1. January 8, 2013

2.  Common Core State Standards  Fully implemented by 2013/2014  New state assessment  This year’s First Graders  http://www.youtube.com/watch?v=qtO6L- QoORE&feature http://www.youtube.com/watch?v=qtO6L- QoORE&feature

3.  Mathematics Standards  Practice Standards Based on NCTM Process Standards & and National Research Council. The variety of: Processes, proficiencies and expertise students should develop Make sense of problems and persevere in solving them Reason abstractly and quantitatively Construct viable arguments and critique the reasoning of others Model with mathematics Use appropriate tools strategically Attend to precision Look for and make use of structure Look for and express regularity in repeated reasoning A balanced combination of procedures & understanding Students who lack deep understanding of concepts:  Rely too heavily on procedures  Lack the foundation to do the “ flexible ” thinking needed in the mathematical processes (Practice Standards) UNDERSTAND (know) and be able to do Practice Standards- Present throughout Content Standards. The “ flexible thinking work ”.  UNDERSTAND  Content Standards- Clear & specific. Cannot be met without the engagement of Practice Standards. Content Standards Concepts and skills by grade level & domain or conceptual categories.

4.  The K ‐ 5 standards provide students with a solid foundation in whole numbers, addition, subtraction, multiplication, division, fractions and decimals ‐‐ which help young students build the foundation to successfully apply more demanding math concepts and procedures, and move into applications.  The standards stress not only procedural skill but also conceptual understanding, to make sure students are learning and absorbing the critical information they need to succeed at higher levels, rather than the current practices by which many students learn enough to get by on the next test, but forget it shortly thereafter, only to review again the following year. www.corestandards.org

5.  Having built a strong foundation K ‐ 5, students can do hands on learning in geometry, algebra and probability and statistics.  The middle school standards are robust and provide a coherent and rich preparation for high school mathematics. Students who have completed 7th grade and mastered the content and skills through the 7th grade will be well ‐ prepared for algebra in grade 8. www.corestandards.org

6. Grade Priorities in Support of Rich Instruction and Expectations of Fluency and Conceptual Understanding K–2 Addition and subtraction, measurement using whole number quantities 3–5Multiplication and division of whole numbers and fractions 6 Ratios and proportional reasoning; early expressions and equations 7 Ratios and proportional reasoning; arithmetic of rational numbers 8Linear algebra Priorities in Mathematics (Source-CSDE-CCSSM)

7. GradeRequired Fluency KAdd/subtract within 5 1Add/subtract within 10 2 Add/subtract within 20 Add/subtract within 100 (pencil and paper) 3 Multiply/divide within 100 Add/subtract within 1000 4Add/subtract within 1,000,000 5Multi-digit multiplication 6 Multi-digit division Multi-digit decimal operations 7Solve px + q = r, p(x + q) = r 8Solve simple 2  2 systems by inspection

8. Probability: Not mentioned until 7 th grade, previously began in K. It appears briefly in grade 6, but the focus on actual probability is not until grade 7 because it is important to understand fractions and percents prior to teaching probability. Money: Not mentioned until 2 nd grade, previously began in K. The focus is instead on building number concepts and skills (such as skip counting) in K and 1 st grade as a foundation for money in 2 nd. Fractions: Concentrated in a three grades: 3 rd – 5 th. Relies on a solid foundation in whole numbers rather than teaching the two in tandem as we have done in the past. Patterns: De-emphasized in favor of a stronger foundation in place value & number. Concepts are focused and do not recur unless in a new context. The goal is to commit more time to mastering a concept and less time to re-teaching. Source- CSDE-CCSSM

9.  Representing, relating and operating on whole numbers. Initially with sets of objects  Describing shapes and space

10.  Developing understanding of whole number relationships and place value. ( tens and ones)  Developing understanding of linear measurements and measuring lengths as repeated units.  Developing understanding of addition, subtraction, and strategies for addition and subtraction within 20.  Reasoning about geometric shapes.

11.  Extending understanding of base-ten notation  Building fluency with addition and subtraction  Using standard units of measure  Describing and analyzing shapes (composing and decomposing shapes)

12.  Developing an understanding of multiplication and division within 100  Developing understanding of fractions, especially unit fractions  Developing an understanding of the structure of rectangular arrays and area  Describing and analyzing two-dimensional shapes

13.  Focus on fewer concepts in greater depth  Building foundations for the next grade “Mathematical understanding and procedural skills are equally important” NMAP, 2008

14. Students demonstrate when they can:  Solve short contextual problems  Apply math to new situations  Speak clearly about their understanding The shift is to move beyond “How to get the answer”

15. GOMath! Program aligned with Common Core  All components available online  Engage-itools, HMH Mega Math, Destination Math, Animated Math models  Soar to Success Math