1. Welcome to CCSS Math Training 4 th grade Please begin assembling your notebooks. We will begin at 8:45

2. Common Core State Standards for Mathematics

3. Questions? Concerns? Put them in the parking lot!

4. 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

6. www.corestandards.org

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

8. Common Core State Standards

9. 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

10. 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

11. 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.

12. 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?

13. 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

14. 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

16. 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

17. Design and Organization Mathematical Practices Grade Level Overviews

18. 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

19. Grade Level Domain Standards

20. Content Domains

21. Illustrative Mathematics Tools http://illustrativemathemati cs.org/standards

22. Common Core Resources Glossary Tables Common addition and subtraction situations

23. Operations and Properties Tables Table 3. The properties of operations Common Core Resources

24. Unpacking Document

25. Crosswalks

26. Focal Points & Critical Areas Focal Points

27. Focal Points & Critical Areas Critical Area

28. Time to Reflect Summary

29. 4th Grade Big Ideas Geometry Place Value

30. Angle Activity Making Wax Paper Protractors

31. Investigations Unit 4 Session 3 Take a minute to explore measuring the angles of Power Polygons. Trace and record your findings.

32. Use the measures you discovered to build a shape that contains; a 60 degree angle a 120 degree angle a 150 degree angle Record your findings by tracing the combination of polygons you used to create each angle listed above. Be sure to carefully label your drawings.

33. A Technology Resource for Angles http://primarygamesarena.com/Banana-Hunt2631

34. Time to Reflect Summary

35. Scavenger Hunt 1. What grade is the standard algorithm for multiplication taught? 2. What grade introduces the concept of probability? 3. What grade level introduces money? 4. What grade level introduces fractions? 5. By the end of what grade should students memorize multiplication facts with products to 100? 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?

36. Scavenger Hunt Answers 1. What grade is the standard algorithm for multiplication taught? 5 th grade 2. What grade introduces the concept of probability? Not in elementary 3.What grade level introduces money? 2 nd grade and it builds through the years 4. What grade level introduces fractions? 3 rd grade 5. By the end of what grade should students memorize multiplication facts with products to 100? Third grade 6. What grade is responsible to teach the eight mathematical practices? All of them! 7.Line symmetry is introduced in what grade? 4 th grade 8. What grade are the concepts of area and perimeter taught? 3 rd grade

37. What’s In Factors and Multiples (4.OA.4) Multiply a fraction by a whole number (4.NF.4) Conversions of measurements in the same system (4.MD.1 and 4.MD.2) Angles and Angle Measures (4.MD.5, 4.MD.6, 4.MD.7) Lines of Symmetry (4.G.3) What’s Out Coordinate system (3.01) Transformations (3.03) Line graphs and bar graphs (4.01) Data – median, range, mode, comparing sets (4.03) Probability (4.04) Number relationships (5.02, 5.03)

38. Challenges for Next Year What concepts need to be addressed in order to help students transition to the new math standards? Gaps  Will not have exposure to the basics of area and perimeter  Bar graphs (scaling and analyzing) Challenges  Students may not have foundational knowledge in fractions to multiply

39. Time to Reflect Summary

40. Investigations Alignment How will Investigations align with the new Common Core State Standards? http://investigations.terc.edu/CCSS/

41. 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.

42. 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.

43. “ 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.)

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

45. Investigations Alignment Resources: Investigations and the Common Core State Standards Also found online www.pearsonsuccessnet.com

46. Investigations Alignment www.pearsonsuccessnet.com

47. 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

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

50. Content & Pacing

51. 1. Work together to use all seven tangram pieces to build a square. 2. The square will represent our whole in today’s activity. 3. Next, work together to figure out the fractional size of each tangram piece. Try this!

52. Reflecting on the Task  What makes this activity a good task?  What mathematical practices are reinforced with this activity?  What content standards or big ideas are addressed?

53. Video Fractions with Geoboards http://www.learner.org/vod/vod_window.html?pid=9 05

54. Time to Reflect Summary

55. CCSSM Resources Books Magazines Technology Resources

56. DPI Wiki http://www.ncdpi.wikispaces.net/ http://maccss.ncdpi.wikispaces.net/home

57. CCSSM Resources Common Core State Standards Live Binder: http://www.livebinders.com/edit?id=133724 Resources:  21 st Century Skills  Common Core State Standards & Essential Standards  Crosswalks  Unpacking Documents  Investigations & CCSSM  Websites

58. Unpacking Document

59. Math Resources Aegom Interactive Smartboard Lessons www.aegom.com/

60. Video Resources Annenberg Media Videos & Resources  http://www.learner.org/resources/ browse. html?discipline=6 Discovery Education/United Streaming  http://streaming.discoveryeducation.com/

61. Math Resources National Council of Teachers of Mathematics (NCTM) www.nctm.org http://illuminations.nctm.org/ Teaching Children Mathematics Magazines

62. Math Resources SMART Exchange http://exchange.smarttech.com/index.html#tab=0 netTrekker http://school.nettrekker.com/authenticate/ipauth/1?np =/home.ftl&pp=/ipauth_error.ftl

63. Common Core Resources  ACRE: Common Core State and Essential Standards http://www.ncpublicschools.org/acre/standards/  ACRE: Instructional Support Tools http://www.ncpublicschools.org/acre/standards/support-tools/  Tools for the Common Core Standards http://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 Mathematics www.nctm.org www.nctm.org/standards/mathcommoncore/

64. Math Resources

65. Revisiting the Parking Lot Let’s address any questions from the parking lot…

66. Time to Reflect Summary

67. THANK YOU!