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Math Common Core State Standards and CREC

Math Common Core State Standards and CREC. Looking Ahead to the New Curriculum. We are Ready for Change. GLEs. Common Core State Standards. It may be daunting,. i t may be overwhelming at times,. It will be challenging,. b ut we are in it together. Math Common Core State Standards.

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Math Common Core State Standards and CREC

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  1. Math Common Core State Standards and CREC Looking Ahead to the New Curriculum

  2. We are Ready for Change GLEs Common Core State Standards

  3. It may be daunting,

  4. it may be overwhelming at times,

  5. It will be challenging,

  6. but we are in it together.

  7. Math Common Core State Standards • As of today, 45 states have adopted the Common Core State Standards for Math. • Mathematical Practice Standards alongside Content Standards • Teaching to Mastery! These Standards are not intended to be new names for old ways of doing business. They are a call to take the next step. It is time for states to work together to build on lessons learned from two decades of standards based reforms. It is time to recognize that standards are not just promises to our children, but promises we intend to keep. — CCSS (2010, p.5)

  8. Paradigm Shifts for Mathematics • Bid Adieu to CMT Strand Land • Bid Güten Tag to standards-based focused, coherent instruction • Put the practice standards into practice • Support instruction with intense, focused professional development

  9. Shifts for Math • Focus, focus, focus • Coherence • Fluency • Deep Understanding • Application • Dual Intensity

  10. Priorities in Mathematics

  11. Key Fluencies

  12. KindergartenFormer CT K content that is no longer in K under the CCSS • Patterns (First appear in Grade 3 of CCSS) • Relationships between part & whole; fractional reasoning (Slight focus in Grade 2 CCSS, then strong focus in Grades 3-5) • Story problems (Grade K CCSS focus on multiple informal representations for addition and subtraction) • IMPORTANT NOTE: Addition and subtraction EQUATIONS (those using an equal symbol) are introduced formally in Grade 1, not in kindergarten. • Money (First appears in Grade 2 of CCSS) • Time using calendar (does not explicitly appear in CCSS) • Data collection (Limited in CCSS to counting objects in classified sets) • Probability (First appears in Grade 7 of CCSS)

  13. Grade OneFormer CT Grade 1 content that is no longer in Grade 1 under the CCSS Patterns (First appear in Grade 3 of CCSS) Relationships between part & whole; fractional reasoning (Slight focus in Grade 2 CCSS, then strong focus in Grades 3-5) Other discrete topics: Use of a balance scale; ordinal numbers; estimating; describing location, direction, position; Money & Calendar (Money focused in Grade 2 CCSS, Calendar not part of CCSS) Data (Data in Grade 1 CCSS is limited to organization, representation and analysis with up to three categories) Probability (First appears in Grade 7 of CCSS)

  14. Grade TwoFormer CT Grade 2 content that is no longer in Grade 2 under the CCSS Patterns (First appear in Grade 3 of CCSS) Expanded form (There is a huge emphasis on place value, but not writing numbers in expanded form using multiplication as in CT GLEs) Relationships between part & whole; fractional reasoning (Limited to partitioning geometric shapes in Grade 2 CCSS) Estimation (primarily only seen in the measurement standards in Grade 2 CCSS) Calendar Three-dimensional shapes Temperature, balance scales, capacity, volume, area, weight (emphasis in CCSS on linear measurement in Grade 2) Probability (First appears in Grade 7 of CCSS) Tables, tallies, posing data collection questions

  15. Grade ThreeFormer CT Grade 3 content that is no longer in Grade 3 under the CCSS Sorting, classifying, ordering, repeating patterns Comparing numbers using inequalities is focused on fractions in the CCSS for Grade 3 Expanded form Ratios Money, including operations with money Calendars Data – major shift in focus Probability Capacity, weight, temperature Three-dimensional shapes Symmetry Coordinate grid

  16. Grade Four Former CT Grade 4 content that is no longer in Grade 4 under the CCSS Ratios and proportions Story problems (Focus is on problem solving, not problem writing) Recall of basic facts Three-dimensional solids Coordinate grids Geometric transformations (reflections, rotations, translations) Calendars and clocks Circle graphs and broken line graphs Range, median, mode, mean Probability

  17. Grade FiveFormer CT Grade 5 content that is no longer in Grade 5 under the CCSS Variables and equations Numbers – Negative, prime, composite, perfect squares Equivalent fractions, ratios, percents Perimeter and area (Focus is on volume) Calendars and clocks Probability All graphs except line plots, which are used for a very specific purpose Surveys Mean, Median, Mode, Range

  18. Grade SixFormer CT Grade 6 content that is no longer in Grade 6 under the CCSS Place value, including expanded form notation (students understanding of place value should come to closure in Grade 5) Fraction, decimal, percent equivalence (Introduction to percent in Grade 6 takes a different approach) Addition and subtraction of fractions (Most fractional operations have come to closure – focus on dividing fractions by fractions) Estimation Symmetry Geometric translations Radius, diameter, circumference Scale models and similar figures Probability

  19. Curriculum Changes in 2012-2013 • Grades 1 through 5 will be rolling out a new curriculum. • Pacing guide • Unit plans • Assessments • Kindergarten, Pre-Kindergarten, and Grade 6 will have minor revisions based on feedback this year.

  20. Pacing Guide

  21. Unit Plan

  22. Resources

  23. Your Task • Review the Pacing Guide • Order of the units • Standards addressed • Time within the unit • Review Unit 1 Plan • Layout of the document • Understanding of the standard(s) • Identify Lessons/Activities/Resources for Unit 1 • Begin to Create an Essential Resource List • Essential instructional materials that will become part of the curriculum • Essential classroom materials that support the new curriculum

  24. Next Steps • Using the essential resource lists created, inventory the materials in each building • Grade level teams identify up to two skills that are “must-haves” for success. These two skills will then be a focus post-CMT in the previous grade. • Continue work on the remaining units • Professional development on planning/mapping a unit using the resources identified

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