CCSS Community Forum:
Elementary Mathematics
Presented by:
Brian Byrne
SPS Curriculum Associate for Elementary Math
bbyrne@ci.stamford.ct.us
www.spselementarymath.blogspot.com
@SPSMathK5
Results from research show:
•
“Opportunity to learn is widely considered the single most important predictor of student achievement.”
•
“Teaching and learning is the product of interactions among the teacher, the students, and the
mathematics.”
-(Digging Deeper into the CCSS)
CCSS: Mathematics
Three Major Shifts
• Focus strongly where the standards focus
• Coherence: Think across grades and link to major
topics within grades
• Rigor: Require conceptual understanding, fluency,
and application
Focus
• Significantly narrow the scope of content and deepen
how time and energy is spent in the math classroom
• Focus deeply only on what is emphasized in the
standards, so that students gain strong foundations
Focus
Focus
Operations and Algebraic
Thinking
Expressions
 and
Equations
Number and Operations—
Base Ten

K
1
2
3
4
Algebra
The Number
System
Number and
Operations—
Fractions



5
6
7
8
High School
Coherence
Think across grades, and link to major topics
within grades
Learning is connected within and across grades so that
students can build new understanding onto foundations
built in previous years.
Begin to count on solid conceptual understanding of
core content and build on it.
The standards are developmentally appropriate. Students
are ready to learn the concepts.
Each standard is not a new event,
but an extension of previous learning.
Rigor
 The CCSM require a balance of:
 Solid conceptual understanding
 Procedural skill and fluency
 Application of skills in problem solving situations
This requires equal intensity in time, activities, and
resources in pursuit of all three
Rigor
(a) Solid Conceptual Understanding
• Teach more than “how to get the answer” and instead support
students’ ability to access concepts from a number of
perspectives
• Students are able to see math as more than a set of mnemonics
or discrete procedures
• Conceptual understanding supports the other aspects of rigor
(fluency and application)
(b) Fluency
• The standards require speed and accuracy in calculation.
• Teachers structure class time and/or homework time for
students to practice core functions such as single-digit
multiplication so that they are more able to understand and
manipulate more complex concepts
CCSS Math Practices
Quick Video
http://www.youtube.com/watch?v=1IPxt794yU&feature=related
CCSS Sample Problems
 CCSS:
 Suggest moving away from multiple choice
 Encourage multiple response questions
 Find additional sample problems on the Smarter
Balanced website
 http://www.smarterbalanced.org/sample-items-and-
performance-tasks/
CCSS Sample Problems
Weak Example of 2.NBT.2-4
Strong Example of 2.NBT.2-4
CCSS Sample Problems
CCSS Sample Problems
CCSS Sample Problems
SPS Implementation Plan
 2012-13 Curriculum Changes to grades K-2
 Aligned all assessment questions to CCSS Domains
 Changed assessments to reflect the content of CCSS
 2013-14 Curriculum Changes to grades 3-5
 Aligned all assessments to the CCSS Domains
 Curriculum changes will be ongoing, continuously
modified, and updated
Communication
 SPS Elementary Math Curriculum:
 Twitter: @SPSMathK5
 Web: www.spselementarymath.blogspot.com
 Email: bbyrne@ci.stamford.ct.us
Questions