Beyond Adoption: Next Steps for the Common Core State Standards for Mathematics in Connecticut. Shelbi K. Cole, Ph.D. CAPT Mathematics Consultant CT State Department of Education Bureau of Student Assessment February 3, 2011.
Shelbi K. Cole, Ph.D.
CAPT Mathematics Consultant
CT State Department of Education
Bureau of Student Assessment
February 3, 2011
"The world is small now, and we're not just competing with students in our county or across the state. We are competing with the world," said Robert Kosicki, who graduated from a Georgia high school this year after transferring from Connecticut and having to repeat classes because the curriculum was so different. "This is a move away from the time when a student can be punished for the location of his home or the depth of his father's pockets."
Excerpt from Fox News, Associated Press. (June 2, 2010) States join to establish 'Common Core' standards for high school graduation.
(Findings of the 25 Member Validation Committee, April, 2010)
What do they look like in action?
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.
“He tried and he tried, but Spanky could not figure out a way to add three plus four.
☼ Why might 3 + 4 be a harder problem for Spanky to do?
☼ Figure out a way for Spanky to add 3 + 4 using just the six toes on his ‘hands.’”
Excerpt from Cole, S. K. (in revision) Spanky the Three-toed Slothematician. Storrs, CT: Creative Learning Press.
Help students make sense of problems.
MP4. Model with mathematics.
CONNECTION TO CONTENT STANDARDS
K.OA.1: Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations.
CC.7.G.2 Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle.
CC.8.G.5 Use informal arguments to establish facts about the angle sum of triangles.
(180 x 5) – 360 = 900 – 360 = 540
But did you ask them why?
112/4 = 28
112/4 = 28
112/4 = 28
24/4 = 6
5/4 = 1 R1
365 = 112+112+112+24+5= 28+28+28+6+1+¼ =91¼
Grade Level Comparisons Practice Standards
its parts.” -Aristotle