Common core state standards and gomath
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Common Core State Standards and GOMath !. January 8, 2013. Why adopt a new program?. Common Core State Standards Fully implemented by 2013/2014 New state assessment This year’s First Graders http://www.youtube.com/watch?v=qtO6L-QoORE&feature. Organization of the Standards.

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Common Core State Standards and GOMath !

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Common core state standards and gomath

Common Core State Standards andGOMath!

January 8, 2013


Why adopt a new program

Why adopt a new program?

  • Common Core State Standards

  • Fully implemented by 2013/2014

  • New state assessment

  • This year’s First Graders

  • http://www.youtube.com/watch?v=qtO6L-QoORE&feature


Organization of the standards

Organization of the Standards

  • Practice Standards

  • Based on NCTM Process Standards & and National Research Council.

  • Content Standards

  • Concepts and skills by grade level & domain or conceptual categories.

Mathematics Standards 

The variety of:

Processes, proficiencies and

expertise students should develop

UNDERSTAND(know) and be able to do

Practice Standards- Present throughout Content Standards. The“flexible thinking work”.

UNDERSTAND

Content Standards- Clear & specific. Cannot be met without the engagement ofPractice Standards.

  • A balanced combination of procedures & understanding

  • Students who lack deep understanding of concepts:

    • Rely too heavily on procedures

    • Lack the foundation to do the “flexible” thinking needed in the mathematical processes (Practice Standards)

  • 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


Key points about the standards

Key Points about the Standards

The K‐5 standards provide students with a solid foundation in whole numbers, addition, subtraction, multiplication, division, fractions and decimals‐‐which help young students build the foundation to successfully apply more demanding math concepts and procedures, and move into applications.

The standards stress not only procedural skill but also conceptual understanding, to make sure students are learning and absorbing the critical information they need to succeed at higher levels, rather than the current practices by which many students learn enough to get by on the next test, but forget it shortly thereafter, only to review again the following year.

www.corestandards.org


Key points about the standards1

Key Points about the Standards

Having built a strong foundation K‐5, students can do hands on learning in geometry, algebra and probability and statistics.

The middle school standards are robust and provide a coherent and rich preparation for high school mathematics. Students who have completed 7th grade and mastered the content and skills through the 7th grade will be well‐ prepared for algebra in grade 8.

www.corestandards.org


Common core state standards and gomath

Priorities in Mathematics

(Source-CSDE-CCSSM)


Key fluencies speed and accuracy in calculations

Key Fluencies (Speed and accuracy in Calculations)


Shifting standards

Shifting Standards

Probability: Not mentioned until 7th grade, previously began in K. It appears briefly in grade 6, but the focus on actual probability is not until grade 7 because it is important to understand fractions and percents prior to teaching probability.

Money: Not mentioned until 2nd grade, previously began in K. The focus is instead on building number concepts and skills (such as skip counting) in K and 1st grade as a foundation for money in 2nd.

Fractions: Concentrated in a three grades: 3rd – 5th. Relies on a solid foundation in whole numbers rather than teaching the two in tandem as we have done in the past.

Patterns: De-emphasized in favor of a stronger foundation in place value & number.

Concepts are focused and do not recur unless in a new context. The goal is to commit more time to mastering a concept and less time to re-teaching.

Source- CSDE-CCSSM


Critical areas kindergarten

Critical Areas-Kindergarten

  • Representing, relating and operating on whole numbers. Initially with sets of objects

  • Describing shapes and space


Critical areas grade 1

Critical Areas-Grade 1

  • Developing understanding of whole number relationships and place value. ( tens and ones)

  • Developing understanding of linear measurements and measuring lengths as repeated units.

  • Developing understanding of addition, subtraction, and strategies for addition and subtraction within 20.

  • Reasoning about geometric shapes.


Critical areas grade 2

Critical Areas- Grade 2

  • Extending understanding of base-ten notation

  • Building fluency with addition and subtraction

  • Using standard units of measure

  • Describing and analyzing shapes (composing and decomposing shapes)


Critical areas grade 3

Critical Areas-Grade 3

  • Developing an understanding of multiplication and division within 100

  • Developing understanding of fractions, especially unit fractions

  • Developing an understanding of the structure of rectangular arrays and area

  • Describing and analyzing two-dimensional shapes


Emphasis on conceptual understanding

Emphasis on Conceptual Understanding

  • Focus on fewer concepts in greater depth

  • Building foundations for the next grade

    “Mathematical understanding and procedural skills are equally important”

    NMAP, 2008


Deep understanding

Deep Understanding

Students demonstrate when they can:

  • Solve short contextual problems

  • Apply math to new situations

  • Speak clearly about their understanding

    The shift is to move beyond “How to get the answer”


Digital resources

Digital Resources

GOMath! Program aligned with Common Core

  • All components available online

  • Engage-itools, HMH Mega Math, Destination Math, Animated Math models

  • Soar to Success Math


Questions

Questions ?


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