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

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Common Core State Standards for Mathematics

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Questions? Concerns? Put them in the parking lot!

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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

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

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Common Core State Standards

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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

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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

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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.

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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?

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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

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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

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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

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Design and Organization Mathematical Practices Grade Level Overviews

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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

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Grade Level Domain Standards

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Content Domains

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Illustrative Mathematics Tools cs.org/standards

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Common Core Resources Glossary Tables Common addition and subtraction situations

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

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Unpacking Document

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Crosswalks

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Focal Points & Critical Areas Focal Points

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Focal Points & Critical Areas Critical Area

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Time to Reflect Summary

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4th Grade Big Ideas Geometry Place Value

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Angle Activity Making Wax Paper Protractors

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

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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.

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A Technology Resource for Angles

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Time to Reflect Summary

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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?

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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

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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)

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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

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Time to Reflect Summary

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

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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.

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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.

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“ 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.)

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

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

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Investigations Alignment

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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

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

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Content & Pacing

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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!

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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?

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Video Fractions with Geoboards 05

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Time to Reflect Summary

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CCSSM Resources Books Magazines Technology Resources

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DPI Wiki

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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

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Unpacking Document

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Math Resources Aegom Interactive Smartboard Lessons

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

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

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

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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

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Math Resources

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

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Time to Reflect Summary

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THANK YOU!

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