer the first iP
Pads were giv
ven out in Phhase 1, schoools experiennced a multittude of
pproblems: stu
udents easily
y breached th
he tablets' firewall to surrf prohibitedd websites; oover 70 iPads were
m
missing or sttolen; and th
here was confusion over who
w was acccountable foor damaged oor broken deevices. In
rresponse, thee district ban
nned studentss from takin
ng the devicees home and used $20 m
million in bonnd money
tto purchase lock-up
l
cartss, security taags for GPS tracking,
t
andd extra stafff to distributee and managge the
ddevices.
T
The Board's decision to use
u voter-approved bond
ds for the iPaad program hhas incited ppublic backlaash, as
vvoters had ap
pproved the bonds to fun
nd public sch
hool construuction. The bbonds were m
meant to "buuy
pproperty, buiild schools, [and]
[
equip schools with
h lasting equuipment." Tw
wo main queestions have arisen
w
with this fun
nding strategy
y. The first is
i a legal queestion of whhether the disstrict can usee public schoool
cconstruction bonds for po
ortable techn
nology, whicch some havve argued is nnot part of a school's
infrastructuree, as it is norrmally underrstood. Seco
ond, there is a financial qquestion of w
whether citizzens
sshould have to pay for th
he iPads thro
ough the bon
nds, which arre funded thrrough an inccrease in prooperty
ttaxes over a 25-year periiod, when the devices aree likely to bee obsolete inn two to threee years.
O
On top of vo
oter frustratio
on over the administratio
a
on's lack of aaccountabilitty and its coontroversial uuse of
ppublic bondss, internal criitics have deenounced thee iPad prograam as well: m
many educaators believe the
m
money shoulld be spent restoring som
me of the cutts that schools and teachers have faced over the ppast
sseveral yearss. The districct has laid offf art teacherrs, increasedd class sizes, and deferredd critical reppairs
bbecause the new
n revenuee was earmarrked for iPad
ds.
T
The iPad con
ntroversy fin
nally reached
d a tipping po
oint in late A
August, wheen Monica R
Ratliff, a mem
mber of
tthe LAUSD board, released a 118-paage report th
hat scrutinizeed the prograam's biddingg process andd
S
Superintendeent Deasy's ownership
o
of Apple stocck. Past emaiils showed nnumerous coontacts betweeen
D
Deasy, key members
m
of his
h staff, and
d Apple's corrporate execcutives. On A
August 25, D
Deasy sent a memo
tto the Board of Education to formally
y suspend th
he district's ccontract withh Apple and call for a neew
R
Request for Proposals
P
fo
or the future phases
p
of the Common C
Core Technoology Projecct. "We lookk forward
tto refining ou
ur processess and ultimattely achieve our vision too equip everry one of ourr students wiith a
ppersonal com
mputing deviice," he wrotte.
F
For LAUSD, the financiaal cost of fullly implemen
nting the CC
CSS curricullum, along w
with purchasiing and
m
managing alll of the necessary techno
ology, is likeely to balloonn into the biillions while schools struuggle to
sstay afloat.
36
4
22. San Diego
o Unified Scchool Districct
T
The San Diego Unified School
S
Distrrict (SDUSD
D) received
$$22.5 million
n in state fun
nding, spend
ding the majo
ority of the
m
money, $14.1 million, on
n professionaal developm
ment; $5.8
m
million on in
nstructional materials;
m
$1
1.7 million on
o technologgy;
aand just undeer $1 million
n on indirectt costs and un
nforeseen
eexpenses.
T
The district'ss top priority
y has been to
o prepare prin
ncipals and
tteachers to en
nsure successsful Commo
on Core imp
plementationn
in schools an
nd classroom
ms. Bea Fernandez, progrram manageer
ffor the paren
nt outreach an
nd education
n departmen
nt, recognizedd
tthat teachers were the on
nes who send
d information
n home to prrepare parennts and studeents for the nnew
C
CCSS assesssments. How
wever, Bill Frreeman, pressident of thee San Diego teacher's union, said thaat
S
SDUSD teacchers were allready adequ
uately trained
d and better prepared thaan those in oother districtts. His
m
main concern
n was wheth
her all studen
nts would haave access too technologyy and be keybboard-proficcient by
ttesting time.
T
The district allocated
a
onlly 7% of statte funds for technology iintegration, expecting thhe remainingg tab to
bbe picked up
p by Proposittion S (2008), a $2.1 billlion general obligation bbond measurre to repair, uupdate,
aand technolo
ogically equip San Diego
o schools. Ov
ver a five-yeear period, 220% of the diistrict's classsrooms
w
will receive new
n technology tools, in
ncluding an interactive
i
w
whiteboard, a classroom DVD playerr, and
ttablets for teachers and students.
s
So far, SDUSD
D has financeed 77,790 neetbooks for $$38.6 millionn and
221,507 iPadss for $9 milliion. Within a few years, the district hhopes to givve a computeer to every sttudent in
tthe district frrom the third
d grade on.
A
According to
o a May 2014
4 report releeased by the San Diego C
County Grannd Jury, the 77% of state ffunding
eearmarked fo
or technolog
gy is "insufficcient" to meet these techhnology needds and expliccitly warns aagainst
uusing school bond funds to buy conssumable deviices like iPaads and tableets. Instead oof buying a w
whole
nnew batch off computers for CCSS teesting, the Ju
ury recommeended that alll San Diegoo County schhool
ddistricts look
k into an alteernative, morre cost-effecctive solutionn called Nevverware, a poowerful softw
ware that
m
makes old co
omputers perrform as if th
hey are bran
nd new. Neveerware woulld allow schoools' existingg
ccomputer sysstems to serv
ve as testing terminals an
nd run Winddows 7, savinng districts m
millions of ddollars
tthat would have been speent on brand
d new, unneccessary technnology purchhases.
T
The decision
n to implemeent the Jury'ss recommend
dation has yeet to be madde, but Neverrware is an
innovative op
ption that alll San Diego schools, esp
pecially thosse that face bbudget constrraints, can uuse to
hhelp alleviatee technology
y costs.
37
5
33. Long Bea
ach Unified School District
R
Recognized as
a one of thee world's top
p 20 school systems
s
and
oone of the top three in th
he U.S., the Long
L
Beach Unified
S
School Distrrict (LBUSD
D) has been "one of the most
m
pprogressive school
s
districts statewidee" in prepariing for the
C
Common Co
ore. LBUSD received $16.4 million from
f
the statte,
aallocating $8
8.4 million fo
or instruction
nal materialss, $6 millionn
ffor technolog
gy, and $2 million
m
for prrofessional development
d
t.
W
While the staate's $16.4 million
m
has helped cover some costs,
tthe district prrimarily funded the CCS
SS through private
p
grantts
aand funding requests thaat started befo
fore state mo
oney for
C
Common Co
ore flowed in
nto the districct. LBUSD has
h been a leeader in trannsitioning to Common Core, and
it has been working
w
on im
mplementing
g the new staandards duriing these passt four yearss. In 2012, LB
BUSD,
aalong with Fresno Unifieed, had the distinction
d
off being the oonly two Callifornia school districts to receive
$$5 million grrants to impllement the CCSS
C
from th
he Bill and M
Melinda Gattes Foundation, the largeest
pprivate found
dation in thee world that heavily
h
invested in deveeloping the nnew standardds. The distriict
ssecured another $3 millio
on from the Gates Found
dation duringg that follow
wing year, ass well as $7.5 million
ffrom the S.D
D. Bechtel Jr.. Foundation
n. In August 2013, the O
Obama adminnistration graanted LBUS
SD and
sseven other California
C
scchool districtts waivers frrom No Chilld Left Behinnd (NCLB) tthat freed upp $6.8
m
million in fed
deral taxpay
yer dollars fo
or LBUSD to
o use with grreater flexibiility, defrayiing some of the
ddistrict's costts for Comm
mon Core.
L
LBUSD com
mmitted to prroviding all of
o its schools with wireless access, hhigh bandwidth, and upddated
ccomputing devices for CCSS
C
testing. To achievee greater wirreless access and bandwiidth, the disttrict used
ffunds from itts Measure K school bon
nd program, which raiseed $1.2 billioon in propertty taxes to buuild and
rrenovate schools. For com
mputing dev
vices, LBUS
SD chose nott to buy tableets for indiviidual studennts.
IInstead, the district
d
invessted $6 milliion in state teechnology fu
funding to innstall 109 new
w computer labs,
ggiving largerr schools two
o or three lab
bs. Director of Researchh Christopherr Lund explaained, "Basically,
L
Long Beach Unified decided to go with
w a pretty conservativee approach w
with the testiing. We chose to go
w
with the lab setting
s
becau
use it was a little safer, more
m
secure lab networkk." In additioon to the labss, one
L
Long Beach high school and three middle
m
schoolls will be givven tablet coomputers to experiment and see
w
what platform
m works besst. "We've beeen given a gift,"
g
said Suuperintendennt Christopher Steinhausser, "and
w
we owe it to taxpayers to
o spend it effficiently and
d effectively.."
A
According to
o its Technollogy Use Plaan for 2013-2
2016, LBUS
SD faced redductions in thhree categorries of
ffunding, Titlle II-D, ARA
AA, and EET
TT, which haas forced thee district to ffund its technnology program
tthrough the General
G
Fund and federaal e-Rate pro
ogram. Fundiing for netw
work developpment and otther
ddistrict-wide initiatives primarily
p
com
mes from thee General Fuund; whereaas, infrastructture developpment
38
6
aand network completion comes from
m the state an
nd local bondd revenues. T
The district stated that fuunding
ffor student computers "continues to be
b a site based decision," and thousaands of devicces are needded to
m
meet the CCSS mandate. LBUSD ex
xpects to ann
nually investt over $12 m
million in techhnology suppport and
$$2.9 million in obsolete technology
t
replacement
r
s. The Technnology Steerring Commiittee is lookinng for
oother potentiial funding sources for itts technology
y purchases..
44. Fresno Un
nified Schoo
ol District
A
After running
g a multi-miillion dollar deficit and facing
f
the
ppossibility off a state takeeover in 2005
5, the Fresno
o Unified
S
School Distrrict (FUSD) laid
l the grou
undwork for a more sounnd
ffinancial foo
oting and stab
bilized the district's
d
budg
get during
ttough econom
mic times. FUSD
F
received over $14 million from
m
tthe state to im
mplement th
he CCSS, witth the majorrity of the
$5.2 millionn
m
money, $7.8 million, goiing towards technology,
t
ffor professio
onal developm
ment, and $1
1 million forr instructionaal
m
materials.
F
Fresno work
ked with Miccrosoft and sp
pent the $7.8
8 million in
ttechnology funds
f
to purcchase 15,000
0 Asus Wind
dows 8.1 tabllets
ffor students in
i third throu
ugh eighth grades
g
as well as 11th. "W
We looked aat the Chrom
mebook, Anddroid
ttablets, and the
t iPad," Ch
hief Technollogy Officerr Kurt Maddeen explainedd. "But ultim
mately, due too
ssecurity, man
nagement, co
ost, and Com
mmon Core requirement
r
s, we felt a W
Windows 8.1 device wouuld
bbetter meet our
o needs acrross the boarrd." Since th
he district alrready runs a back-end W
Windows systtem with
M
Microsoft so
oftware, integ
grating the Asus
A
Window
ws 8.1 tabletts were a moore cost-effective option than
ppurchasing other
o
devicess like Chrom
mebooks, whiich are less eexpensive foor upfront coosts, but wouuld cost
m
more to instaall and manaage.
T
The toughestt technologiccal challengee FUSD facees is getting several thouusands of teaachers and sttudents
aadequately prepared
p
and accustomed
d to the new devices. Thee touch-screeen keyboardd features aree posing
a challenge to
t students. Madden
M
said
d that during this year's ppractice testss, he noticedd students "sttruggling
tto type four to
t five sentences using th
heir index fiinger." To adddress this concern, the ddistrict has ooffered
llast-minute keyboarding
k
classes to im
mprove studeents' typing skills. Whilee students haave made prrogress,
tteacher union
n leaders rem
main wary. "Having
"
masssive amountts of studentts taking testts on computters
w
when they do
on't have acccess to comp
puters all day
y, every dayy? Herding thhem into a rooom to a maachine
tthey're not faamiliar with?? I can't imag
gine it work
king, and thatt's bigger thaan Fresno U
Unified Schoool
D
District," said Rhonnie Tinsley,
T
execcutive directo
or of the Freesno Teacherrs Associatioon.
F
Fresno's apprroach to secu
ure additional money is similar to thhe one taken by LBUSD: it sent out
pproposals to the Gates Fo
oundation to
o request CC
CSS funding. The districtt received grrants from thhe Gates
F
Foundation twice
t
this yeear, in amoun
nts of $285,0
000 for profeessional devvelopment annd another $55 million
tto help impleement the staandards.
39
7
55. Elk Grovee Unified Scchool Distriict
L
Located in so
outhern Sacrramento Cou
unty, the Elk
k Grove Uniffied
S
School Distrrict (EGUSD
D) is the largeest school diistrict in
nnorthern California and the
t fifth larg
gest in the staate, serving
662,500 studeents. EGUSD
D received ap
pproximately
y $12.3 milllion
ffrom the statte to implem
ment the CCS
SS. Over 80%
% of this
ffunding, $10
0.3 million, is being spen
nt on technollogy. The
rremaining $2
2 million willl go towards professional
ddevelopmentt. EGUSD will
w not use sttate funding for
instructional materials.
T
The district divided
d
techn
nology expeenses into thrree categoriees:
$$2.3 million will be spen
nt on installin
ng wireless access
a
for
eevery classro
oom, $3 milllion on replaacing obsolette computerss, and $5 miillion on oveer 8,200
C
Chromebook
ks. Director of
o Technology Services Steve Mate reported thaat the districtt currently hhas about
33,000 compu
uters that aree over seven years old an
nd unreliablee for Commoon Core testiing.
T
The original timeline forr the district to install com
mputers wass 15 months.. The state reeduced the ddeadline
bby a year, ho
owever, requ
uiring that the district be ready for thhe 2014-20155 school yeaar. The shorteened
ttimeline gavee the Elk Grrove teaching
g less than a month afterr its initial puurchase of 2,000 Chrom
mebooks
tto prepare fo
or field tests that took plaace this past March. Thee district is innstalling 6,200 more
C
Chromebook
ks this year.
E
Even with Ellk Grove's laarge state fun
nd allocation
n, the districct is still not where it neeeds to be on the
ttechnology front.
f
Aside from
f
hosting
g the CCSS online
o
asses sments, the district's stafff and teacheers want
tto incorporatte the new teechnology pu
urchases to provide
p
moree online conntent in the cclassroom. D
Director
oof Curriculum
m and Professional Learrning at Elk Grove Annee Zeman saidd, "Focusingg on technoloogy has
hhelped, but itt doesn't mean we have more
m
money
y, it just meaans we have to cut it out from a diffeerent
pplace."
W
With none off the state fu
unding going
g towards insstructional m
materials, thee district is uusing federall money
tto buy its Co
ommon Coree-aligned tex
xtbooks and lesson
l
plans . The 2009 N
NCLB waiveer gave the ddistrict
fflexibility in using federaal money, alllowing the district
d
to dirrect every feederal dollar to supplemeent
C
CCSS implem
mentation.
40
8
Common Sense or Serious Confusion?
For California's five largest school districts, state funding has been insufficient for the full
implementation of the Common Core, and each district has used alternative strategies to finance the new
standards and computer-based assessments:





LAUSD is controversially using voter-approved public school construction bonds for a $1 billion
iPad program that would provide new iPads for every student in the district. The program has
been suspended due to concerns over costs and the bidding process.
SDUSD is using a $2.1 billion general obligation bond to buy brand new netbooks and iPads. A
Grand Jury recommended the district consider software called Neverware to revamp old
computers instead of buying new ones.
LBUSD is accumulating a variety of funding resources from private and government
organizations. The district is providing computer labs, rather than individual tablets for students.
FUSD is using state funds to purchase Asus Windows 8.1 tablets, and it has secured grant money
from the Gates Foundation to support other aspects of CCSS implementation.
EGUSD is using almost all of its state funds for technology, equipping schools with new
Chromebooks. The district is drawing from federal funds to finance instructional materials and
professional development needs.
The name of the Common Core State Standards suggests that it is a state-led initiative, but is it really the
state's burden to fund and manage its implementation? The answer is unclear. Aside from the state
simply lacking enough revenue to fund the enormous rollout, much of the problem also comes down to
how the CCSS is being implemented and confusion over where the financial burden lies.
Since the standards were first introduced, California school districts have rushed to meet the 2014-2015
school year deadline, but many school districts found it difficult to ensure the program's success within
the short timeframe. In response, the California legislature introduced Assembly Bill 484, which
formally outlined California's new student assessment system. The bill included a provision that allowed
schools to administer tests in either English or math, but not both, by the given deadline. The rationale
behind the provision was to avoid overloading districts that needed more time to adopt and fund the new
program.
California Deputy Superintendent Deb Sigman said that the state had money to pay for only one of the
tests, but it would give districts the option to administer both on their own dime. LAUSD, Fresno
Unified, and other California school districts responded in outrage, saying that it was inappropriate to
burden districts with a "state responsibility." "The smart and right thing to do is total access for all kids,"
said LAUSD superintendent Deasy. "If forced to pay for either part of the field test, LAUSD will bill the
state."
In vehement opposition to the bill, U.S. Secretary of Education Arne Duncan warned California officials
that they would be out of compliance with federal laws that require testing for both subjects. He
threatened to withhold up to $3.5 billion in federal education funding if California did not comply.
Despite strong opposition, AB 484 passed easily through the state legislature in October 2013. But in
response to mounting federal threats to revoke funding, legislators took out the one-test provision a
month after the bill's passage. While the state successfully avoided losing federal funds, the new
mandate created a heavy financial burden for districts that now had to prepare field tests for two subjects
by March 2014. No data has been released on the March 2014 field tests.
41
9
Finding Common Ground
Framed as a "federal-takeover" of state education, the current rhetoric dominating the debate over
Common Core has centered on the conflict between the role of federal and state governments in the
public education system. But what remains largely unexamined are the overwhelming burdens the
program has on cash-strapped school districts and rising spending levels the standards are causing on all
levels of government.
It is time for both the supporters and opponents of Common Core to take a look at the hard numbers and
explore more cost-effective solutions for education reform, whether it means replacing the standards or
finding better ways to implement them. One solution proposed in a Los Angeles Times editorial is to get
rid of the timelines altogether and to implement the standards through a performance-based rollout. It
has been argued that arbitrary federal and state deadlines are unnecessarily rushing school districts,
leading to quick decisions that have unforeseen consequences. Eliminating the timeline would allow
districts to secure more funding, adequately prepare students and teachers, and take time to evaluate the
standards and remain flexible. Another proposed solution to cut down costs, specifically for technology,
is to provide tax credits to incentivize families to buy their own computers for students to bring into the
classroom. This solution would not only alleviate concerns over funding, but it would also mitigate
some of the risks and liabilities involved for schools that have to manage and ensure the safety of
thousands of publicly-owned devices.
States and school districts would benefit from assessing the costs of the CCSS to ensure they are getting
a return on their investment and avoid wasteful spending. As the CCSS develops in the 2014-2015
school year, there is an opportunity for educators, government officials, and researchers around the
country to monitor its implementation and find common ground on what can be done to produce the best
results for student achievement and growth.
Related Publications
The Common Core Standards: States have a choice, and must decide wisely
Common Core can't pass the cost test
Common Core Assessments Becoming Tough Tests To Pass
Common Core is taking a permanent summer vacation in several states
Common Core raises questions about government involvement, financial and otherwise, in local issues
Read more: http://www.statebudgetsolutions.org/publications/detail/print/common-core-costsexamining-californias-five-largest-school-districts#ixzz3FgTEw3y4
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LBUSD Technology Support for CCSS Implementation Instructional Resources  Common Core State Standards K‐12 Technology Skills Scope and Sequence Scope and Sequence  Unit Guides for use in 2013‐14 focused on SBAC navigational skills. ELA and Math Integration will be coming soon in 2014‐15.  SBAC Technology Skills by Question  SBAC Lesson Activities  SBAC Practice Assessments and Scoring Guides Infrastructure  Common Core Labs in each school based on number of students to be tested  PCs – student and teacher  Projectors and Projection screens  Printers  Headphones  Type To Learn  Secure Browser http://goo.gl/dQNuKv 43
Talk Moves
are designed to help students…
clarify and share their
own thoughts
orient to others’
thinking
deepen their
reasoning
engage with others’
reasoning
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Common Core State Standards Implementation: MATHEMATICS
2014/2015 School Instructional Practice Implementation Tool
This implementation support tool is intended to provide direction and support to all schools as
staff members work collaboratively to implement the Common Core State Standards in
Mathematics. This tool may be used for discussion, professional development planning,
reflection, grade level planning and/or as a reference tool for classroom feedback related to
teacher experimentation and implementation.
This tool is not for use in individual teacher evaluation and is not a check-list or an exclusive
“to do” list.
The LBUSD Math Vision:
Math teaching and learning is meaningful, measurable, and motivating.
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K-12 Mathematics Instructional Practice Tool – 2014/2015
Grade Level/Department visited to gather data:
Understandings: We’ll know that teachers and
administrators are moving toward an understanding
of…
Date: ___________________
Evidence observed or gathered
1= not observed at this time, 2 = little/no evidence at this time, 3 = some evidence at this time
4=several examples of implementation observed,
5 = multiple examples of implementation observed and this classroom practice is in place
U1. Continued study and application of the CCSS-M for content and practice, supported by the Linked Learning
approach, lead to high quality instruction using appropriate scaffolds when needed to ensure all learners meet
expectations.
In today’s lesson, teachers showed understanding by…
 Focusing the lesson only on mathematics within the
grade-level standards and fully reflecting the depth of the
grade-level cluster(s), grade-level content standard(s) or
part(s) thereof.
 Explicitly building on students’ prior skills and knowledge.
 Intentionally targeting the aspect(s) of rigor (conceptual
understanding, procedural skill and fluency, application)
called for by the standard(s) being addressed.
 Providing scaffolding for students who are ELL, have
disabilities, or perform well-below the grade level
mathematics that enables them to grapple with the tasks
at hand, but for which the challenge has not been
removed.
 Providing extensions for students who excel with the
grade level mathematics.
Evidence:
1
2
3
4
5
U2. Productive struggle produces growth: When students persist in making sense of a challenging problem and trying
different strategies for solution, they are more likely to learn the mathematics than students who give up quickly
or avoid challenge to the greatest extent possible.
In today’s lesson, teachers demonstrated understanding by…
 Encouraging reasoning and problem solving by posing
challenging problems that offer opportunities for
productive struggle.
In today’s lesson, students demonstrated understanding by…
 Engaging and persevering in solving problems at points
of difficulty, challenge or error.
Evidence:
1
2
3
4
5
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U3. Preparation and participation in effective collaborative conversations allow individuals to build on others’ ideas
and express their own clearly.
In today’s lesson, students demonstrated understanding by…
 Being thoroughly prepared for discussions, having read
or studied the required material and drawing on that
preparation to explore ideas under discussion.
 Effectively following set behaviors and norms for
discussion.
 Effectively engaging in conversations by clearly
exploring original thoughts, asking insightful questions,
listening attentively and respectfully to others, and
appropriately challenging others’ ideas and opinions.
 Effectively synthesizing ideas discussed and explaining
their new ideas in light of the conversation.
 Demonstrating accurate knowledge and speaking
effectively about the topic.
In today’s lesson the teacher demonstrated understanding by...
 Actively participating, observing conversations, and
collecting evidence, to reteach or redirect as needed.
Evidence:
1
2
3
4
5
U4. The strategic use of formative assessment strategies allows teachers and students to collect the best possible
evidence about where students are in the learning and use the information to decide what to do next.
In today’s lesson, teachers and students showed understanding
by…
 Being clear about the learning intentions and success
criteria.
 Providing feedback focused on the learning target and
to determine next steps.
In today’s lesson the teacher demonstrated understanding by...
 Engineering effective classroom discussions, activities,
and learning tasks that elicit evidence of learning.
 Regularly collects evidence of student learning.
In today’s lesson, students demonstrated understanding by…
 Responding to feedback.
 Acting as instructional resources for one another.
 Reflecting on their own learning, setting goals, and
planning next steps.
Questions, Wonderings and/or Celebrations
Evidence:
1
2
3
4
5
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