Common Core Common Core State State
Standards for Standards for MathematicsMathematics
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Learning Targets
Gain an awareness of the content and structure of the Common Core State Standards for Mathematics
Understand the meaning of the Mathematical Practices in the CCSSM and apply the practices to your current classroom instruction
Become familiar with the content standards at your grade level
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www.corestandards.org
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Common Core Notebooks
Math SectionCCSS & GlossaryLearning ProgressionsUnpacking DocumentCrosswalk Document
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Common Core State Standards
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Design and Organization
Standards for Mathematical Practice Carry across all grade levels Describe habits of mind of a mathematically expert
student
Standards for Mathematical Content K-8 standards presented by grade level Domains:
Number and Operations Counting and Cardinality Operations and Algebraic Thinking Number and Operations in Base Ten Number and Operations—Fractions
Measurement and Data Geometry
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Number Activities
Bag O’ ThingsBean CollageBuilding StacksLots of LinesMeasure ItMittens & GlovesPaper ShapesYarn Shapes
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1. Make sense of problems and persevere in solving them
2. Reason abstractly and quantitatively3. Construct viable arguments and critique the
reasoning of others4. Model with mathematics5. Use appropriate tools strategically6. Attend to precision7. Look for and make use of structure8. Look for and express regularity in
repeated reasoning
Standards for Mathematical Practices9
Time to Reflect
Summary
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Standards for Mathematical Practice
While the Content Standards describe what mathematics students should be able to understand and do,
the Mathematical Practices describe how students should
engage with these mathematical
concepts and skills.
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Mathematical Practices
Mathematical practices describe the habits of mind of mathematically proficient students.
In your classroom, Who is doing the talking? Who is doing the thinking? Who is doing the math?
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Standards for Mathematical Practice2. Reason abstractly and
quantitatively
3. Construct viable arguments and critique the reasoning of others
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7. Look for and make use of structure.
8. Look for and express regularity in repeated reasoning
4. Model with mathematics
5. Use appropriate tools strategically
Reasoning and Explaining
Modeling and Using Tools
Seeing Structure and Generalizing
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Mathematical Practices
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Design and Organization
Grade Level Overviews
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Time to Reflect
Summary
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Vertical Progression
We will take a look at the progression number concepts from
Kindergarten through 3rd grade.
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Vertical Progression
1. Fact Fluency2. Addition3. Subtraction4. Place Value5. Word Problems
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Gallery Walk
I know that That’s new already… to me …
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Content Domains24
Illustrative Mathematics Tools
http://illustrativemathematics.org/standards
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2nd Grade Big Ideas
Base-
Ten N
otatio
n
Add
ition
and
Sub
trac
tion
Measurem
entShapes
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What’s In…What’s Out…Sort
With a partner, take a pair of scissors and cut apart the list of standards and sort them by “What’s In”
for 2nd grade and “What’s Out” for 2nd grade.
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What’s In
What’s Out
• Addition with rectangular array•Count within 1,000 by 5s, 10s, and 100s•Mentally add and subtract by 10 & 100•Measurement concepts •Money•Line Plots, Picture Graphs, and Bar Graphs
• Estimations while computing•Temperature•Cut and rearrange 2-D and 3-D figures•Symmetric and congruent figures•Venn diagrams and pictographs•Probability•Repeating and growing patterns
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Teacher Directed Number Activities
•Plus-Minus Stay the Same
•The Game of Tens and Ones
•Greatest Difference Wins
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Time to Reflect
Summary
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Challenges for Next Year
As a table write one challenge per sticky note that addresses the following question.
Please limit your challenges to no more than 5
What concepts need to be addressed in order to help students transition to the new math standards?
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Challenges Discussion
Addressing the
“Challenges”
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Scavenger Hunt
1. What grade is the standard algorithm for addition taught? 2. What grade introduces cardinality? 3. By what grade should students memorize addition facts: To 5? To 10? To 20? 4. At what grade level is money introduced and taught? 5. What grade is responsible for teaching the eight mathematical practices? 6. Name three things that are new to the measurement domain. 7. Find the appropriate grade for:
-Bar Graphs -Venn Diagrams
-Picture Graphs -Line Plots
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Time to Reflect
Summary
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Investigations Alignment
How will Investigations align with the new Common Core State Standards?http://investigations.terc.edu/CCSS/
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Goals of Investigations
Support students to make sense of mathematics and learn that they can be mathematical thinkers.
Focus on computational fluency with whole numbers as a major goal of the elementary grades.
Provide substantive work in important areas of mathematics—rational numbers, geometry, measurement, data, and early algebra—and connections among them.
Emphasize reasoning about mathematical ideasCommunicate mathematics content and pedagogy to
teachers.Engage the range of learners in understanding
mathematics.
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Investigations and the CCSS
Close alignment between Investigations & the CCSS New work builds on and extends the existing work within
the grade level. Some sessions have been omitted to allow for new
material.
Mathematical Practices are aligned with the goals and principles of Investigations and deeply embedded in the fabric of the curriculum.
The Investigations curriculum when taught as intended, offers students and teachers coherence, focus, clarity and specificity in the teaching and learning of mathematics.
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“While the CCSS Content Standards describe what mathematics students should be able to understand and do, the mathematical practices describe how students should engage with these mathematical concepts and skills. The Investigations curriculum is intentionally designed to promote a deep understanding of mathematics and develop mathematically proficient students who can think, reason, model and solve problems.”
(Standards for Mathematical Practices in Investigations in Number, Data and Space, p. 6.)
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Using Investigations to Implement the Common Core – November 4, 2011
Grade Level Adaptations
Investigations Alignment
Resources:Investigations and the
Common Core State StandardsAlso found onlinewww.pearsonsuccessnet.com
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Investigations Alignment
www.pearsonsuccessnet.com
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Investigations and the CCSSM
Companion materials to InvestigationsInvestigations and the Common Core State Standards
Each grade level resource book contains:An instructional plan for adapting existing
content and adding new contentTeacher and student materials for new content
Sessions, Classroom Routines/TMM, Teaching/PD Notes, Resource Masters, Assessments
Detailed correlations between Investigations and Mathematical Practices and Content Standards
“Snap-in” Instructional Plan Tabs for each unit
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How the New Content is Addressed
Teaching/Math Notes
Ten Minute-Math/Classroom Routines
Homework & Practice Pages
Sessions
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Content & Pacing46
Calendar Time
Though seasons, days of the week, and months of the year are important to teach, these are not mathematical ideas and should not be considered as part of the mathematics block. (Science Essential Standards: K.E.1, 2.E.1)
Calendar Time (Classroom Routines, Carpet Time, etc) needs to be restructured. It should be used for Classroom Routines and to spiral critical number concepts in mathematics.
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CCSSM Resources
Books Magazines
Technology Resources
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DPI Wikihttp://www.ncdpi.wikispaces.net/http://maccss.ncdpi.wikispaces.net/home
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CCSSM Resources
Common Core State Standards Live Binder:http://www.livebinders.com/edit?id=133724
Resources: 21st Century Skills Common Core State Standards & Essential Standards Crosswalks Unpacking Documents Investigations & CCSSM Websites
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Math ResourcesAegom Interactive Smartboard Lessonswww.aegom.com/
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Video Resources
Annenberg Media Videos & Resources http://www.learner.org/resources/ browse. html?
discipline=6
Discovery Education/United Streaming http://streaming.discoveryeducation.com/
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Math ResourcesNational Council of Teachers of Mathematics
(NCTM)www.nctm.org
http://illuminations.nctm.org/
Teaching Children Mathematics Magazines
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Math ResourcesSMART Exchange
http://exchange.smarttech.com/index.html#tab=0
netTrekkerhttp://school.nettrekker.com/authenticate/ipauth/1?np=/home.ftl&pp=/ipauth_error.ftl
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Math ResourcesThinkfinityhttp://www.thinkfinity.org/
Extra Mathhttps://www.xtramath.org/
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Common Core Resources
ACRE: Common Core State and Essential Standardshttp://www.ncpublicschools.org/acre/standards/ ACRE: Instructional Support Toolshttp://www.ncpublicschools.org/acre/standards/support-tools/ Tools for the Common Core Standardshttp://commoncoretools.wordpress.com/ Illustrative Mathematics (CCSS Tools & Resources)http://illustrativemathematics.org/standards Common Core Wiki (by Drew Polly)http://elemath.pbworks.com/w/page/30621644/common-core National Council of Teachers of Mathematicswww.nctm.orgwww.nctm.org/standards/mathcommoncore/
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Math Resources
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Time to Reflect
Summary
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