1. Juli K. Dixon, Ph.D. University of Central Florida juli.dixon@ucf.edu
Empowering Learners through the Common Core State Standards in Grades K-2
Juli K. Dixon, Ph.D.
University of Central Florida

2. A student was asked to solve 48 + 25 and the student did this…
= 60

3. A student was asked to solve 48 + 25 and the student did this…
= 60
8 + 2 = 10

4. A student was asked to solve 48 + 25 and the student did this…
= 60
8 + 2 = 10
= 70

5. A student was asked to solve 48 + 25 and the student did this…
= 60
8 + 2 = 10
= 70
= 73

6. Perspective…
We know we want students to explain and justify mathematics in these ways, but how do we get them here?

7. Perspective…
We know we want students to explain and justify mathematics in these ways, but how do we get them here?
How is this related to the Common Core State Standards (CCSS)?

8. Background of the CCSSM
Published by the National Governor’s Association and the Council of Chief State School Officers in June 2010
Result of collaboration among 48 states
Provides a focused curriculum with an emphasis on teaching for depth
Consists of Content Standards and Standards for Mathematical Practice

9. Background of the CCSSM
45 States + DC have adopted the Common Core State Standards
Minnesota adopted the CCSS in ELA/literacy only

10. Background of the CCSSM
“… standards must address the problem of a curriculum that is ‘a mile wide and an inch deep.’ These Standards are a substantial answer to that challenge” (CCSS, 2010, p. 3).

11. Background of the CCSSM
“… standards must address the problem of a curriculum that is ‘a mile wide and an inch deep.’ These Standards are a substantial answer to that challenge” (CCSS, 2010, p. 3).
So what do these standards look like anyway?

12. Content Standards Wordle for Grades K-2

13. Content Standards Define expectations for students at each grade level
Use concepts from earlier grades
Emphasize need to justify mathematical moves
Indicate understanding and skill are equally important
Include expectations that students demonstrate understanding of procedures

14. Content Standards Critical Areas – describe areas of focus
Domains – group related clusters
Clusters – group related standards
Standards – define what students should know and be able to do

15. Content Standards Measurement and Data K.MD
Describe and compare measurable attributes.
Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object.
Directly compare two objects with a measurable attribute in common, to see which object has “more of”/“less of” the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter.
Classify objects and count the number of objects in each category.
Classify objects into given categories; count the numbers of objects in each category and sort the categories by count.

16. Content Standards Measurement and Data K.MD Domain
Describe and compare measurable attributes.
Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object.
Directly compare two objects with a measurable attribute in common, to see which object has “more of”/“less of” the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter.
Classify objects and count the number of objects in each category.
Classify objects into given categories; count the numbers of objects in each category and sort the categories by count.
Cluster
Standard
Standard
Cluster
Standard

17. Perspective…
“One hallmark of mathematical understanding is the ability to justify, in a way appropriate to the student’s mathematical maturity, why a particular mathematical statement is true or where a mathematical rule comes from” (CCSS, 2010, p. 4).

18. Perspective…
“The Standards for Mathematical Practice describe varieties of expertise that mathematics educators at all levels should seek to develop in their students”
(CCSS, 2010, p. 6)

19. Making Sense of the Mathematical Practices
The Standards for Mathematical Practice are based on:
The National Council of Teachers of Mathematics’ (NCTM) Principles and Standards for School Mathematics (NCTM, 2000), and
The National Research Council’s (NRC) Adding It Up (NRC, 2001).

20. Making Sense of the Mathematical Practices
NCTM Process Standards:
Problem Solving
Reasoning and Proof
Communication
Representation
Connections

21. Making Sense of the Mathematical Practices
NRC Strands of Mathematical Proficiency:
Adaptive Reasoning
Strategic Competence
Conceptual Understanding
Procedural Fluency
Productive Disposition

22. Making Sense of the Mathematical Practices
NRC Strands of Mathematical Proficiency:
Adaptive Reasoning
Strategic Competence
Conceptual Understanding
Procedural Fluency
Productive Disposition

23. Standards of Mathematical Practice Wordle

24. Making Sense of the Mathematical Practices
The 8 Standards for Mathematical Practice:
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

25. Perspective…
The following represents a recommendation from the Center for the Study of Mathematics Curriculum (CSMC, 2010)

26. Perspective… Lead with Mathematical Practices
Implement CCSS beginning with mathematical practices,
Revise current materials and assessments to connect to practices, and
Develop an observational scheme for principals that supports developing mathematical practices.
(CSMC, 2010)

27. Content Standards Counting and Cardinality K.CC Domain
Compare Numbers.
6. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, eg., by using matching and counting strategies.
Cluster
Standard

28. Solve this…

29. Perspective…
What do you think Kindergarten children will do?

30. Perspective… What do you think Kindergarten children will do?
Consider how the student is allowed to struggle through a problem in this kindergarten video.

31. Show video GrK Seg. 1

32. Perspective…
Are you observing this sort of productive struggle in classrooms?
Is it important?

33. Perspective…
What does this have to do with the Common Core State Standards for Mathematics (CCSSM)?

34. With which practices were the grade K students engaged?
The 8 Standards for Mathematical Practice:
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

35. With which practices were the grade K students engaged?
The 8 Standards for Mathematical Practice:
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

36. Perspective…
In an effort to simplify students’ learning pathways and minimize barriers (stigler, et. al., 1999), teachers often provide students with efficient procedures too early.
When we do this – we minimize students’ opportunities to engage in these practices.

37. Reason abstractly and quantitatively2

38. Reason abstractly and quantitatively2
Reasoning abstractly and quantitatively often involves making sense of mathematics in real-world contexts.
Word problems can provide examples of mathematics in real-world contexts.
This is especially useful when the contexts are meaningful to the students.

39. Reason abstractly and quantitatively2
Consider the following problems:
Jessica has 8 key chains. Calvin has 9 key chains. How many key chains do they have all together?
Jessica has 8 key chains. Alex has 15 key chains. How many more key chains does Alex have than Jessica?

40. Reason abstractly and quantitatively2
Consider the following problems:
Jessica has 8 key chains. Calvin has 9 key chains. How many key chains do they have all together?
Jessica has 8 key chains. Alex has 15 key chains. How many more key chains does Alex have than Jessica?
Key words seem helpful

41. Reason abstractly and quantitatively2
Consider the following problems:
Jessica has 8 key chains. Calvin has 9 key chains. How many key chains do they have all together?
Jessica has 8 key chains. Alex has 15 key chains. How many more key chains does Alex have than Jessica?
Key words seem helpful, or are they….

42. Reason abstractly and quantitatively2
Now consider this problem:
Jessica has 8 key chains. How many more key chains does she need to have 13 key chains all together?

43. Reason abstractly and quantitatively2
Now consider this problem:
Jessica has 8 key chains. How many more key chains does she need to have 13 key chains all together?
How would a child who has been conditioned to use key words solve it?

44. Reason abstractly and quantitatively2
Now consider this problem:
Jessica has 8 key chains. How many more key chains does she need to have 13 key chains all together?
How would a child who has been conditioned to use key words solve it?
How might a child reason abstractly and quantitatively to solve these problems?

45. Reason abstractly and quantitatively2
Consider this problem:
Jessica has 8 key chains. Calvin has 9 key chains. How many key chains do they have all together?
I know that = 16, so…

46. Reason abstractly and quantitatively2
Consider this problem:
Jessica has 8 key chains. Alex has 15 key chains. How many more key chains does Alex have than Jessica?
I know that = 16, so…

47. Reason abstractly and quantitatively2
Now consider this problem:
Jessica has 8 key chains. How many more key chains does she need to have 13 key chains all together?
8 + __ = 13
(How might making a ten help?)

48. Reason abstractly and quantitatively2
What happens when this child gets to 2nd grade?

49. video

50. Empowering Young Learners
Consider this Kindergarten class.
With which Standard(s) for Mathematical Practice are they engaged?
Show the shark video

51. Shark Video

52. Empowering Young Learners
Consider this Kindergarten class.
What did you notice?

53. With which practices were the grade K students engaged?
The 8 Standards for Mathematical Practice:
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

54. With which practices were the grade K students engaged?
The 8 Standards for Mathematical Practice:
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

55. Use appropriate tools strategically5
This practice supports hands-on learning
Tools must include technology
Tools also include non-technological tools such as manipulatives, number lines, and paper and pencil
Mathematically proficient students know which tool to use for a given task.

56. With which practices were the grade K students engaged?
The 8 Standards for Mathematical Practice:
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

57. Construct viable arguments and critique the reasoning of others3
What does this look like in a grade K- 2 class?
How can we be intentional about providing opportunities for students to engage in this practice?

58. Empowering Young Learners
Consider this:

59. Empowering Young Learners
Consider this:
Was the language you used in talking through the solution “precise”?

60. Making Sense of the Mathematical Practices
The 8 Standards for Mathematical Practice:
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

61. Empowering Young Learners
Consider this:
I heard a student say this…

62. Attend to precision 6 Consider this:
Does our math talk sound more like this?

63. Making Sense of the Mathematical Practices
The 8 Standards for Mathematical Practice:
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

64. How do we support the transition to the Common Core?
Teachers need content knowledge for teaching mathematics to know the tasks to provide, the questions to ask, and how to assess for understanding.
Math Talk needs to be supported in the classroom.
Social norms need to be established in classroom and professional development settings to address misconceptions in respectful ways.

65. Juli K. Dixon, Ph.D. University of Central Florida juli.dixon@ucf.edu
Empowering Learners through the Common Core State Standards in Grades K-2
Juli K. Dixon, Ph.D.
University of Central Florida