1. Common Core State Standards for Mathematics 1

2. 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 2

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4. www.corestandards.org 4

5. Common Core Notebooks Math Section  CCSS & Glossary  Learning Progressions  Unpacking Document  Crosswalk Document 5

6. Common Core State Standards 6

7. 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 7

8. Number Activities Bag O’ Things Bean Collage Building Stacks Lots of Lines Measure It Mittens & Gloves Paper Shapes Yarn Shapes 8

9. 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 9

10. Time to Reflect Summary 10

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. 11

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? 12

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 13

14. Mathematical Practices 14

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18. Design and Organization Grade Level Overviews 18

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20. Time to Reflect Summary 20

21. Vertical Progression We will take a look at the progression number concepts from Kindergarten through 3 rd grade. 21

22. Vertical Progression 1.Fact Fluency 2.Addition 3.Subtraction 4.Place Value 5.Word Problems 22

23. Gallery Walk I know that That’s new already… to me … 23

24. Content Domains 24

25. Illustrative Mathematics Tools http://illustrativemathemati cs.org/standards 25

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27. 2 nd Grade Big Ideas Base-Ten Notation Addition and Subtraction Measurement Shapes 27

28. 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 2 nd grade and “What’s Out” for 2 nd grade. 28

29. 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 29

30. Teacher Directed Number Activities Plus-Minus Stay the Same The Game of Tens and Ones Greatest Difference Wins 30

31. Time to Reflect Summary 31

32. 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? 32

33. Challenges Discussion Addressing the “Challenges” 33

34. 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 34

35. Time to Reflect Summary 35

36. Investigations Alignment How will Investigations align with the new Common Core State Standards? http://investigations.terc.edu/CCSS/ 36

37. 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. 37

38. 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. 38

39. “ 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.) 39

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

41. Investigations Alignment Resources: Investigations and the Common Core State Standards Also found online www.pearsonsuccessnet.com 41

42. Investigations Alignment www.pearsonsuccessnet.com 42

43. 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 43

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45. How the New Content is Addressed Teaching/Math Notes Ten Minute-Math/Classroom Routines Homework & Practice Pages Sessions 45

46. Content & Pacing 46

47. 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. 47

48. CCSSM Resources Books Magazines Technology Resources 48

49. DPI Wiki http://www.ncdpi.wikispaces.net/ http://maccss.ncdpi.wikispaces.net/home 49

50. 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 50

51. Math Resources Aegom Interactive Smartboard Lessons www.aegom.com/ 51

52. Video Resources Annenberg Media Videos & Resources  http://www.learner.org/resources/ browse. html?discipline=6 Discovery Education/United Streaming  http://streaming.discoveryeducation.com/ 52

53. Math Resources National Council of Teachers of Mathematics (NCTM) www.nctm.org http://illuminations.nctm.org/ Teaching Children Mathematics Magazines 53

54. 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 54

55. Math Resources Thinkfinity http://www.thinkfinity.org/ Extra Math https://www.xtramath.org/ 55

56. 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/ 56

57. Math Resources 57

58. Time to Reflect Summary 58