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Common Core State Standards for Mathematics. Learning Targets Gain an awareness of the content and structure of the Common Core State Standards for Mathematics.

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Presentation on theme: "Common Core State Standards for Mathematics. Learning Targets Gain an awareness of the content and structure of the Common Core State Standards for Mathematics."— Presentation transcript:

1 Common Core State Standards for Mathematics

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

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

5 Math Resources Glossary Tables from Common Core Common addition and subtraction situations

6 Unpacking Document

7 Crosswalks

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

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 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 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

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 Mathematical Practices Picture Sort Sort the pictures to match each mathematical practice Pictures may fit multiple categories

14 Mathematical Practices

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16 Time to Reflect Summary

17 1 st Grade Big Ideas

18 What’s In What’s Out Using a symbol for an unknown Commutative & Associative properties Counting & Writing to 120 Unitizing a ten (10 as a bundle) Comparison Symbols ( ) Defining and non-defining attributes Half and Quarter Circles Cubes Partitioning circles & squares ( halves, fourths, quarters) Estimation Groupings of 2s, 5s, & 10s (This effects TALLIES and MONEY) Fair Shares(Number Sense) Line Plots Venn Diagrams Probability Extending Patterns Students are not creating traditional bar graphs and pictographs

19 Time to Reflect Summary

20 Investigations Alignment How will Investigations align with the new Common Core State Standards? Look on Left Side Click on Curriculum & CCSS Click by Grade Level Click on Grade 1 Click on CCS Correlation PDF

21 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.

22 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.

23 “ 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.)

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

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

26 Investigations Alignment

27 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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29 How the New Content is Addressed Teaching/Math Notes Ten Minute-Math/Classroom Routines Homework & Practice Pages Sessions

30 Scavenger Hunt 1. What grade is the standard algorithm for multiplication taught? 2. Which grade teaches cardinality? 3. By the end of what grade should students memorize addition facts? 4. What grade is responsible to teach the eight mathematical practices? 5. What grade begins addition and subtraction of fractions? 6. What grade begins counting by 2’s, 5’s and 10s?

31 Content Domains

32 Learning Progressions

33 Time to Reflect/ Break Summary

34 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.

35 Low VS. High Cognitive Demand Work with your table group to sort the 10 task cards into 2 categories (Low Demand and High Demand).

36 Exploration Stations Place Value in K-2

37 DPI Wiki

38 Paper Shapes Activity

39 Exploration Stations  What makes this activity a good task?  What mathematical practices are reinforced with this station?  What content standards or big ideas are addressed?

40 Challenges for Next Year What concepts need to be addressed in order to help students transition to the new math standards?

41 Time to Reflect Summary

42 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

43 Math Resources Aegom Interactive Smartboard Lessons

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

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

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

47 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

48 Math Resources

49 Time to Reflect Summary


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