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Common Core State Standards 3-5 Mathematics

Common Core State Standards 3-5 Mathematics. M&M Share. Carefully open your bag of M&Ms. Without looking, take out one M&M. Starting with the person wearing the most blue, share with your group based the M&M color prompts below:. Red – something about your summer.

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Common Core State Standards 3-5 Mathematics

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  1. Common Core State Standards3-5 Mathematics

  2. M&M Share Carefully open your bag of M&Ms. Without looking, take out one M&M. Starting with the person wearing the most blue, share with your group based the M&M color prompts below: • Red – something about your summer • Orange – something about your family • Brown – something you are looking forward to • Blue – a dream, a wish, or a goal • Green – something your group should know about you • Yellow – your “favorites”

  3. M&M Math • Sort your M&Ms by color. • Arrange your M&Ms into “bars” to visually compare amounts. • Using graph paper, create a bar graph to illustrate this comparison. • Now discuss the following questions with your elbow partner: • How many reds and greens do you have altogether? • Compare the two colors you have the most of. How many more _____________ do you have? • Compare your blue and orange. Which do you have fewer (or less) of? How many fewer (or less)?

  4. M & M Math (continued) • Now combine your M & M data with a partner. • Use a “scaled “legend and graph your combined totals of M & Ms. • Answer questions guided by teacher.

  5. Measurement and Data – MD Look at your MD Standards. What do you think?

  6. What Makes These Math Standards Different? P. 3 • Fewer, focused standards -- with clarity & specificity. No more “mile high and inch deep.” • Coherence – William Shmidt and Richard Houang (2002) have said that content and curricula are coherent if they are “articulated over time as a sequence of topics and performances that are logical and reflect, where appropriate, the sequential or hierarchical nature of the disciplinary content from which the subject matter derives.” In other words, what and how students are taught should reflect not only the topics that fall within a certain academic discipline, but also the key ideas that determine how knowledge is organized and generated within that discipline. • Designed to equip students to be college and career ready and globally competitive.

  7. 5th grade math question taken from the Mississippi Curriculum Test Second Edition (MCT2) Practice Test: Kendra bought trays of flowers to plant in her front yard. Each tray contained 6 flowers. Which could be the total number of flowers she bought? A. 63 B. 160 C. 266 D. 312

  8. Question taken from the exam given at Year 5 in Sweden: Carl bikes home from school at four o’clock. It takes about a quarter of an hour. In the evening, he’s going back to school because the class is having a party. The party starts at 6 o’clock. Before the class party starts, Carl has to eat dinner. When he comes home from school, his grandmother, who is also his neighbor, calls. She wants him to bring in her post before he bikes over to the class party. She also wants him to take her dog for a walk, then to come in and have a chat. What does Carl have time to do before the party begins? Write and describe below how you have reasoned.

  9. Key Advances Focus and coherence Focus on key topics at each grade level. Coherent progressions across grade levels. Balance of concepts and skills Mathematical understanding* and procedural skill are equally important. *Mathematical Understanding = Ability to justify, in a way appropriate to the student’s mathematical maturity, why a particular math statement is true or where a particular mathematical rule comes from. *“Processes and Proficiencies” Mathematical practices Foster reasoning and sense-making in mathematics. Build on NCTM process standards of problem solving, reasoning and proof, communication, representation, and connections… AND on adaptive reasoning, strategic competence, conceptual understanding, procedural fluency, and productive disposition. *Conceptual understanding = comprehension of math concepts, operations, and relations. *Procedural Fluency = skill in carrying out procedures flexibly, accurately, efficiently, and appropriately. *Productive Disposition = habitual inclination to see math as sensible, useful, and worthwhile. College and career readiness Level is ambitious but achievable.

  10. 8 Standards for Mathematical PracticeP. 6-8 • Make sense of problems and persevere in solving them. • Use concrete objects and pictures to help solve problems. • Check answers using a different method. • Continually ask themselves, “Does this make sense?” and make adjustments when it doesn’t make sense.

  11. Reason abstractly and quantitatively. • Creating a coherent representation of the problem and being able to explain it • Attending to meaning, not just the computation • Construct viable arguments and critique reasoning of others. • Construct arguments using concrete objects, drawings, diagrams, and actions • Listen to the arguments of others, decide whether they make sense, and ask questions to clarify or improve arguments

  12. Model with mathematics. • Apply mathematics to solve problems in everyday life (i.e., writing an addition equation to describe a situation) • Use appropriate tools strategically. • Attend to precision. • Look for and make use of structure. • Look for and express regularity in repeated reasoning. • Notice mathematical patterns and repetition

  13. Design and Organization Standards for Mathematical Content/Practices K-8 standards presented by grade level Organized into domains that progress over several grades Related objectives are “clustered” together Grade introductions give 2–4 focal points at each grade level

  14. Design and Organization (P. 5) • Content standards define what students should understand and be able to do • Clusters are groups of related standards • Domains are larger groups that progress across grades

  15. Design and Organization Grade Level Overviews

  16. Let’s Get Familiar with Abbreviations • CC = Counting & Cardinality (K) • OA = Operations & Algebraic Thinking • NBT = Numbers & Operations in Base Ten • NF = Numbers and Operations -- Fractions • MD = Measurement & Data • G = Geometry

  17. How do we reference the standards in lesson plans? Let’s Practice!  3. OA. 4 4.NBT. 2a G.5.3

  18. What are the implications for classroom teachers? Frequent Use of Manipulatives Learning Takes Place in Small, Flexible Groups

  19. Planning for Common Core Math Lessons/Instruction How will I provide for small group instruction? What part of the standard will I teach? How will I use manipulatives?

  20. K-2 Update K Number Core – Numbers & Operations in Base Ten – Counting & recognizing to 100, comparing within 10, counting sets to 20, joining & separating situations (combined sets), etc. 1st Number Core – Numbers & Operations in Base Ten – Adding & Subtracting whole numbers within 20 (add to, take from, put together, take-apart), compare situations to develop meaning for +/-, Add within 100, Subtract multiples of 10, Apply properties of operations as strategies to add and subtract, Determine unknowns, extend counting sequence to 120 2nd Extend Base 10 – counting in 5s, 10s, multiples of 100 and ones. Use and understand to 1000 using base 10. FLUENTLY +/- within 20

  21. How do I unpack the standards? • Circle verbs. • Underline nouns and noun phrases. • Bullet.

  22. Thoughts About Multiplication The CORE is Building the Concept Progressively— It’s more about the process, not the memorization, in K-2. Students need a strong number core to make sense of the patterns in multiplication and to be able to apply prior learning for new strategies. • KINDERGARTEN: K.CC.1: Count to 100 by ones and tens. • FIRST GRADE: • 1.NBT.2c and 1.NBT.4: Working with multiples of ten. • SECOND GRADE: • 2.OA.3, 4: Work with equal groups to gain foundations for multiplication

  23. 3rd-4th-5th – REFLECT ON YOUR STANDARDS • Spend the next __ minutes thinking about the standards for the grade you teach. • Record the 1 you want extra discussion on (on sticky note). • OA – Operations & Algebraic Thinking • NBT – Numbers & Operations in Base Ten • NF – Numbers & Operations – Fractions • MD – Measurement & Data • G – Geometry

  24. Final Thoughts • K-2 is implementing CCSS for RLA and Mathematics 2011-2012, AND 3-5 can expect implementation for 2012-2013. • How can 3-5 teachers “get ahead of the curve” next year? • Small Group Math Instruction • Speaking/Listening/Writing About Mathematics – Strategies, Explanation of Processes – Mathematical Understanding • Focus on Fluency – of Processes and Computation • Increase Problem-Solving – through experiences interesting to and relevant to the uniqueness of your class • FREQUENT (DAILY) USE OF MANIPULATIVES

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