Transitioning to Common Core State Standards for Mathematics

1. Transitioning to Common Core State Standards for Mathematics February 29, 2012

2. Mathematics PD Plan • Face-to-Face • Online • Blended

3. Mathematics PD Plan • Cognitively Guided Instruction • Extending Children’s Mathematics

4. Mathematics PD Plan • Data Modeling: Inventing Displays, Center and Precision • 9-Number and Operations Courses • Other

5. Mathematics PD Plan • SREB – Mathematics Design Collaborative (MDC) • ADE Math Science Partnerships (MSP) • ADHE Math Science Partnerships (MSP)

6. K to 1st • Concept of “ten” • Early experiences with meaning for the operations of addition and subtraction • Developing strategies for addition and subtraction • Fluency with addition and subtraction within 5 • Concept of “measureable attribute” • Foundational understanding of mathematical classification

7. K to 1st • Cognitively Guided Instruction • Problem Situations: Addition and Subtraction and the Nature of “Equals” • Problem Situations: Multiplication and Division and the Nature of “Equals” • Developing the Base Ten System • Developing Fact Fluency

8. 1st to 2nd • Place Value Understanding • Meaning of Addition and Subtraction • Properties of Operations • Strategies for adding and subtracting • Fluency within 10 for addition and subtraction • Continuous nature of linear measure

9. 1st to 2nd • Cognitively Guided Instruction • Problem Situations: Addition and Subtraction and the Nature of “Equals” • Problem Situations: Multiplication and Division and the Nature of “Equals” • Developing the Base Ten System • Developing Fact Fluency • Strategies, Algorithms and Recording Systems: Multi-digit Addition and Subtraction

10. 2nd to 3rd • Place Value • Meaning for Addition and Subtraction • Properties of Operations • Strategies for adding and subtracting • Fluency within 20 for addition and subtraction • Continuous nature of linear measures • Equal shares of identical wholes need not have the same shape

11. 2nd to 3rd • Cognitively Guided Instruction • Problem Situations: Addition and Subtraction and the Nature of “Equals” • Problem Situations: Multiplication and Division and the Nature of “Equals” • Developing the Base Ten System • Developing Fact Fluency • Strategies, Algorithms and Recording Systems: Multi-digit Addition and Subtraction • Fraction Concepts: Equal Sharing

12. 3rd to 4th • Meaning for Operations • Properties of Operations • Strategies for Operations • Fluency for adding and subtracting within 20 • Fluency for multiplying and dividing within 100 • Fraction meaning • Continuous nature of linear measure

13. 3rd to 4th • Cognitively Guided Instruction/Extending Children’s Mathematics • Problem Situations: Addition and Subtraction and the Nature of “Equals” • Problem Situations: Multiplication and Division and the Nature of “Equals” • Developing the Base Ten System • Developing Fact Fluency • Strategies, Algorithms and Recording Systems: Multi-digit Addition and Subtraction • Fraction Concepts: Equal Sharing • Other Problem Situations: Multiplication and Division

14. 4th to 5th • Meaning of Operations • Properties of Operations • Strategies for performing operations • Fluency with basic facts • Place Value • Fraction meaning and equivalence • Angles

15. 4th to 5th • Extending Children’s Mathematics • Problem Situations: Multiplication and Division and the Nature of “Equals” • Other Problem Situations: Multiplication and Division • Developing the Base Ten System • Strategies, Algorithms and Recording Systems: Multi-digit Addition and Subtraction • Strategies, Algorithms and Recording Systems: Multi-Digit Multiplication and Division • Fraction Concepts: Equal Sharing • Fraction Operations: Multiple Grouping

16. 5th to 6th • Fraction meaning • Fraction Operations • Geometric Classification • Extension of place value to decimal notation • Lingering concerns…Understanding of operations, strategies for operations and fluency

17. 5th to 6th • Extending Children’s Mathematics • Fraction Concepts: Equal Sharing • Fraction Operations: Multiple Grouping • Problem Situations: Multiplication and Division and the Nature of “Equals” • Other Problem Situations: Multiplication and Division • Developing the Base Ten System • Strategies, Algorithms and Recording Systems: Multi-digit Addition and Subtraction • Strategies, Algorithms and Recording Systems: Multi-Digit Multiplication and Division

18. 6th to 7th • Single Variable Data • Proportional reasoning • Geometric measures: perimeter, area, surface area and volume • Independent and dependent variables • Extending knowledge of number to negative values • Lingering concerns: understanding rational numbers meaning of operations, strategies for operations, fluency

19. 6th to 7th • Extending Children’s Mathematics • Fraction Concepts: Equal Sharing • Fraction Operations: Multiple Grouping • Problem Situations: Multiplication and Division and the Nature of “Equals” • Other Problem Situations: Multiplication and Division • Developing the Base Ten System • Strategies, Algorithms and Recording Systems: Multi-Digit Multiplication and Division • Data Modeling: Inventing Displays, Center and Precision

20. 7th to 8th • Proportional Reasoning and its application • Rational number concepts and computation • Statistics and Probability • Writing and solving equations

21. 7th to 8th • Data Modeling: Inventing Displays, Center and Precision • Other Coop offerings

22. Grade 8 and Beyond 8th Grade Mathematics becomes more like what Algebra I is under the Arkansas Mathematics Frameworks. • Extends rational number system to the real numbers • Function Concepts • Intense study of linear functions • Congruence, Similarity and Pythagorean Theorem

23. Grade 8 and Beyond Algebra I will finalize linear functions, but most of the instruction will focus on quadratic and/or exponential functions. Algebra II will look a great deal more like what pre-calculus has been under the Arkansas Frameworks.