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South Dakota Common Core State Standards Phase I - Mathematics - PowerPoint PPT Presentation

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South Dakota Common Core State Standards Phase I - Mathematics. July 7, 2011 K - 6. WELCOME. WHO ARE WE? Roxane Dyk : Mid-Central/ESA 3 Karen Taylor: TIE. Credit Information. Icebreaker. Three Year Plan. Phases I, II, III. Agenda. 8:30 Begin Background Disaggregate Standards

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Presentation Transcript
    • RoxaneDyk: Mid-Central/ESA 3
    • Karen Taylor: TIE

8:30 Begin

  • Background
  • Disaggregate Standards
  • Peer Review
  • Muddiest Water

11:30 – 12:30 Lunch on Your Own

12:30 – 12:45

-Talk about the muddiest points


  • Disaggregate Standards
  • Peer Review
  • Exit Survey
  • Credit
using the web site
Using the Web Site

Bookmark it!

ccss mathematics standards
CCSS Mathematics Standards

Two Types of Standards

  • Mathematical Practice

(recurring throughout the grades)

  • Mathematical Content

(this will be different at each grade level)

standards of mathematical practice
Standards of 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.
sdccss mathematics standards
SDCCSS Mathematics Standards

The standards for mathematics:

  • are focused, coherent, and rigorous
  • aim for clarity and specificity
  • stress conceptual understanding of key ideas
  • balance mathematical understanding and procedural skill
  • are internationally benchmarked
cracking the code
Cracking the Code

What does it all mean?

Let’s take a look…

disaggregating standards
Disaggregating Standards

Disaggregating Process:

  • Locate the Disaggregating Template on your table
  • Locate the Disaggregating Peer Review document
  • We will model a section then you will complete

that section for the standard you have been

assigned at your table.

  • As you complete each section use the Peer Review

document to define quality.

  • Peer Review will be completed at the end of the process.
modeling the process math
Modeling the Process: Math
  • Discussion Points:
  • Find strand:
  • Find previous year standard (if applicable)
  • Find following year standard (if applicable)
  • Quality will be defined by the Peer Review document
modeling the process
Modeling the Process

I can add and subtract numbers to 999 in many ways using a plan that makes sense to me.

  • Discussion Points:
  • Write the statement in student friendly language
  • Write an “I can” statement
  • Quality Indicators are defined on the Peer Review document.
modeling the process1


Modeling the Process
  • Numbers can be decomposed and recomposed into component parts to add and subtract multi-digit numbers.
  • The value of a digit in our number system is determined by its place value position
  • Expanded notation
  • Commutative property of addition
  • Associative property of addition
  • Strategies and algorithms are the processes to add/subtract within 100.
  • Properties can help make adding/subtracting numbers fluent within 1,000.
  • Adding and subtracting can be used to solve each other.
  • Students will construct expanded notation for numbers up to 1000.
  • Students will prove/explain answers using manipulatives.
  • Students will apply place value to solve mental math problems.
  • Discussion Points :
  • A stem for “know” are nouns
  • A stem for “Do” are verbs
  • A stem for “Understand” is underlying meaning of standard
  • Keep in mind the 8 standards of mathematical practices
  • Everything students need to demonstrate mastery of the standard
  • Quality Indicators are defined on the Peer Review document.
modeling the process2
Modeling the Process

Fluently – easily, flexibly, and accurately

Within – without exceeding

Strategies – ways to solve the problem

Addend – A number which is involved in addition.

Algorithms – a process or procedures used to solve mathematical problems

  • Discussion Points :
  • Key vocabulary teachers need to know/understand to work with the standard
  • List key vocabulary
  • Quality Indicators are defined on the Peer Review document.
modeling the process3
Modeling the Process

To be able to use mental addition and subtraction when making buying items.

To be able to check to make sure I received the correct change.

  • Discussion Points:
  • How might the grade level expectation be applied at home, on the job or in a real-world, relevant context?
  • Include at least one example.
  • Stem for the conversation with students to answer the question “why do I have to learn this?”.
  • This component of the template leads to student engagement, implementation of 21st Century Skills, and preparation for college and careers.
  • Quality Indicators are defined on the Peer Review document.
peer review process
Peer Review Process
  • Process
    • Assign Roles (2 minutes)
      • Facilitator
      • Time Keeper
      • Recorder
    • Review Template on your own (5 - 10 minutes)
      • Complete Providing Written Feedback
    • Share with Reviewing Group(5 - 7 minutes)
    • Share feedback with designers (10 minutes)
exit strategy
Exit Strategy

Muddiest Point

Think of ONE idea you are still confused about from this morning?

Write it on your index card.


On Your Own

Please Return By 12:30

peer review1
Peer Review

Muddiest of the Muddiest

refection 4 3 2 1
Refection: 4-3-2-1


  • 4 things you will take back for you colleagues to know.
  • 3 tools that will be utilized.
  • 2 highlights of this phase.
  • 1 purpose of this phase?
dates of trainings
Dates of Trainings

Registration is now open for the fall/winter

Teacher Registration:

District Registration:


Thanks so much for your hard work

See you July 19 and 20

Pierre, SD


Karen Taylor:

july 19 and 20 work
July 19 and 20 Work
  • Be thinking about the types of units that might align with your standards you worked with today.
  • You will be working on units with your standard group members.
  • Collaborate with group members and bring any resources/materials you might need for developing units focused on your assigned standards.
  • Unit template will be released and discussed in online pre-work.