th
Please begin assembling your notebooks. We will begin at 8:45

Questions? Concerns?


Gain an awareness of the content and structure of the Common Core State
Standards for Mathematics
 Understand the meaning of the
Mathematical Practices in the CCSSM and apply the practices to your current classroom instruction
 Become familiar with the content standards at your grade level

www.corestandards.org

 Math Section

CCSS & Glossary

Learning Progressions

Unpacking Document

Crosswalk Document

Design and Organization
Standards for Mathematical Practice

Carry across all grade levels
 Describe habits of mind of a mathematically expert student
Standards for Mathematical Content


K-8 standards presented by grade level
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Domains:


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Number and Operations
Counting and Cardinality
Operations and Algebraic Thinking
Number and Operations in Base Ten
Number and Operations—Fractions
Measurement and Data
Geometry

Standards for Mathematical Practices
1.
2.
3.
4.
5.
6.
7.
8.
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

Standards for Mathematical Practice
While the Content Standards describe what mathematics students should be able to understand and do , the Mathematical Practices describe how students should engage with these mathematical concepts and skills.

Mathematical practices describe the habits of mind of mathematically proficient students.
In your classroom,




Standards for Mathematical Practice
2. Reason abstractly and quantitatively
3. Construct viable arguments and critique the reasoning of others
Reasoning and Explaining
4. Model with mathematics
5. Use appropriate tools strategically
Modeling and Using Tools
7. Look for and make use of structure.
8. Look for and express regularity in repeated reasoning
Seeing Structure and Generalizing

Standards for Mathematical Practices
1.
2.
3.
4.
5.
6.
7.
8.
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

Design and Organization
Standards for Mathematical Practice

Carry across all grade levels
 Describe habits of mind of a mathematically expert student
Standards for Mathematical Content


K-8 standards presented by grade level



Domains:




Number and Operations
Counting and Cardinality
Operations and Algebraic Thinking
Number and Operations in Base Ten
Number and Operations—Fractions
Measurement and Data
Geometry

Design and Organization
Grade Level Overviews
Mathematical
Practices

Design and Organization



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

Domain Standards
Grade Level

Content Domains

Illustrative Mathematics Tools http://illustrativemathemati cs.org/standards

Common Core Resources
Common addition and subtraction situations

Common Core Resources
Operations and Properties Tables
Table 3. The properties of operations

Focal Points & Critical Areas
Focal Points

Focal Points & Critical Areas
Critical Area

Time to Reflect
Summary

Making Wax Paper
Protractors

Use the measures you discovered to build a shape that contains; a 60 degree angle a 120 degree angle a 150 degree angle
Record your findings by tracing the combination of polygons you used to create each angle listed above.
Be sure to carefully label your drawings.

A Technology Resource for Angles http://primarygamesarena.com/Banana-Hunt2631

Time to Reflect
Summary

Scavenger
Hunt 1. What grade is the standard algorithm for multiplication taught?
2. What grade introduces the concept of probability?
3. What grade level introduces money?
4. What grade level introduces fractions?
5. By the end of what grade should students memorize multiplication facts with products to 100?
6. What grade is responsible to teach the eight mathematical practices?
7. Line symmetry is introduced in what grade?
8. What grade are the concepts of area and perimeter taught?

Scavenger
Hunt
Answers
1. What grade is the standard algorithm for multiplication taught? 5 th grade
2. What grade introduces the concept of probability? Not in elementary
3. What grade level introduces money?
2 nd grade and it builds through the years
4. What grade level introduces fractions? 3 rd grade
5. By the end of what grade should students memorize multiplication facts with products to 100? Third grade
6. What grade is responsible to teach the eight mathematical practices? All of them!
7. Line symmetry is introduced in what grade?
4 th grade
8. What grade are the concepts of area and perimeter taught? 3 rd grade

Factors and Multiples (4.OA.4)
Multiply a fraction by a whole number (4.NF.4)
Conversions of measurements in the same system (4.MD.1 and
4.MD.2)
Angles and Angle Measures
(4.MD.5, 4.MD.6, 4.MD.7)
Lines of Symmetry (4.G.3)
Coordinate system (3.01)
Transformations (3.03)
Line graphs and bar graphs (4.01)
Data – median, range, mode, comparing sets (4.03)
Probability (4.04)
Number relationships (5.02, 5.03)

 What concepts need to be addressed in order to help students transition to the new math standards?


Gaps
Will not have exposure to the basics of area and perimeter
Bar graphs (scaling and analyzing)

Challenges
Students may not have foundational knowledge in fractions to multiply

Time to Reflect
Summary

 How will Investigations align with the new
Common Core State Standards?
http://investigations.terc.edu/CCSS/







Support students to make sense of mathematics and learn that they can be mathematical thinkers.
Focus on computational fluency with whole numbers as a major goal of the elementary grades.
Provide substantive work in important areas of mathematics— rational numbers, geometry, measurement, data, and early algebra—and connections among them.
Emphasize reasoning about mathematical ideas
Communicate mathematics content and pedagogy to teachers.
Engage the range of learners in understanding mathematics.

 Close alignment between Investigations & the CCSS

New work builds on and extends the existing work within the grade level.

Some sessions have been omitted to allow for new material.
 Mathematical Practices are aligned with the goals and principles of Investigations and deeply embedded in the fabric of the curriculum.

The Investigations curriculum when taught as intended, offers students and teachers coherence, focus, clarity and specificity in the teaching and learning of mathematics.

“ While the CCSS Content Standards describe what mathematics students should be able to understand and do, the mathematical practices describe how students should engage with these mathematical concepts and skills. The Investigations curriculum is intentionally designed to promote a deep understanding of mathematics and develop mathematically proficient students who can think, reason, model and solve problems.
”
(Standards for Mathematical Practices in Investigations in Number, Data and Space, p. 6.)

Grade Level Adaptations
Using Investigations to Implement the Common Core – November 4, 2011

 Resources:
 Investigations and the
Common Core State Standards
 Also found online www.pearsonsuccessnet.com

www.pearsonsuccessnet.com

Investigations and the CCSSM
 Companion materials to Investigations
Investigations and the Common Core State Standards
 Each grade level resource book contains:
 An instructional plan for adapting existing content and adding new content
 Teacher and student materials for new content
 Sessions, Classroom Routines/TMM, Teaching/PD Notes,
Resource Masters, Assessments
 Detailed correlations between Investigations and
Mathematical Practices and Content Standards
 “Snap-in” Instructional Plan Tabs for each unit

How the New Content is Addressed

Teaching/Math Notes

Ten Minute-Math/Classroom Routines
 Homework & Practice Pages

Sessions

1.
Work together to use all seven tangram pieces to build a square.
2.
The square will represent our whole in today’s activity.
3.
Next, work together to figure out the fractional size of each tangram piece.


What makes this activity a good task?

What mathematical practices are reinforced with this activity?

What content standards or big ideas are addressed?

Video
Fractions with Geoboards http://www.learner.org/vod/vod_window.html?pid=9
05

Time to Reflect
Summary

http://www.ncdpi.wikispaces.net/ http://maccss.ncdpi.wikispaces.net/home

Common Core State Standards Live Binder: http://www.livebinders.com/edit?id=133724
 Resources:


21 st Century Skills
Common Core State Standards & Essential Standards


Crosswalks
Unpacking Documents


Investigations & CCSSM
Websites

Aegom Interactive Smartboard Lessons www.aegom.com/

 Annenberg Media Videos & Resources
 http://www.learner.org/resources/ browse. html?discipline=6
 Discovery Education/United Streaming
 http://streaming.discoveryeducation.com/

 National Council of Teachers of Mathematics (NCTM) www.nctm.org
http://illuminations.nctm.org/
 Teaching Children Mathematics
Magazines

 SMART Exchange http://exchange.smarttech.com/index.html#tab=0
 netTrekker http://school.nettrekker.com/authenticate/ipauth/1?np
=/home.ftl&pp=/ipauth_error.ftl

 ACRE: Common Core State and Essential Standards http://www.ncpublicschools.org/acre/standards/
 ACRE: Instructional Support Tools http://www.ncpublicschools.org/acre/standards/support-tools/
 Tools for the Common Core Standards http://commoncoretools.wordpress.com/
 Illustrative Mathematics (CCSS Tools & Resources) http://illustrativemathematics.org/standards
 Common Core Wiki (by Drew Polly) http://elemath.pbworks.com/w/page/30621644/common-core
 National Council of Teachers of Mathematics www.nctm.org
www.nctm.org/standards/mathcommoncore/

Math Resources

Let’s address any questions from the parking lot…

Time to Reflect
Summary