Common Core State Standards for Mathematics

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

4. www.corestandards.org

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

6. Common Core State Standards

7. 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

8. Number Activities • Bag O’ Things • Bean Collage • Building Stacks • Lots of Lines • Measure It • Mittens & Gloves • Paper Shapes • Yarn Shapes

9. Standards for Mathematical Practices • 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

10. Time to Reflect

11. 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.

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. Standards for Mathematical Practice 2. Reason abstractly and quantitatively 3. Construct viable arguments and critique the reasoning of others Reasoning and Explaining Overarching habits of mind of a productive mathematical thinker. 4. Model with mathematics 5. Use appropriate tools strategically • Make sense of problems and persevere in solving them • 6. Attend to precision Modeling and Using Tools 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning Seeing Structure and Generalizing

14. Mathematical Practices

18. Design and Organization Grade Level Overviews

20. Time to Reflect

21. Vertical Progression We will take a look at the progression number concepts from Kindergarten through 3rd grade.

22. Vertical Progression Fact Fluency Addition Subtraction Place Value Word Problems

23. Gallery Walk I know that That’s new already… to me …

24. Content Domains

25. Illustrative Mathematics Tools http://illustrativemathematics.org/standards

27. 2nd Grade Big Ideas Addition and Subtraction Base-Ten Notation Shapes Measurement

28. What’s In…What’s Out… Sort With a partner, take a pair of scissors and cut apart the list of standards and sort them by “What’s In” for 2nd grade and “What’s Out” for 2nd grade.

29. What’s In • Addition with rectangular array • Count within 1,000 by 5s, 10s, and 100s • Mentally add and subtract by 10 & 100 • Measurement concepts • Money • Line Plots, Picture Graphs, and Bar Graphs • Estimations while computing • Temperature • Cut and rearrange 2-D and 3-D figures • Symmetric and congruent figures • Venn diagrams and pictographs • Probability • Repeating and growing patterns What’s Out

30. Teacher Directed Number Activities • Plus-Minus Stay the Same • The Game of Tens and Ones • Greatest Difference Wins

31. Time to Reflect

32. Challenges for Next Year • As a table write one challenge per sticky note that addresses the following question. • Please limit your challenges to no more than 5 • What concepts need to be addressed in order to help students transition to the new math standards?

33. Challenges Discussion Addressing the “Challenges”

34. Scavenger Hunt 1. What grade is the standard algorithm for addition taught? 2. What grade introduces cardinality? 3. By what grade should students memorize addition facts: To 5? To 10? To 20? 4. At what grade level is money introduced and taught? 5. What grade is responsible for teaching the eight mathematical practices? 6. Name three things that are new to the measurement domain. 7. Find the appropriate grade for: -Bar Graphs  -Venn Diagrams   -Picture Graphs   -Line Plots

35. Time to Reflect

36. Investigations Alignment • How will Investigations align with the new Common Core State Standards? • http://investigations.terc.edu/CCSS/

37. 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.

38. 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.

39. “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.)

40. Grade Level Adaptations

41. Investigations Alignment • Resources: • Investigations and the Common Core State Standards • Also found online • www.pearsonsuccessnet.com

42. Investigations Alignment • www.pearsonsuccessnet.com

43. 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

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

46. Content & Pacing

47. 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.

48. CCSSM Resources Books Magazines Technology Resources

49. DPI Wiki http://www.ncdpi.wikispaces.net/ http://maccss.ncdpi.wikispaces.net/home

50. CCSSM Resources Common Core State Standards Live Binder: http://www.livebinders.com/edit?id=133724 • Resources: • 21st Century Skills • Common Core State Standards & Essential Standards • Crosswalks • Unpacking Documents • Investigations & CCSSM • Websites