Committing to the Core

Committing to the CoreRethinking Mathematics

for the 21st Century

Sara Good Heather Canzurlo

Welcome to Session 2!

Take a FIRST BITE out of the Core!

CHANGE 3• Locate each section underlined below in your binder.

Read the summary for each section, and then the section itself.•Change or add three words or phrases in the following summaries to better represent the important ideas of that section.•Be ready to cite evidence from the text to justify your choices.

Common Core State Standards Initiative Standards-Setting Criteria

The CCCS-M is organized by the guiding principles of RIGOR, CLARITY, COHERENCE, and FOCUS. These rigorous standards include high cognitive demand and ask students to demonstrate conceptual understanding through applying skills to new situations. They provide sufficient detail on how to teach and assess them. The big ideas and supporting concepts provide coherence that details a progression of learning, as well as focus that limits repetition across the grades.

Application to Students with Disabilities All students must have access to challenging academic standards within the general curriculum. Since SWD have difficulty benefiting from general education, how these standards are implemented are of utmost importance. Instruction must include such supports as IEP goals aligned to grade-level CCSS-M, trained personnel, multiple and engaging methods for demonstrating understanding, accommodations that do not change the grade-specific mathematics, and assistive technology.

Application of Common Core Standards for English Language Learners

Language is an important resource for learning mathematics as it requires and develops both communication and reasoning skills. Math instruction should include class discourse and address academic vocabulary regularly, even as ELL students are learning English. Simple vocabulary instruction, including drill and practice, are not effective practices for developing language and mathematical understanding.

Key Takeaways from the CCSS Initiative in Mathematics The K-5 standards provide a solid foundation in applying understanding of whole numbers and operations. Kindergarten focuses on the number core: learning to correspond numbers to quantities, and how to put together and take apart numbers. K-5 standards help teachers navigate tough topics of fractions, negative numbers and geometry in a coherent manner. They also expect hands on learning in geometry (as well as algebra and probability and statistics in later grades).

Introduction: Common Core State Standards for Mathematics

The CCSS-M is internationally benchmarked to provide greater focus and coherence. They draw from higher performing countries’ focus on number, measurement and geometry in early grades, with less emphasis on probability and algebra concepts. These countries devote about half the instructional time on number in grades 1-3, with almost all remaining time to geometry and measurement. The particulars of the content standards—i.e. meaning of whole numbers, math facts, procedures—must evolve to deeper structures of mathematics—i.e. properties of the rational number systems—in order to be coherent. Mathematical understanding and procedural skill are equally important, and are developed through rich tasks.

HELPING TEACHERS: COHERENCE & FOCUS

http://www.ccsso.org/Resources/Digital_Resources/Common_Core_Implementation_Video_Series.html


Understand the structure and organization of the CCSS for math.

Examine curriculum through the Common Core lens.

Enrich mathematical content knowledge and pedagogy.

THE HANDSHAKE PROBLEM

How many handshakes occur in a group of 8 people if each person shakes hands exactly one time with every other person?

THE HANDSHAKE PROBLEM

Standard for Mathematical Practice Evidence: What are students doing?

1. Make sense of problems and persevere in solving them.

2. Reason abstractly and quantitatively.

3. Construct viable arguments and construct 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.

Domains larger groups of related standards

Cluster Headings overview & quick summary of the mathematical ideaswithin a domain

Clustersgroups of related standards

Standards define what students should understand and be able to do

Organization of the CCSS Math Standards

Grade Level Introduction

Critical Area of Focus

Cross-cutting themes

Grade Level OverviewGrade 4 OverviewOperations and Algebraic Thinking

Use the four operations with whole numbers to solve problems.

Gain familiarity with factors and multiples.Generate and analyze patterns.

Number and Operations in Base TenGeneralize place value understanding for multi-digit whole

numbers.Use place value understanding and properties of operations to

perform multi-digit arithmetic.Number and Operations—Fractions

Extend understanding of fraction equivalence and ordering.Build fractions from unit fractions by applying and extending

previous understandings of operations on whole numbers.Understand decimal notation for fractions, and compare

decimal fractions.Measurement and Data

Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit.

Represent and interpret data.Geometric measurement: understand concepts of angle and

measure angles.Geometry

Draw and identify lines and angles, and classify shapes by properties of their lines and angles.

Mathematical Practices1. Make sense of problems and

persevere in solving them2. 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

Organization of K-8 StandardsGrade Level

Domain

Standard

Cluster

Grades K – 5

Counting and CardinalityCCOperations and Algebraic Thinking OANumber and Operations in Base Ten NBTNumber and Operations – Fractions NFMeasurement and Data MDGeometry G

Cracking the Code

GRADE LEVEL

• DOMAIN:• NUMBER AND

OPERATIONS IN BASE TEN

1ST STANDARD IN THE CLUSTER

Number & Operations in Base Ten 3.NBT

Use place value understanding and properties of operations to perform multi-digit arithmetic.

1. Use place value understanding to round whole numbers to the nearest 10 or 100.

3.NBT.1

Cracking the Code

Structure of K-8 Standards

The Importance of Mathematics Progressions



Connecting Everyday Mathematics to the CCSS-MCRITICAL AREA #1:

Extending understanding of base-ten notation

CRITICAL AREA #2: Building fluency with

addition and subtraction

STANDARDS BEYOND CRITICAL AREAS OF

FOCUS

DOMAIN:

CLUSTER HEADING:

STANDARD

STANDARD

CLUSTER HEADING:

STANDARD STANDARD STANDARD

DOMAIN:

CLUSTER HEADING:

STANDARD

GRADE LEVEL: 2nd LESSON #11.3 LESSON TITLE: The Trade-First Subtraction Algorithm

Connecting Everyday Mathematics to the CCSS-MIdentify the opportunities within the selected Everyday Mathematics lesson for students to engage in the Standards for Mathematical Practice. Record your findings in the chart below. Which practices lend themselves to the most emphasis within this particular lesson?

Standard for Mathematical Practice Opportunities within the Lesson1. Make sense of problems and persevere in solving them.

2. Reason abstractly and quantitatively.

3. Construct viable arguments and construct 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.

The Progressions Documents offer an in-depthexpansion of the mathematics in each domain.

Learning Progressions Documents

Use the Say Something protocol to read and process K-5, Number and Operations in Base Ten with a partner.

Learning Progressions DocumentsESSENTIAL QUESTIONS NOTES

Read Overview, pp. 2-4.1. Why is the base-ten number system so powerful?

2. What is the distinction between special strategies and general methods?

Read Kindergarten section, page 5.1. What common difficulty is associated with learning the numbers 11-19?

2. What models can support understanding of the teen numbers?

Read Grade 1 section, pp.6-7.1. How is the Grade 1 focus of “ten” different from Kindergarten?

2. What are first graders NOT expected to do?

Read Grade 2 section, pp. 8-10.1. How does base-ten understanding progress from earlier grades?

2. How can multiple representations support students in becoming fluent in addition and subtraction?

SUMMARYHow has this progression document improved my mathematical content knowledge?

How does this progression document inform how I PLAN, ASSESS, and TEACH?

Reflect