Common Core State Standards for Mathematics

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

Common Core Notebooks Math Section  CCSS & Glossary  Learning Progressions  Unpacking Document  Crosswalk Document

Common Core State Standards

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

Design and Organization Grade Level Overviews Mathematical Practices

Design and Organization Content standards define what students should understand and be able to do Clusters are groups of related standards Domains are larger groups that progress across grades

Grade Level Domain Standards

Common Core Resources Glossary Tables Common addition and subtraction situations

Unpacking Document

Crosswalks

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

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

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.

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?

Standards for Mathematical Practice 2. Reason abstractly and quantitatively 3. Construct viable arguments and critique the reasoning of others 1.Make sense of problems and persevere in solving them 6. Attend to precision Overarching habits of mind of a productive mathematical thinker. 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

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

Time to Reflect Summary

Paper Shapes Standards Practices K.CC.4a, K.CC.5 MP1, MP2, MP4, MP5, MP6

How Many to 10? Standards Practices K.CC.1-3, K.CC.4a-c, K.OA.1, K.OA.3-4 MP1, MP2

Teen Numbers Standards Practices K.CC.1-3, K.CC.4a-c, K.NBT.1 MP1, MP2

Bean Collage Practices Standards K.CC.3, K.CC.4a-c, K.CC.5, K.CC.6 MP1, MP2, MP4, MP6

Illuminations Standards Practices K.CC.2, K.CC.4.a-c, K.CC.5, K.NBT MP2, MP4, MP5, MP6,

Teddy Bear Picnic Standards Practices K.OA.5, K.CC.1-2 MP1, MP2, MP7

Time to Reflect Summary

Content Domains

Illustrative Mathematics Tools cs.org/standards

Break Time

Scavenger Hunt 1. What grade is the standard algorithm for multiplication taught? 2. What grade level do students identify as 2-D or 3-D? 3. What grade has volume as a critical focus area? 4. Which grade teaches cardinality? 5. By the end of what grade should students memorize addition facts? 6. What grade is responsible to teach the eight mathematical practices? 7. Line symmetry is introduced in what grade? 8. What grade are the concepts of area and perimeter taught? 9.What grade fluently adds and subtracts within five? 10. What grade introduces the concept of probability?

Focal Points & Critical Areas Focal Points Critical Area In Kindergarten, instructional time should focus on two critical areas: (1) representing and comparing whole numbers, initially with sets of objects; (2) describing shapes and space. More learning time in Kindergarten should be devoted to number than to other topics. 1. Students use numbers, including written numerals, to represent quantities and to solve quantitative problems, such as counting objects in a set; counting out a given number of objects; comparing sets or numerals; and modeling simple joining and separating situations with sets of objects, or eventually with equations such as = 7 and 7 – 2 = 5. (Kindergarten students should see addition and subtraction equations, and student writing of equations in kindergarten is encouraged, but it is not required.) Students choose, combine, and apply effective strategies for answering quantitative questions, including quickly recognizing the cardinalities of small sets of objects, counting and producing sets of given sizes, counting the number of objects in combined sets, or counting the number of objects that remain in a set after some are taken away.

Kindergarten Big Ideas

What’s In What’s Out

Challenges for Next Year What concepts need to be addressed in order to help students transition to the new math standards?

PATTERNS ARE EVERYWHERE! So where are the patterns?

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.

Time to Reflect Summary

Investigations Alignment How will Investigations align with the new Common Core State Standards?

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 ideas Communicate mathematics content and pedagogy to teachers. Engage the range of learners in understanding mathematics.

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.

“ 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.)

Using Investigations to Implement the Common Core – November 4, 2011 Grade Level Adaptations

Investigations Alignment Resources: Investigations and the Common Core State Standards Also found online

Investigations Alignment

Investigations and the CCSSM Companion materials to Investigations Investigations and the Common Core State Standards Each grade level resource book contains:  An instructional plan for adapting existing content and adding new content  Teacher 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

How the New Content is Addressed Teaching/Math Notes Ten Minute-Math/Classroom Routines Homework & Practice Pages Sessions

Content & Pacing

Time to Reflect Summary

CCSSM Resources Books Magazines Technology Resources

DPI Wiki

CCSSM Resources Common Core State Standards Live Binder: Resources:  21 st Century Skills  Common Core State Standards & Essential Standards  Crosswalks  Unpacking Documents  Investigations & CCSSM  Websites

Unpacking Document

Math Resources Aegom Interactive Smartboard Lessons

Video Resources Annenberg Media Videos & Resources  browse. html?discipline=6 Discovery Education/United Streaming 

Math Resources National Council of Teachers of Mathematics (NCTM) Teaching Children Mathematics Magazines

Math Resources SMART Exchange netTrekker =/home.ftl&pp=/ipauth_error.ftl

Common Core Resources  ACRE: Common Core State and Essential Standards  ACRE: Instructional Support Tools  Tools for the Common Core Standards  Illustrative Mathematics (CCSS Tools & Resources)  Common Core Wiki (by Drew Polly)  National Council of Teachers of Mathematics

Math Resources

Time to Reflect Summary