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Kindergarten Instructional Shifts-Coherence

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Why Common Core? Initiated by the National Governors Association (NGA) and Council of Chief State School Officers (CCSSO) with the following design principles: Result in College and Career Readiness Based on solid research and practice evidence Fewer, higher and clearer

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The CCSS Requires Three Shifts in Mathematics 1. Focus: Focus strongly where the standards focus. 2. Coherence: Think across grades, and link to major topics 3. Rigor: In major topics, pursue conceptual understanding, procedural skill and fluency, and application

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Coherence Across and Within Grades Its about math making sense. The power and elegance of math comes out through carefully laid progressions and connections within grades.

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Mathematical Practices Make sense of problems and problem solving 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 regularly in repeated reasoning

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Looking For Coherence Within Kindergarten Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings and record each decomposition by a drawing or equation (e.g., 5=2+3 and 5=4+1). K.OA.3 What learning needs to occur before K.OA.3?

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Know the number names and the count sequence. Count to tell the number of objects. Compare numbers. Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from. CCSS Evidence

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Looking for Coherence Across Grades Coherence is an important design element of the standards. The Standards are not so much built from topics as they are woven out of progressions. Structure is the Standards, Publishers Criteria for Mathematics, Appendix

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Coherence Card Activity Activity: Place the standards of each color under the appropriate grade (K-8). Determine a theme for your color. No grade has two of the same color card. Some themes that have only a few cards might represent consecutive grades and some may not. Read each card in its entirety to help determine placement. Do not check your Standards until you and your colleagues agree on the final product. Discuss horizontal and vertical observations with your partners. 9

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Coherence Card Activity What horizontal and vertical observations did you make?

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https://www.teachingchannel.org/videos/tea ching-math-ccss?fd=1 https://www.teachingchannel.org/videos/tea ching-math-ccss?fd=1 Start at 4:10. Stop at 5:53

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Question One: Name one topic that links from Kindergarten to First Grade and then to Second Grade. Shift Two: Coherence Think across grades, and link to major topics within grades.

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Question Two: What are two things teachers can do to learn about vertical alignment in the Common Core State Standards? Shift Two: Coherence Think across grades, and link to major topics within grades.

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Resources www.corestandards.org www.teachingchannel.org www.achievethecore.org

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INSTRUCTIONAL IMPLICATIONS OF THE COMMON CORE STATE STANDARDS Sandra Alberti Student Achievement Partners, Inc. May 30, 2012.

INSTRUCTIONAL IMPLICATIONS OF THE COMMON CORE STATE STANDARDS Sandra Alberti Student Achievement Partners, Inc. May 30, 2012.

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